Educa+ion TUESDAY, MARCH 3, 2015
2 WEST COUNTRY PROPERTY TUESDAY MARCH 3 2015 WESTERN DAILY PRESS
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Sixth-form and post-16 Educa+ion TUESDAY, MARCH 3, 2015
Exams overhaul sets students a BY MARC RATH news@westerndailypress.co.uk
Contents P2 A level reform P3 Education news P4 St Bede’s Catholic College P5 Bradley Stoke Community School P5 Abbeywood Community School P6 Clifton College P7 South Gloucestershire and Stroud College P8 King’s College Taunton
Apprenticeship offers so much City of Bristol College is one of the country’s leading providers of apprenticeships. With almost 80 different schemes on offer, the college now has 2,000 students opting for apprenticeships over A levels. The college is working with our sister paper the Bristol Post on a two-month long campaign called Go Far with an Apprenticeship, which aims to encourage young people to take advantage of the vast range of opportunities on offer. Principal Lynn Merilion said the college has a long history of offering apprenticeships to young people across Bristol, and it is a great way for people to move away from classroom-based learning while still gaining qualifications in their chosen field. Ms Merilion said: “We are always keen to raise awareness of apprenticeships as a good option for people who want to earn while they lear n. “Apprenticeships are a vital part of helping to meet the skills needs of local and regional employers. “The college has a long and successful track record of providing apprenticeships in Bristol as we’ve been offering them for over 50 years.” She added that the college was focused on the different needs of young people and recognised that different people needed different pathways to achieve their career goals and ambitions. “With an apprenticeship young people start working for an employer from day one, earning a wage while developing specific job skills. An apprenticeship offers on-and off-the-job training both at work and through attendance at college,” Ms Merilion said.
Has there ever been a more challenging time to be a Year 11 student weighing up options for post-16 study? Schools and colleges in the South West believe there may not have been, especially if A levels and AS levels are among the choices under consideration. There has been wave after wave of change to the qualifications, considered to be the ‘gold standard’ of further education options and traditionally seen as the best platform for earning a place at university. Syllabi have been altered and A levels have been transformed into more rigorous ‘linear’ courses with exams only sat at the end of two years of study and fewer marks awarded for coursework. AS levels have been abolished in their current form. To make matters more complicated, some of new revamped A levels will be taught from September, and the rest phased in over the next three years. On top of that, there has been a backlash from some schools and universities. Cambridge and others have called for AS levels to be spared in their current form – which sees a grade awarded after a one-year course and an option to top up to a full A level – because they help universities gauge the ability of prospective undergraduates. Some schools, especially those in the independent sector, are abandoning A levels altogether and replacing them with alternatives such as the International Baccalaureate (IB), Cambridge Pre-U, and International A level. And of course, with the general election fast approaching, there could be further meddling with the qualification depending on which party or parties seize power in May. So where does all that leave students and parents with important choices about their futures to make this year? According to the head at St Bede’s Catholic College, “it is not a great time” to be a Year 11 student due to the uncertainty surrounding A levels. Catherine Hughes said the reforms had left staff with some difficult decisions to take as a school. She said: “Initially St Bede’s had considered only offering A-level programmes next year for the subjects that will be ready. “Having considered the implications of this for some students and listened to feedback from universities we have decided to offer AS levels for all subjects, as though there was no change, for a year. “This means subject leaders will redesign new A-level spe-
Students who have only every tackled exams through the modular system now face an abrupt switch to testing after two-year learning period
cifications so these can be taught effectively over the two year period. “The unpredictable future political landscape has compounded the problem for schools.” Simon White, head of school at Wellsway School, said A levels with an end-of-course exam after two years’ study would not benefit students in the world of work. He also said the reforms had been rushed, making giving advice to students “incredibly difficult”. Mr White said: “We do not live in a world where you have to memorise lots of content and the process of learning at A2 doesn’t mirror real life. “The reforms seem to be ideologically rather than academically driven and it is difficult to see how much of the reforms will help students de-
velop skills relevant later in life.” Most colleges in Bristol will stand by AS levels for the time being, giving students the chance to take them this coming September, but they are split on their value. Some see their withdrawal as a step forward while others believe they offer a good indicator of students’ perfor mance midway through their time at sixth form. Stuart Dalley, director of studies at Badminton School, said the most frequently asked questions put to staff in recent months have been about AS levels. He said: “With so much changing and so quickly, it is difficult to think too far into the future. In the short term, we plan to retain AS levels and we will be doing this as AS scores provide solid exam per-
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tougher task than ever
