INCA Education around the world
England : Curricula (age 3-19)
5.4.1 Control
5.4.2 Compulsory subjects
5.4.3 Optional/elective subjects
5.4.4 Formulation of curriculum
5.4.5 Key skills
5.4.6 Curriculum materials
5.4 Fourth phase: Upper secondary, age 16 - 18 [see 3.2.4]
Users may be interested in two websites developed for those with an interest in learning for 14- to 19-year-olds in England. See http://www.qca.org.uk/14-19/ and http://www.dfes.gov.uk/14-19/.
5.4.1 Control
The National Curriculum does not apply to post-compulsory education. The curriculum for students during this phase depends on their choice of nationally recognised qualifications and the syllabuses/specifications laid down by awarding and examining bodies.41 Users will therefore find it useful to consult section 6.4 of this Archive in addition.
In sixth forms (the two years of post-compulsory upper secondary education in schools), students choose from a range of subjects available as GCE 'A' Levels, GCE Advanced Subsidiary qualifications, GCE 'A' Levels in applied subjects or GCSEs offered by the school.38
Responsibilities of the Qualifications and Curriculum Development Agency
Under the Education Act 1997 (section 21-26),3 the Qualifications and Curriculum Authority (QCA) was established on 1 October 1997 following the merger of the School Curriculum and Assessment Authority (SCAA) and the National Council for Vocational Qualifications (NCVQ). Its function has been to develop and regulate the national curriculum, assessments in schools, and qualifications and its remit includes all levels of education except higher education. The Government has now set up Ofqual (the Office of Qualifications and Examinations Regulation) as an independent examinations and qualifications regulator. This has now taken on most of QCA's regulatory functions and the Government is introducing legislation which is expected to transform QCA into the Qualifications and Curriculum Development Agency (QCDA). QCDA will continue to develop QCA's non-regulatory work. This includes:
- Ensuring that the school curriculum prepares young people for the future.
- Delivering National Curriculum tests, and developing methods for assessing students' progress which support teaching and are manageable in the classroom.
- Reviewing and developing qualifications which provide students with the knowledge and skills they need to access employment and higher education.
For further information on QCDA see: http://www.qcda.gov.uk/aboutus.aspx
The forthcoming legislation is also expected to establish Ofqual as the independent exams regulator. Further information on Ofqual's role is available from their website: http://www.ofqual.gov.uk/46.aspx
Control of the curriculum for religious education
Religious education and a daily act of collective worship are compulsory for all school students, including those over compulsory school age, unless their parents request otherwise. Every local authority (LA) should have a Standing Advisory Council for Religious Education (SACRE) to advise the LA on matters related to religious education. SACREs have the power to require the LA to set up an agreed syllabus conference. Religious education in LA-maintained schools (except schools which were originally established by a voluntary body, usually a religious denomination) must follow the agreed syllabus for the LA, produced by the agreed syllabus conference.204
5.4.2 Compulsory subjects
The National Curriculum does not apply to students during this phase of education. Consequently, there are no compulsory subjects, except religious education for school students. At this level, the curriculum for students depends on their choice of nationally recognised qualifications. The qualifications available to students in post-compulsory upper secondary education have recently been and continue to be the subject of review and change.41
Prior to August 2000, sixth form students (see section 3.2.4) chose from a range of subjects available as GCE 'A' Levels, GCE 'AS' Level examinations or General National Vocational Qualifications (GNVQs) offered by the school. Since August 2000, GCE Advanced Subsidiary qualifications (or AS-levels) have replaced GCE 'AS' Level examinations and GNVQs have gradually been phased out. Since 2002, the top 10 per cent of students in particular subjects have also been able to take Advanced Extension awards (AE awards). See section 6.4.1 for further information. 19, 54, 22
Prior to the August 2000 changes, students following GCE 'A' Level courses had traditionally taken between two and four subjects over two years, one of which was often General Studies.38 Since August 2000 however, and the introduction of the GCE Advanced Subsidiary qualification, students have been encouraged to study a wider range of four or more subjects in their first sixth form year, for which, on successful completion, they are awarded a GCE Advanced Subsidiary qualification. Students then reduce the number of subjects to be studied in the second, final year of sixth form studies (usually to three subjects), in which, on successful completion, they gain the more demanding GCE 'A' Level qualification. 19,54
These reforms aimed to encourage students to:
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Take up to five subjects, including three full A-levels.
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Combine vocational and academic study.
