Proposed Post-16 Sixth Form Provision by undul852


									       Proposed Post-16 /
       Sixth Form Provision
Presentation to St Benedict’s Parents

                    Tim Sara / Jim Nallen
                 Thursday 9 October 2008

   1. Front of school changes
       (separate from Sixth Form)

   2. Post-16 / Sixth form developments
Front of School
   More classrooms / specialist rooms

   Re-developed library

   Improved and increased office space

   Improved and increased storage
Post -16 / Sixth Form

     Why are we here?

     Presumption Process

     Curriculum Overview
Why are we here?
  Outstanding OFSTED
   Outstanding Value Added
   High Performing Secondary School
  2nd Specialism:
           Applied Learning/Vocational
  Confidence
  Opportunity
Sixth Form Presumption Process
                                                                 Collaborative Post-16 Provision
Diploma Based Learning 14 -19                                    AS/A2 – IT, Spanish, Law, PE, Sociology,
IT, Humanities 2011, Science 2011,                               Forensic Science

                                                                                    Post-16 Provision
                                                                                    Foundation Levels 1 & 2
                                                                                    V.GCSE post 16, IT Skills,
                                              CORE                                  Functionality (Eng,
                                EBP                                                 Maths, Sc) NEETS

Community Based Courses                                            Vocational Based Qualifications
   Day         Twilight       Evening                              Levels 1-3
Community        Xtend        Community/Adult                      Skills Centre – flexible
                                                                     - Construction, Engineering,
Range of courses               Range of courses                        Hair & Beauty
For NEETS, OAPs                IT, Languages,
ESOL                           Numeracy, Literacy

                 Build:       8-10 tutor rooms, IT suite, IAG suite, common room, EBP centre, Skills Centre,
                 1 artificial pitch, learning resource centre, conference room, staff room, offices x 6

 Managing    the process

 11   – 16 school

 Community    views
   Increased opportunity for St Benedict’s pupils
   Increased opportunity for other pupils
   Greater flexibility of options / courses /
    progression routes
   Applied / vocational courses across all areas
    eg. Diplomas
   Continuity of Catholic education
   Continuity of our ethos
   Improved Information, Advice & Guidance (IAG)
   Meeting 21st Century needs
   Staff Opportunities
International Baccalaureate

The aim of this presentation is to give an
insight into the International Baccalaureate
and to explore its main aims and philosophy,
so the broader family of St Benedict’s can
make informed decisions about its proposed
introduction as part of the post-16 provision.
Mission Statement
   The International Baccalaureate aims to develop inquiring,
    knowledgeable and caring young people who help to create
    a better and more peaceful world through intercultural
    understanding and respect

   To this end the organisation works with schools,
    governments and international organisations to develop
    challenging programmes of international education and
    rigorous assessment

   These programmes encourage students across the world to
    become active, compassionate and lifelong learners who
    understand that other people, with their differences, can
    also be right
The IB Ethos
   Provides an introduction the ideology behind
    the Diploma and its ‘uniqueness’
      A mission to create a better world through
      Hard-earned reputation for quality, for high
       standards and for pedagogical leadership
      Promote intercultural understanding and
       respect, not as an alternative to a sense of
       cultural and national identity, but as an
       essential part of life in the 21st century
          Curriculum Model

                          language A1
                                                            group 3
               second                     individuals and
             language       Extended      societies
                            Theory of
                          Action, Service
           experimental                     mathematics
group 4                                                     group 5
                             the arts

                             group 6
The Strength of the Curriculum
   The ‘Hexagon’
     Allows  continued breadth of study
     Students have wider options for university
     Grades are criterion-referenced
     Holistic approach
         Addresses ‘the physical, social, moral, aesthetic
          and spiritual aspects of human development’
          through CAS, TOK and the Extended Essay
IB Diploma Programme – Key Points
   Internationally accepted qualification taught across the world
    (currently 1496 schools authorised, 101 in the UK)

   University entrance level examination

   Broad, balanced curriculum. Ideal compromise between
    specialisation and breadth

