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About the case study

This case study shows a key stage 4 curriculum offering a wide range of optional vocational subjects. The curriculum structure is based on individual student choice, and in that way meets the entitlement requirements. It includes a re-engagement pathway that provides work-related options.

The school

Danum School Technology College in Doncaster, South Yorkshire, is a large, split-site mixed comprehensive school with over 1,900 students on roll. It serves a disadvantaged area of Doncaster and 13.5 per cent of students have special educational needs without statements. In 2002, 9.9 per cent of year 11 leavers were unemployed.

Rationale for the key stage 4 curriculum

The rationale for the key stage 4 curriculum is to:

• meet the individual needs of students more effectively and so to improve motivation
• raise attainment, reduce numbers leaving with no qualifications and retain more students in full time education
• develop the concept of 14-19 as a coherent learning phase in the minds of students, parents and staff
• enhance employability skills by providing an entitlement to key skills
• respond more effectively to local labour market needs by developing links with other providers and employers
• re-engage students by developing an appropriate and coherent curriculum.

The key stage 4 curriculum

The core curriculum consists of English (including literature), mathematics, science (double award), PE (GCSE short course), RE (GCSE short course), ICT and PHSE. Citizenship is currently delivered within PSHE, RE and tutorial time and the school is considering a carousel of RE, PSHE and citizenship to enhance provision.

The key stage 4 curriculum comprises a core of 18 lessons and 12 lessons of options. Each option is allocated three lessons per week and students chose four. Double awards represent two choices. Option blocks are constructed according to student demand and students are guided to appropriate choices. Opportunities exist for twilight GCSE courses including Latin, PE and RE, delivered over one or two years in two sessions a week.

A re-engagement pathway provides for 10-15 per cent of the cohort. This comprises a core curriculum, reduced GCSE options, work placement in year 11 and the opportunity to work towards NVQs and ASDAN youth awards. Students have access to the full range of GCSE options, and can choose up to three. Alternatively, they can choose GCSE leisure and tourism covering all three option blocks over one year. The emphasis is on tailor-made packages for individual students. The design of the programme emphasises the importance of qualifications as well as opportunities for work experience. Students for the pathway are identified in year 9 as part of an enhanced guidance programme (see below).

The key stage 4 curriculum structure

The school operates a weekly timetable of 30 50-minute lessons.

The key stage 4 curriculum structure

View key stage 4 curriculum diagram

Key skills

The school is involved in a key skills initiative at key stage 4. This receives external funding and support to enable the school to build on the experience of the key stage 3 strategy.

During key stage 4:

• all students have the opportunity to attain the IT key skill qualification at level 1 or 2, in some cases level 3
• English and mathematics coursework can be used to generate portfolios for communication and application of number
• students can take the key skills tests, or their GCSE success will provide a proxy, enabling them to gain the key skills qualifications.

The development of key skills through the wider curriculum is reinforced through self-evaluation procedures across the school, the use of a Progress File, and tutorial and enrichment activities.

Student guidance

The school operates a comprehensive guidance programme to help year 9 students make appropriate choices. In addition to the usual material and information:

• year 9 form tutors have training on choices procedures and follow a detailed briefing sheet for individual interviews
• subject teachers make presentations on optional subjects to tutor groups
• taster classes in new subjects are arranged for the whole year 9 cohort. The year group is split into two halves and move to the upper school site for a half day. Students choose three taster lessons to take part in
• potential students for the re-engagement programme are provisionally identified. Attendance, behaviour and achievement data are considered by the SENCO, pastoral staff, Connexions/careers staff and learning mentors
• a 14-19 choices evening includes displays on all optional subjects, collaborative courses with Doncaster College, Lifetime Careers/Connexions and higher education institutions
• all year 9 students have an individual interview. The interviewing team is drawn from the year 9 tutor team, assistant head, head of year and other senior members of staff. Students needing additional guidance have follow-up interviews with careers staff.

The school has developed a system of student tracking that is linked to aspirational targets and the use of performance data. This initiative is managed by the student standards manager. In addition, a 14-19 course manager is responsible for:

• supporting staff in setting up new courses
• ensuring availability of progression at 16, including to the school’s sixth form
• developing partnership links.

The entitlement areas

As the curriculum is designed with four free-choice option blocks, it will meet the new statutory requirements for the entitlement areas while at the same time offering students a wide choice of courses. Technology and language groups are spread across the timetable blocks, as are humanities and the arts. This being a large school, there are 58 option groups in year 10.

Students are encouraged to choose a modern foreign language, and three are available. There is a range of technology and arts qualifications, including double-award GCSEs.

Collaboration

Double-award GCSE engineering and single-award GCSE electronics are provided in collaboration with Doncaster College of Further Education. Students attend the college on one afternoon a week for electronics and two afternoons for engineering, from 1.30 to 4.30pm. In 2003, 35 leisure and tourism students will attend the college for a six-week block of after-school sessions on topics such as first aid and aircraft cabin crew training.

Use of GCSEs in vocational subjects

In 2002, 206 students from a cohort of 303 chose a GCSE in a vocational subject. In 2003, approximately 250 students out of 290 chose a GCSE in a vocational subject, from an enhanced offer of seven such courses.

In 2002, the school provided GCSEs in vocational subjects as follows:

Group sizes are between 15 and 26. Students are drawn from the full ability range of the school.

The impact of vocational GCSEs

Staff have readily accepted the new GCSEs as a way forward, building on their GNVQ experience. Some teachers have retrained and are confidently delivering the new courses. Parents have also been very supportive of the change. Students have been enthusiastic and this has reinforced acceptance at home. Students like the practical projects and enjoy the hands-on approach.

Visits are planned as part of the curriculum experience and students can draw on examples of work from relevant industries. GCSE manufacturing students use design schematics provided by a local motor company, and leisure and tourism students have benefited from a marketing and public-relations presentation at The Deep aquarium. Courses are also linked with work experience where this is possible.

Evaluation

A major internal curriculum review indicated that year 9 students were now making more informed decisions about GCSE subjects and a ‘Pathways to success’ evaluation by Sheffield Hallam University noted that:

• students are very positive about the new vocational courses
• staff are also positive and recognise that the needs of the students are being met by the new courses
• students were able to give sensible reasons for the subjects they chose, indicating that the guidance procedure is working
• links with the further education college, training providers and outside agencies are extensive.

Also see

> Collaboration
> Curriculum planning
> Entitlement areas
> Pace and progression
> Using GCSEs in vocational subjects within the key stage 4 curriculum

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