formance evidence to put on UCAS forms in support of university applications. “A number of leading universities also value the empirical evidence provided by AS scores. In addition, AS exams give an indicator of performance and allow us as school to put in place intervention strategies to support those who may need it in the run up to their A2 exams.” But Bristol Grammar School, Merchants’ Academy and South Gloucestershire & Stroud College have welcomed a move away from the additional hours sitting and preparing for exams which AS levels put students through. Rod MacKinnon, head at BGS, said: “The de-coupling of AS exams from A levels thankfully allows us all to get off the treadmill of public examina-
tions running through the two years of the sixth form and therefore develop the in-depth and rigorous study that builds passion for learning and genuine understanding for students.” Nick Short, vice principal at Merchants’ Academy, said: “The new A level does have the advantage of giving students a longer period of time before the final assessment therefore, time is not lost between May and July in exams and exam preparation. We will, however, continue to do mock exams at the end of the lower sixth which will take a similar format to AS exams.” Gill Carey, of South Gloucestershire & Stroud College, said of the reforms: “It will simplify the A-level structure – the current structure allows for too much flexibility, which can disadvantage some students.” At Bristol Grammar, moves are being made to bring in alternatives to A levels but its head said reforms to A levels were broadly positive. Mr MacKinnon said: “The coming national reforms provide all schools with an exciting opportunity. “We are introducing Pre-U for English literature to replace the old A level and expect to see more subjects take a similar route. We are also actively exploring the benefits IB has to offer as a compliment to A-level and Pre-U courses.” Whatever their thoughts on the reforms, all schools in Bristol acknowledged it had been a disruptive period. Mr Dalley said: “There can be no question that this has been unsettling for some pupils and parents as they attempt to understand what the reforms will mean for them. “We have kept in close contact with schools both in the local area and nationally to ensure that we are fully aware of the impact of the reforms. “This has helped us not only to formulate our own position as a school, but to report back with confidence to students and parents that what we are doing is right for them.”
In brief A-level exam shake-up AS-levels are being “decoupled” – which means they will no longer count towards a final A-level grade. At the moment, the AS mark at the end of the first year makes up 50 per cent of the final A-level grade. Under the new system, students are free to take ASlevels, but they will no longer count towards A-level grades. Instead they will be a standalone qualification. But a student taking an AS in their first year of sixth form can continue to do the A level the following year, having covered the same ground as their A-level peers. As part of the change, AS levels will attract fewer UCAS points. The content of A-level courses is being overhauled – some more radically than others. Some subjects, such as human biology, film studies, home economics and environmental science, are being scrapped. A levels will be linear rather than modular, with grades awarded on an end-of-course exam, instead of modules taken throughout the course as at present. The reforms are a response to perceived “grade inflation” as the number of pupils getting top grades increased, and were designed to make A levels tougher, moving away from coursework towards end-ofcourse examinations.
Rod MacKinnon, head of Bristol Grammar School and Simon White, principal at Wellsway School
Every school ‘should get careers-trained leader’ All schools should have a teacher trained to give pupils, especially poor youngsters, high-quality careers advice, according to a charity. Teach First said it was calling for a fresh effort from all in society, including policymakers and business, to work together to help out teachers at the centre of careers education. The charity said that without action, guidance will remain “fragmented and ineffective”, affecting youngsters from disadvantaged backgrounds the most. Poorer children are already five times more likely to be “NEET” – not in education, employment or training – than their wealthier classmates after age 16, according to Teach First’s analysis of official figures. It said that every school should have a teacher or middle leader trained to take the lead on careers advice and guidance, allowing them to build and manage links with employers, businesses and independent careers experts and ensure that children learn about the working world as part of their schooling. There should also be a move towards holding schools to account for what their pupils are doing two years after finishing their GCSEs, and clearer guidance for schools on the subject, the charity said.
The call came as Teach First, which trains individuals to work in challenging schools, launched its own careers training programme for its recruits. Jude Heaton of Teach First said: “There is a pressing need for careers and employability education to be improved in this country with acute moral and economic implications for all of us – particularly those from poorer backgrounds. “As those best placed to support children with their aspirations and careers choices, teachers are at the core of any lasting solution, yet too often when we talk about the paths in life that are right for young people, teachers are an afterthought. “This needs to change. As today’s research demonstrates, we know that with the right support, the right training, and the right incentives to support pupils with careers learning, teachers are the crucial part of the careers puzzle. “But teachers can’t do it alone. The long-term systemic change necessary, requires efforts from policymakers, employers, and rest of civil society. It is time for all of us to act.” Education Secretary Nicky Morgan MP said work skills are a vital part of preparing young people for life in modern Britain.
