Supplementary memorandum submitted by
Mick Waters, Director of Curriculum, QCA
Thank you for the invitation to attend the Children,
Schools and Families Committee on Wednesday 4 June 2008. I found
it very useful to engage in such an important conversation on
the National Curriculum. As requested by the Committee, I am writing
regarding some outstanding issues.
I agreed to clarify the position for GCSE science
and the "International" GCSE. Currently, this qualification
does not meet the published subject criteria, based on the National
Curriculum, and therefore cannot be accredited as an "International"
GCSE. In recent weeks, Cambridge International have submitted
some of the "International" GCSE specifications for
accreditation using the title Cambridge International Certificates
(CIC).
The CIC are under consideration by Ofqual for
accreditation at two levels—Level 1 and Level 2 certificates
equating to the higher and lower tiers of GCSE. There are approximately
16 subjects under consideration. Decisions on which subjects are
included in performance tables are taken by the Department for
Children, Schools and Families. It is unlikely that English, mathematics
and science will count towards the performance tables as they
do not follow the Key Stage 4 programme of study. QCA developed
the National Curriculum programme of study with a wide range of
key partners, including Higher Education, Learned Societies and
Subject Associations and also including teachers, head teachers,
Local Authorities and learners. The programme of study forms the
basis of knowledge, skills and understanding for all learners.
Currently, maintained schools would not receive
funding for the CIC qualification. If accredited, funding will
be decided by the Department for Children, Schools and Families
under their Section 96 list.
The Government is doing much to encourage more
young people to take the three separate science GCSEs of physics,
chemistry and biology:
— encouraging all schools to make triple
science available to all pupils who could benefit. The DCSF has
contracted with the Learning and Skills Network to provide support
and guidance to schools on providing triple science through the
Triple Science Support Programme;
— by September 2008 all pupils achieving
at least level 6+ at Key Stage 3 will be entitled to study triple
science GCSE, for example through collaborative arrangements with
other schools, further education colleges and universities; and
— by September 2008 all specialist
science schools will offer triple science at least to all pupils
achieving level 6+ at the end of Key Stage 3.
Currently, 32% of maintained mainstream non-selective
schools have pupils taking triple science at GCSE and around 10%
of students take up the national entitlement.
The requirement of phonics in the National Curriculum
was also raised at the meeting and I thought it would be useful
to outline the position. Phonemic awareness and phonic knowledge
have always been requirements within the programme of study at
Key Stage 1. The Rose Review led to a slight adjustment to clarify
the position of phonics within the National Curriculum. The requirements
did not change but was regrouped under two headings, to emphasise
the importance of "word recognition and graphic knowledge"
and "understanding texts". However, schools remain free
to use—or devise—any high quality phonics programme
that fits their needs and meets the core criteria.
On the day after the Select Committee session
I attended a National Conference for Primary Children organised
by the National College for School Leadership and the National
Education Trust. I was presented with a "Charter" which
I agreed to give to your Committee.[6]
Given the conversation during our session about the engagement
of young people in their learning, the Charter contains interesting
insight into some children's awareness, outlooks and motives.
At the least, it demonstrates their wish and willingness to be
active in their learning futures.
June 2008
6 Not printed. Back
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