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Study the key business skills of communication, application of number and information technology.55
Some students aged 16 to 18 may also choose to follow General Certificate of Secondary Education (GCSE) courses.38
Religious education
Religious education and a daily act of collective worship are compulsory for all school students, including those over compulsory school age, unless their parents (or the student him- or herself if over the age of 18) request otherwise. Religious education and a daily act of collective worship are not compulsory for students at further education institutions.44
5.4.3 Optional/elective subjects
As the National Curriculum does not apply to students during this phase, it could be stated that all subjects studied at this level are optional/elective - that is, the student selects them in accordance with the course he or she has elected to follow. The range of courses/qualifications available for 16- to 19-year-olds is vast. There are, for example, at least 16,000 vocational qualifications (the majority of which are not offered in schools, but in further education institutions). This reflects the wide range of purposes the qualifications are designed to serve and the simultaneous availability of qualifications being phased in while others are phased out. 30,89 Students are free to choose any combination of courses within the limitation of a school's timetable and the range of subjects it offers.60 The qualifications most commonly offered in schools include:
GCE 'A' Levels and GCE 'AS' Level examinations
Since August 2000, students have been encouraged to study four (or more) GCE 'A' Level subjects in their first sixth form year, for which, on successful completion, they are awarded the GCE Advanced Subsidiary (AS) qualification. Students then reduce the number of subjects to be studied in the second, final year of sixth form studies (usually to three), in which, on successful completion, they gain the more demanding GCE 'A' Level or A2 qualification. 19,54
GCSEs
The General Certificate of Secondary Education (GCSE) is available in a wide range of subjects. It is the main certificate to recognise achievement at age 16 (completion of compulsory education) by students at school, but substantial numbers take it after 16, often to secure a higher grade than achieved earlier.32 GCSE qualifications are available in a range of general/academic subjects and, as GCSEs in applied subjects, in a range of vocational subject areas.
GCE 'A' Levels in applied subjects
GCE 'A' Levels in applied subjects have an AS/A2 structure, comparable to existing GCEs. They provide a broad introduction to a vocational area and encourage distinctive teaching and assessment approaches, within work-related contexts.
5.4.4 Formulation of curriculum
GCE 'A' Levels and GCE Advanced Subsidiary qualifications are formulated in terms of 'specifications'.250
5.4.5 Key skills
General
Key skills in England are identified as the skills needed to succeed in work, education and everyday life.141
There are six key skills: communication, application of number, information technology, working with others, improving own learning and performance, and problem solving. The first three can be studied as qualifications with both internal and external assessment. The second three, often referred to as the 'wider' key skills, are certificated on the basis of internal assessment only.141
Key skills qualifications
Voluntary, individual key skills qualifications in the key skills of communication, application of number, or information technology are available for students in post-compulsory, upper secondary education, whether they are following GCE 'A' Level, GCE Advanced Subsidiary qualification, GCSE, general (academic) or applied (vocational) courses. 54
Key skills in GCE 'A' Levels
The key skills of communication, information technology, application of number, and the wider key skills of improving own learning and performance, working with others, and problem solving are also tested in GCE 'A'Levels and GCE Advanced Subsidiary qualifications. 137
5.4.6 Curriculum materials
Textbooks are not approved by the State and there are no prescribed texts at upper secondary level, except those which are required to meet the needs of examination syllabuses/specifications set by examining groups, for example literature texts. 36
The selection of texts for examination syllabuses is a complex process. Panels of examiners, practising teachers and representatives of further and higher education and industry are involved in the selection process and suggestions from individual teachers are also considered by examination boards. The texts selected must satisfy the government requirement that they should 'allow detailed critical responses which explore language, structure and meaning'. Shakespeare, prose, poetry and drama have to be studied in relation to social, historical and cultural influences, with an awareness of varying reader responses. Boards monitor a text's success in terms of the quality of the answers it provokes from students. Each year every marker of examination papers submits a report on this and on other aspects of the answers, which is fed back to centres through chief examiners' summations.176
Textbooks are produced by commercial publishers.
Where upper secondary education is provided in schools, teachers are responsible for determining teaching methods and materials. 36 Teaching methods and learning materials are decided by the class teacher, in consultation with the head of department or faculty (a teacher who has responsibility for a particular subject area and who gives help and guidance to other teachers). 38
Secondary schools which are maintained schools provide textbooks for upper secondary education and may not charge for books or stationery. 36
Institutions of further education provide students aged 16-19 with essential teaching materials, usually by loaning essential equipment or textbooks to the students.
Other materials
All schools have computers available for use by students. Teachers may also use audio-visual equipment such as television, videos, slides, radio and audio recordings. The British Educational Communications and Technology Agency, Becta, is the focus for expertise in the use of technology in learning.39
Teachers' TV
Teachers' TV, a digital television channel, was launched in 2005. It is editorially independent and airs programmes on teacher training and development, resources for the classroom and education news. 393