Admissions system ‘isn’t working’
Concerns It’s a sudden change Madeline Woolfenden, vice principal at St Brendan’s Sixth Form College in Bristol, is concerned about students who have only ever experienced the “modularised approach” to exams taking the new-look A level. She said: “They have not been ‘weaned’ off but instead will experience an abrupt change. The first cohort who have been properly prepared through all the stages of their schooling for the demands of the new A level will not arrive until 2020. We are not, however,
Careers advice must improve, a education charity has warned
anticipating any reduction or difficulties in university applications as the higher education providers are working with us to ensure a non-discriminatory transition.” But Ms Woolfenden said she expected the revised A levels to be beneficial to students in the long term. She said: “Having an extra five to six weeks for teaching and learning which the study of linear A levels provides has to be a positive development and will allow opportunities for a more holistic approach to studies.”
The system for applying for school places is “simply not working”, a parenting expert has warned, with many mothers and fathers finding the process “extremely stressful”. It has “never been harder” for parents to get their children into a favoured school, according to Rachel Burrows, editor of the Netmums website. The warning came on Monday, when 11-year-olds across England learnt if they have won a place at the secondary school of their choice. Last year, tens of thousands of children missed out on their first choice, with the proportion falling for the first time in five years. Ms Burrows said: “There has never been such a variety of
different schools for parents to choose from – but it has never been harder to get your child into the school you want. “The rising birth rate, immigration and parents who can no longer afford to school their children privately have all contributed to making the competition for school places tougher than ever before. “The days when children simply went to their closest local school are over. Now parents pore over Ofsted results and can compare academies, free schools, religious schools and those under local authority control.” She said Netmums had seen cases of parents moving to a new home closer to a particular school.
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Talents and gifts allowed to shine out If you are looking for a great education, you need look no further than St Bede’s Catholic College Sixth Form. St Bede’s takes its spiritual inspiration from our patron St Bede; here young people are educated in a culture and climate which is founded on Christian values. A broad and balanced curriculum gives students the best possible advantage in preparation for post-18 education, encouraging them to develop individual gifts and talents. It is designed and taught to bring about success in terms of external examinations, as well as opening avenues into wider learning. A-level options on offer are those referred to as ‘facilitating subjects’ by the Russell Group
universities and equip students with the skills they need to access a large number of competitive courses, increasing chances of study at the most respected academic institutions, if this is their desire. Our students also follow a general religious studies programme which allows them to explore complex issues. Spiritual and moral development lies at the heart of our work; every student is valued and encouraged to strive for excellence in every aspect of their work. The diocesan inspection in 2015 reported that: “This is an outstanding school because all are fully committed to the pursuit of excellence.” And after its 2014 inspection, Ofsted reported that: “In
Catherine Hughes, principal of St Bede’s Catholic College, with Year 11 pupils after the Ofsted report in 2014
the sixth form, it is evident that all teachers have excellent subject knowledge”. St Bede’s offers outstanding pastoral care and guidance; we want students to feel supported, cared for and valued. The welfare of students is overseen by a form tutor, in collaboration with senior staff. Academic progress, health, attendance and wellbeing are monitored carefully. Counselling, coaching and mentoring support students in need of additional care. Because we believe in the development of the whole person, St Bede’s offers a cocurriculum which enhances self-esteem, resilience, confidence, self-reliance, independence and leadership. All students can put themselves forward for positions of responsibility and to be engaged in active learning outside the classroom. Our sixth form enriches and strengthens our whole community and is at the forefront of our college. Students are encouraged to take a role in facilitating clubs and mentoring younger students. The professional growth of staff is fundament to our success and teachers show an enthusiastic commitment to selfimprovement which in turn, leads to better outcomes for students.
