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Using GCSEs in vocational subjects within the key stage 4 curriculum

There are currently eight vocational subjects available at GCSE. They are three-unit double awards, with two internally assessed units and one externally assessed unit. Significant numbers of students are studying the new GCSE subjects. Initial feedback from students is that they are attracted to the practical nature of the courses and take up has been good. In some areas the Increased Flexibility Programme (IFP) has given an impetus to the introduction of the new GCSEs with IFP funds being used for delivery and support activities.

Schools and colleges are delivering these new qualifications within a range of curriculum models, with or without collaboration with other institutions and using different amounts of curriculum time.

Schools are using these new qualifications in different ways depending on:

• their previous experience of Part One GNVQ
• the experience and expertise of their staff
• the nature of their student cohort
• involvement in the Increased Flexibility Programme
• links with employers and local FE colleges
• how they structure their curriculum.

GCSEs in vocational subjects are used within the curriculum in the following ways:

• for all students within a dedicated vocational option block
• for all students within free option choices
• for some students, within a vocational pathway
• for some students, within a work-based pathway
• in the case of applied ICT, as a compulsory subject for all students, to meet national curriculum requirements.

Time allocations

Time allocations will vary, as will ways of creating time within the curriculum. The usual expression of teaching time is as a percentage of teaching time per week. Comparisons are difficult to make, however, and the total time available across the key stage would be a sounder basis if that information were available. Even on that basis there is variation in the amount of time allocated.

The new GCSE is a double award qualification, like double award science, and is the size of two single award GCSEs. However, schools will allocate different amounts of time to the new GCSEs as they do to double award science, depending on their circumstances. On the assumption that single award subjects are normally allocated around 10 per cent of curriculum time they allocate from 10 per cent to 20 per cent curriculum time for double award GCSEs. The greatest variation is for applied ICT.

Where the upper part of the 10-20 per cent range is used, schools have been able to devote curriculum time to the development of students as independent learners and to focus on the vocational context, skills for work and basic or cross-curricular skills, allowing time for students to practise and develop their skills.

Combining with other subjects

Schools are balancing the time available for compulsory subjects with that available for optional subjects, and new GCSEs in particular. Some schools are:

• adding core ICT time to the time allocation for GCSEs in vocational subjects, and ensuring that ICT skills and knowledge are developed within them
• timetabling GCSEs in vocational subjects with single award science for students taking both
• for able students, setting provision of new GCSEs against reduced time in one or more other subjects
• using some PSHE/careers time
• offering a combination of short course GCSE and double award GCSE in the time available for two options.

They are also combining new GCSEs with other, complementary, qualifications. Examples are:

• food hygiene certificates
• ICT qualifications
• certificates in career planning or employment skills
• certificate in enterprise
• health and safety in the workplace
• certificates in practical or business languages or GNVQ language units
• key skills qualifications
• covering the requirements for GCSE short course citizenship within a double award GCSE course.

Some awards can also be used alongside new GCSEs, for example ASDAN awards or British Gymnastics Association and Sports Leader awards.

GCSEs in vocational subjects, in collaboration with other providers

Schools are employing a number of different models for the delivery of GCSEs in vocational subjects:

• in school with support from business and industry partners
• in school with support from a partner college
• shared delivery with a partner college
• specific topics or units delivered by a college or other provider
• wholly delivered by a college of further education
• using e-learning packages
• or combinations of the above.

Schools are developing a range of strategies to allow students access to college provision and off-site visits to industry. These include:

• timetabling vocational subjects in half-day blocks - for example afternoon sessions where off-site provision or visits can use lunchtime and extend to later in the day
• liaising with colleges to agree a common day, or halfday, for vocational subjects on the timetable
• timetabling double or long lessons in vocational subjects
• placing GCSEs in vocational subjects in an option box with other subjects that need or prefer longer lessons
• timetabling GCSEs in vocational subjects against option blocks and not core subjects.

The nature of support from partnership colleges will vary depending on the resources and expertise available at the school. Partner colleges may support schools with staff development, by arranging visits, or by organising special events for students. Colleges may offer discrete vocational GCSE provision as part of a wider vocational pathway or may deliver individual topics or units, either in college or at the school. Where GCSEs in vocational subjects are timetabled as part of a separate vocational pathway, curriculum and timetabling issues are discussed in the Pathways within the curriculum section of this website.

Student guidance

Schools are using curriculum time at the end of key stage 3 to introduce the cohort to the range of subjects and styles of learning in the new GCSEs. These often take the form of taster days or induction days at the end of year 9. Students might be introduced not only to subject specialisms but also to relevant research and study skills, portfolio building, course structures and expectations in terms of assignment deadlines and workplace links.

Links with industry

To fulfil the aims of the GCSEs in vocational subjects students should have contact with practitioners from the vocational area they are studying. Time used in building business links is well spent. Some schools are using staff other than teachers to contribute to this and to supervise students when they are on visits or off-site.

Support from business and industry partners can take the following forms:

• accommodating visits from students
• allowing use of their premises or specialist facilities
• hosting students on work experience or work placement
• coming into lessons to talk about their work
• email contact
• providing literature
• providing case studies
• website and intranet access
• involvement in review of students' work
• involvement in presentations.

Case study examples of the timetabling and delivery of the new GCSEs in vocational subjects can be found in the Case studies of key stage 4 curricula section of this website.

Also see

> Timetabling
> Pathways within the key stage 4 curriculum
> Meeting individual needs
> Choosing a GCSE in a vocational subject
> GCSEs
> Work-related learning resources

Case studies

> Developing a key stage 4 curriculum

DfES publications

> New GCSEs in vocational subjects: a general guide and overview of the new qualifications (Ref: DfES/0490/2002S Rev)
> New GCSEs in vocational subjects: an introduction to links between careers education and guidance and the reaching and learning of young people who are taking the new GCSEs in vocational subjects
(Ref: DfES/0779/2002)
> New GCSEs in vocational subjects: a guide for employers
(Ref: DfES/0808/2003), pdf 324k

Other web links

> DCSF: 14-19 Pathfinders
> Ofsted:  Developing new vocational pathways

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Page updated: 12 June 2008
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