   Theory of Knowledge. Helping students to learn how they learn

   Extended Essay

   Creativity, Action and Service. Educating the whole person

   Encouraging students to appreciate other cultures and attitudes,
    and to be informed, tolerant and willing to communicate with
What we aim to achieve
The IB ‘Learner Profile’
Students who will be:

   Inquirers              Principled
   Thinkers               Caring
   Communicators          Open-minded
   Risk-takers            Well-balanced
   Knowledgeable          Reflective
   Breadth and balance
   Flexibility
   Structure and momentum – commitment and
   The Theory of Knowledge – making sense of
   Results
   Suits a wide variety of students
   International and free from interference
Higher or Standard level?
   3 subjects at Higher, 3 at Standard
   Higher Level is broadly similar in standard to
   Standard level is rated at 2/3 of A2 by UCAS
   Higher level required to be taught for 240
    hours, Standard level for 150 hours
IB Points
   Each subject HL or SL is graded on a 1 to 7 scale
   Total points from 6 subjects is 42
   TOK & the Extended Essay provide 3 more points
   24 points necessary to pass – rates a level 4 as a
    pass (minimum 12 points in Highers)
   The maximum of 45 points was achieved by 64
    students in May 2005 (out of a total of 27,000
    candidates worldwide)
UCAS Points
   Total IB points used as the basis for
    allocation of UCAS points from 2008
   Max IB points 45 = UCAS 768
   Average IB points 34 = UCAS 512
   A ‘bare’ pass 24 IB points = UCAS 280
   3 levels A at A =
Examples of Diploma Programmes

   Science Specialist

    Highers              Standards
    Biology              Business
    Chemistry            English
    Mathematics          French
   Humanities Specialist

    Highers                 Standards
    English                 Mathematics
    Geography               Biology
    History                 Italian
   Language Specialist

    Highers               Standards
    English               Mathematics
    French                Design Technology
    Spanish               World Politics
   ‘All-rounder’

    Highers         Standards
    Mathematics     Spanish
    English         Music
    Chemistry       IT in a Global Society
The Core

   Theory of Knowledge

   The Extended Essay

   Creativity, Action and Service (CAS)
Theory of Knowledge
   Ways of knowing: perception, reasoning,
    language, emotion
   How is knowledge developed in the main subject
   Assessment by presentation and externally
    marked essay
    Some recent essay titles:
       - Can a machine know?
       - Can literature tell the truth better than arts or
         other areas of knowledge?
The Extended Essay
   A dissertation

   4000 word piece of original research which is
    externally marked

   40 hours work minimum

   Research topic selected by student with
    guidance from subject supervisor
   Experiential Learning

   150 hours over the course of two years

   Must be completed to pass the diploma

   Changes students’ perceptions and takes them
    out of their comfort zone
Examples of CAS

   Language teaching in primary school

   Coaching

   Mentoring

   Choir, band , orchestra etc

   Rugby, football, tennis, dance, swimming etc
The Journey
   Inform teachers, students, parents, governors, LA,
    local schools, wider community
   Be clear and honest regarding advantages and
   IB brochure downloads, ‘IB World’
   Presentations through information events
   Use: - IB students past and present
         - Existing IB Coordinators and teachers
         - Schools with the IB network
         - The support mechanisms available for all
The Road to the IB – September 2008
Timeline to September 2011
   Stage 1
  • Feasibility study  Intent to Apply
  • Interested Schools Form (2 yrs 4 months prior to
  • Request for consultant by May 2009

    - Submit form
    - Request consultant
    - Promote IB Professional Development
    - Strategic plan
    - Consider coherent curriculum plan
    - Review and prepare Application Form Part A
The Road continues …….
 Stage 2
 •   Application Form Part A to be completed by October 2009

     - Submit Part A Form
     - Set up Teacher Accounts with the online centre
     - Send staff on IB CPD
     - Development of courses
     - Review and prepare for Application Form Part B
……. and continues
 Stage 3
 •   Application Form Part B - Application for Authorisation -
     April 2011