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Take control of learning ready for life Emily Morris and Hiten Barot, head girl and boy at Abbeywood Community School Post-16 in Bristol talk about their enjoyment of the school Emily studies psychology, English literature and geography, Hiten studies maths, chemistry and biology Joining Post 16 at Abbeywood Community School was one of the best decisions we have made and the people make our P16 the best in South Gloucestershire. The staff and students have always made us feel part of a community, being supportive and friendly throughout our transition into Year 12 and ever since. Since 2013, we have noticed that Post-16 is completely dif-
Modern facilities make learning at Abbeywood relevant to industry
ferent to the younger years at Abbeywood. Everyone has an encouraging sense of freedom, allowing us to relax and be responsible for our learning. We can use our time to be independent in our approach to our education. It allows us to focus on improving a particular area that we feel is needed in order to progress and exceed our target grades. The lively atmosphere of the common room, where we can wind down with music, chat to friends and generally feel at home, just adds to the positive experience. Not forgetting the number of study areas available where students can buckle down and improve their grades without distraction. Our aim this year is to bring even more diversity into Post 16, celebrate all sorts of cultural heritage and raise money for charities such as Brandon Trust and MacMillan Cancer Support. We have a fantastic mentoring scheme, where we look to support younger students and have a real presence as role models in Abbeywood Community. We look forward to next year, progressing to university but will miss being part of a caring, fun and excellent environment. There are regular open evenings, so please come and see for yourself.
YOUR JOURNEY TO SUCCESS BEGINS AT
ABBEYWOOD COMMUNITY SCHOOL POST 16 CENTRE
FIND OUT MORE ABOUT US AT: WWW.ABBEYWOODSCHOOL.COM OR CALL… 0117 3075660 FOR INFORMATION Abbeywood
Community School
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Modern school with a cohesive attitude Since opening in September 2010, the post-16 centre at Bradley Stoke Community School has gone from strength to strength. Students learn in a new building with state-of-the-art learning spaces, supported by excellent pastoral care, which ensures each individual student uses their time with us as a springboard into the future. Working within the Concorde Partnership, the school offers students the opportunity to study a wide range of courses in a way which suits them. With specialist facilities, including dance and TV studios, pioneering music technology equipment and a strong IT provision, the school is as committed to traditional academic subjects as it is to innovative courses, which reflect the modern era. Last year, more than 70 per cent per cent of the 2014 cohort
Working together is one of a range of skills taught at Bradley Stoke Community College successfully applied for university or higher education places. Again, this year, more than 78 per cent have applied for higher education. As part of a wide-ranging
support system, each student benefits from the assistance of a dedicated post-16 learning mentor. Although it is vitally important to prepare students for formal examinations, the school also helps them to develop a range of essential life skills, from strong employability in a dynamic job market, to the self-motivation and practicalities of planning a life-changing gap year. Alex Shoferpoor, the head boy in 2013-14 and who is now studying law at Oxford University, said: “I believe that one of the main strengths of Bradley Stoke Community School is the cohesive, community attitude with which students conduct themselves and their consequent positive “can-do” thinking, something I believe is reflected in the high levels of student achievement and the friendly atmosphere within the school.”
DISCO�ER YOUR FUTURE AT BRADLEY STO�E COMMUNITY SCHOOL POST 16 CENTRE
FIND OUT MORE ABOUT US AT: WWW.BRADLEYSTO�ECS.ORG.U� OR CALL… 01�5� �67��0 FOR INFORMATION Bradley Stoke Community School
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Prepare for exams with the experts To help prepare students for examinations in the summer, Clifton College will hold revision courses from Monday, April 6 to Friday, April 10. The courses target students keen to top up on their subject knowledge in order to maximise their chance of examination success. Courses focus on three specific areas: Subject revision Covering common areas, topics of difficulty, and areas to focus on and revise. Students will be able to feel considerably more confident in their knowledge and abilities. Exam technique Understanding that knowledge alone is not enough; courses focus heavily on how to interpret questions and write high-grade answers.
course of the week, with each subject comprising 15 hours of intense revision for the week. For those students who are taking two subjects, an option to board for the week is provided, offering nutritious meals cooked on site and a variety of bedroom options. Following dinner, students will participate in evening study time, where they may revise independently or consult with the course tutors. To book a place on the Clifton College Easter revision course for your child, please visit www.ccsl-clifton college.com, or call course manager Brad Clark, on 0117 315 7143, or email bclark@ cliftoncollege.com.
