Headteacher Tom Sherrington analyses the impact that the new compulsory English Baccalaureate – and its omission of arts subjects – will have.
This week, School’s Minister, Nick Gibb, gave this speech setting out the social justice case for an academic curriculum – aka making the Ebacc a compulsory entitlement for all students. When this kicks in it will have a significant effect for a lot of schools where the study of a language and/or either History or Geography are not currently compulsory at KS4.
It’s important to stress that I do agree with a lot of what is said in the speech. In general, I agree that up to KS4, a broad curriculum with a strong academic weighting is important and should be an entitlement for all young people, regardless of their circumstances. There’s plenty of scope to specialise and to pursue technical learning routes from 16 onwards. I agree that too many students have been sold short by self-fulfilling low expectations around their capacity to engage in an academic curriculum. At Highbury Grove where we have over 70% of students on FSM, we’ve introduced a curriculum where languages and humanities subjects are compulsory at KS4; there are no longer separate pathways in KS3 or KS4 for students of different levels of prior attainment – again, because of the self-limiting effect that has had. What used to be called ‘Pathway 1′ is now open to everyone. There is no ‘Pathway 2′.
Our KS4 ‘Bacc’ includes a compulsory arts GCSE and a more open interpretation in the humanities block. With this, in conjunction with a commitment to outdoor education, music provision and a Bacc-style post-16 offer, we think our Comprehensive Curriculum for All provides all young people with the basis of an outstanding education, rich in cultural capital. And yet, we’re still not fully Ebacc compliant. Mr Gibb, in all his wisdom, apparently knows better and is preaching to me about social justice from his lofty perch... Keep reading on headguruteacher
This week, School’s Minister, Nick Gibb, gave this speech setting out the social justice case for an academic curriculum – aka making the Ebacc a compulsory entitlement for all students. When this kicks in it will have a significant effect for a lot of schools where the study of a language and/or either History or Geography are not currently compulsory at KS4.
It’s important to stress that I do agree with a lot of what is said in the speech. In general, I agree that up to KS4, a broad curriculum with a strong academic weighting is important and should be an entitlement for all young people, regardless of their circumstances. There’s plenty of scope to specialise and to pursue technical learning routes from 16 onwards. I agree that too many students have been sold short by self-fulfilling low expectations around their capacity to engage in an academic curriculum. At Highbury Grove where we have over 70% of students on FSM, we’ve introduced a curriculum where languages and humanities subjects are compulsory at KS4; there are no longer separate pathways in KS3 or KS4 for students of different levels of prior attainment – again, because of the self-limiting effect that has had. What used to be called ‘Pathway 1′ is now open to everyone. There is no ‘Pathway 2′.
Our KS4 ‘Bacc’ includes a compulsory arts GCSE and a more open interpretation in the humanities block. With this, in conjunction with a commitment to outdoor education, music provision and a Bacc-style post-16 offer, we think our Comprehensive Curriculum for All provides all young people with the basis of an outstanding education, rich in cultural capital. And yet, we’re still not fully Ebacc compliant. Mr Gibb, in all his wisdom, apparently knows better and is preaching to me about social justice from his lofty perch... Keep reading on headguruteacher