     - Submit Part B Form
     - Continue IB CPD
     - Continue development of curriculum
     - Prepare and review documentation for the authorisation
……. and continues
 Stage 4
 •   Authorisation by Autumn 2010 ensures that the candidate
     school is genuinely committed to IB

 •   Ascertains school’s readiness to offer the IB

 •   Verifies school’s planning has been systematic and

 Stage 5
 •   School authorised to deliver IB in September 2011
              Student Support

                              Head of Sixth Form
   Induction days
                              IB Co-ordinator
   Weekly forum
                              Form Tutors
   Subject Co-ordinator
                              Student Welfare
   IB Co-ordinator            Officer
   The IB diploma is widely recognised by the world's leading
    universities (IBO)

   Cambridge – offers are regularly made on the International
    Baccalaureate, at a level of between 7,6,6 and 7,7,7 in the
    higher level subjects, with overall scores between 38 and 42
    points out of 45. (

   Oxford – for students studying the International
    Baccalaureate, colleges will normally be looking for
    candidates who are like to achieve at least 38 points. Many
    offers will be set at a higher level than this however, and will
    often specify 6 or 7 in one or more subjects at the higher
    level. (
   Leeds – Business: 24 points
   Aston – Engineering: 27 points
   Keele – Law: 30 – 32 points
   York – English: 36 (6 points each from
    English and one other subject at higher level)
   Kings College London – Medicine: 36 points.
    6, 6, 5 at higher level incl. chemistry and
    biology, at least one at higher level
Useful Websites


Actual examples of school case studies:
Proposals for adding a Sixth Form

In April 2008 St Benedict’s was awarded Specialist Applied Learning
School status by the Department for Children, Schools and Families
(DCSF). As a High Performing Secondary School (HPSS) with this
specialism, we are eligible to change our age range from 11-16 to 11-18
and develop proposals to add new post-16 provision. The legislation and
guidance for proposals to change age range is complex but the
government has stated that there is a strong presumption in favour of
HPSS proposals. This puts us in a strong position but we still need to go
through a consultation process and make sure that we take every
opportunity to shape the best proposals for our young people, our
community and the local area. The formal consultation process is based
on this document which will be circulated to relevant stakeholders. There
will also be one meeting for parents and one for the public. The whole
process concludes in March 2009, when we have to submit our proposals
to the Local Authority.
The proposal to open a sixth form and extend post-16 provision is made
in the context of St Benedict’s excellent academic and vocational exam
results, very high Value-Added ratings and being judged ‘outstanding’ by
OFSTED, coupled with its strong commitment to professional
collaboration and applied learning.

Since 2000 St Benedict’s has taken a proactive part in the South
Warwickshire Initiative for Training (SWIFT), which provides applied
learning courses for the 14 – 16 age range within a consortium of 8
schools and 2 colleges. We will build upon this productive and
successful provision which has given a greater diversity of opportunity
and strong staff development opportunities. Within a rural location, it is
important to reduce travel time by providing additional and alternative
progression routes to support continuity of learning opportunities in
Alcester, South Warwickshire and South-East Worcestershire.
What are our proposals?
We propose to change our age range from 11 – 16 to 11 – 18. We
propose to offer a broader range of post-16 courses in new purpose-built
facilities. Discussions are taking place with other providers and the
Learning and Skills Council about the details of our curriculum proposals.