Exam practice students will be encouraged to apply their knowledge in exam conditions by answering past exam papers, improving essay writing technique and enabling students to cope under timed conditions. These will be checked by the course tutor, identifying their strengths and weaknesses. The courses are made up of small classes of just 10 – 12 students. Tutors use personal and interactive methods, with students enjoying one-on-one attention. With small class sizes comes the worry that each student will be required to learn the same topic, regardless of their capabilities in that area. The courses aims to erad-
icate that problem by encouraging parents and students to inform staff beforehand about specific educational needs. The array of tutors hosting the classes are highly qualified, experienced and motivated, not only committed to delivering results, but also experienced examiners. Students can choose to take one or two subjects over the
Clifton College has a central location almost as enviable as its reputation for academic achievement
Easter Revision Courses
Prepare to achieve Monday 6th - Friday 10th April 2015 •
A full range of GCSE, AS and A2 Level subjects available
•
Tutors with experience as examiners leading study sessions
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Individual assessments and coaching on exam techniques
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Advice in final preparations
•
End of course report for parents
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Superb recreational facilities
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Residential stay available
For further information:
0117 315 7143
bclark@cliftoncollege.com
www.ccsl-cliftoncollege.com
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Get ready to work, learn – and earn Apprenticeships at SGS College allow you to combine employment with training, so you can earn while you learn and achieve recognised qualifications while you progress your career with a supportive employer. SGS offers a wide variety of apprenticeships available at level 2, (the equivalent to GCSEs) level 3 (the equivalent to A levels) and an increasing range of Higher Apprenticeships at levels 4 and 5. The college can help you secure suitable apprenticeship employment. Vacancies are posted on the apprenticeship and college websites. Once in employment, we will agree the most suitable framework, level and pathway with you and your employer.
Your apprenticeship combines work with training. You have a contract of employment and earn a wage, just like other employees. The training will take place both on and off the job. On-the-job training means working alongside experienced staff to gain job-specific skills. Off-the-job, normally on a day-release basis, will usually (but not always) mean college attendance to receive formal training to achieve the qualifications that make up your apprenticeship framework. Apprenticeships are highly valued by employers. The training is tailored to the needs of the business, so they enable businesses to have the right people, with the right skills, at the right time. Ap-
Apprentices on courses as varied as bricklaying and IT benefit from the expertise of their employers, as well as support from SGS College
prenticeships can take between one and four years to complete depending on the level, the apprentice’s ability and the industry sector. Most employers pay the national minimum wage for the age group of the apprentice but some will pay more. There is no upper age limit for apprenticeships, but if you are over 19 when you start, your employer will have to contribute to the cost of your training. There are different entry requirements for apprenticeships depending on the programme you apply for. Apprenticeships are open to all above 16 years old, whether you are just leaving school, have been working for years or are starting a new career. Employers want to be impressed, so you will need to show that you are committed and aware of your responsibilities to both yourself and the company who would employ you. You will need to be happy to work as both part of a team and individually, and use your own initiative. SGS offers free support and training with its Suited, Booted, Recruited programme. The college website has all the latest vacancies as well as case studies of current apprentices. See www.sgscol.ac.uk/ apprenticeships.
Apprenticeships are a great way of learning a new job, gaining qualifications and getting work experience.
0800 072 6077 Natalie.Zullo@sgscol.ac.uk www.sgscol.ac.uk www.apprenticeships.org.uk
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A perfect first step to independent learning Making a decision about your future at age 16 is not easy. With a variety of options and choices available, young people now have access to a broad spectrum of subjects, courses and institutions. As a co-educational boarding school for 13 to 18-yearolds, we at King’s College, Taunton believe we can offer a new and exciting experience. The King’s sixth form is a positive, vibrant and friendly community, and we are keen to encourage applications from new pupils. Leaving friends behind to join a new school can be daunting. However, you will be made to feel instantly welcome and will benefit from our exceptional pastoral care. Boarding at 16 can be a fantastic introduction to university life; away from home, alongside people who will undoubtedly become life-long friends. And boarding offers more time: for studies, for sport, drama, music, outdoor pursuits and for enjoying life to the full in a happy and safe environment. King’s offers a comprehens-
King’s College Taunton offers male and female sixth-form students a happy and safe environment in which to study a wide range of subjects
ive range of traditional A-level subjects, in which results are consistently strong. We now also offer a new BTEC in sport and education for pupils who want to specialise in their chosen sport and follow a different route into higher education or employment. Our sixth-formers are encouraged to learn independently, choosing their own tutors to support them in their studies. They have access to an excellent careers department. They enjoy a rich and varied programme of enrichment activities in order to widen their horizons. King’s has excellent facilities set in beautiful grounds, and provides well for pupils interested in a broad range of subjects and activities. Our boarding provision is first rate. Our boarders are happy, busy and successful. If you would be interested in making an appointment to visit the school, please contact the admissions office on 01823 328204 or email admissions@ kings-taunton.co.uk.
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