How long would it take?
We propose opening our post-16 purpose-built facility by September 2011
but will develop a range of courses in the interim period, 2009 – 2011.
The vision of the proposal is a core element of students (aged 16-18)
studying the International Baccalaureate. There will also be a range of
post-16 collaborative courses meeting a wide range of local needs,
extending opportunities, broadening pupil progression routes and
increasing local parental choice.
What could be in the post-16 curriculum?
We are proposing that the International Baccalaureate (IB) Diploma will
be at the core of the provision. It is an internationally acclaimed post-16
qualification which is becoming more popular in the UK. The International
Baccalaureate has the same currency for university entrance as
traditional A Levels but is much broader. There is a strong academic bias
and breadth of study which will enable young people to acquire a much
wider range of skills, knowledge and understanding. The government is
encouraging Local Authorities to increase diversity of choice by offering
the International Baccalaureate. This increased diversity alongside the
international dimension of the International Baccalaureate will give
students a unique qualification, giving access to a wide range of
university opportunities post-18/19. In addition to the International
Baccalaureate there will be a range of other qualifications enabling
students to access, on a part-time/ collaborative basis, academic and
applied learning opportunities. The 14-19 Diploma is a part of the vision
of the proposed sixth form.
In collaboration with other institutions it is envisaged that we will
develop opportunities as ‘principle provider’ for the Diploma for IT
(linking with our other specialism: Maths and Computing), Science
(increasing numbers of post-16 Science to meet government targets)
and Languages. We also propose establishing a local Skills Centre
which would be flexible to the ever-changing needs of the employer.
This centre would accommodate and provide future training
opportunities which may not be an apparent need now, for example in
construction or engineering. Our proposals need to have some
flexibility to respond to changing demands in the future.
The overall vision for the post-16 build is also to increase capacity and
provision for pupils where it does not presently exist or is difficult to
access, by the establishment and/or extension of AS / A2 (A Level)
courses where none exist or access and capacity is limited, for
example Spanish, Sociology, Law, Art and Design, and PE. Equally,
opportunities to develop Level 2 courses (GCSE/BTec/NVQ) post-16
across a range of subjects will greatly enhance provision locally. New
legislation requiring young people to continue in education or training
until age 17 will increase demand within the area for such provision.
What could the new facilities include?
The proposed building is likely to include 8 - 10 tutor rooms, a Skills
Centre, Connexions careers information and advice facility, Education
Business Partnership Centre, Learning Resource Centre, a Conference
Room, IT suite, common room, staff room, offices and a new multi-use
games area (artificial pitch). Detailed plans will be produced as part of
our proposals for submission to the Local Authority in March.

How would it be funded?
All of the capital costs would normally be met from the 16-19 Capital Fund
which is provided by the government and administered by the Learning
and Skills Council. As a voluntary aided school we are required to find
10% of the capital costs and this has already been agreed. We are in
discussion with the LSC about the capital application process required to
secure the funding. If we are successful it is anticipated that the capital
allocation would be in the region of £6 million. Revenue funding for the
additional staff and other running costs would be provided through the
Local Authority as part of the annual school budget setting process.
What are the benefits?
New facilities at St Benedict’s would increase the range of opportunities
available to all our pupils from 11 – 18 and the community. Additional staff would
add a wider range of expertise and further capacity to support every pupil. We
already play a leading role within and beyond Alcester, developing a widening
range of community based activities and courses. Increased provision will allow
us to extend these opportunities even further, especially in providing day courses
alongside our twilight and evening ones. We can further address community
cohesion issues and provide a wider range of qualifications for disadvantaged
groups and groups which are ‘difficult to reach’. Information, Advice and
Guidance (IAG) will be available to all through a purpose-built centre, as well as
a facility to promote business links through the Education Business Partnership.
Commitment to community is demonstrated by our appointment a year ago of a
Community Co-ordinator who is quickly establishing firmer and sustainable links
with our community.

We have the capacity and scope for a substantial building on our site along with
good access and the required infrastructure. Given our proven track record
across relevant areas of academic and applied learning, collaboration and
community we have the necessary expertise and commitment to extend high
quality provision across a broad range of post-16 qualifications. We look
forward to doing this.
How can I respond?
Come along to a meeting to hear about the proposals – both 7.00pm at
St Benedict’s:
9 October      St Benedict’s Parents’ Meeting
15 October     Public Meeting

If you have any comments on these proposals or views you would
wish to express could you please return them to the following
address by 4.00pm on Monday 3 November 2008.

NB. This document and further information is available on our website:

Chair of Governors
St Benedict’s Catholic High School
Kinwarton Road
B49 6PX

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