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NEWS AND VIEWS FROM OCR / AUTUMN 2014 www.ocr.org.uk IN THIS ISSUE: SUPPORTING LEARNING THROUGH TECHNOLOGY MEET GEOFF BARTON, HEADTEACHER OF KING EDWARD VI SCHOOL GETTING PRACTICAL IN BIOLOGY, PHYSICS AND CHEMISTRY OCR’S FAST TRACK ON ENGINEERING

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Page 1: NEWS AND VIEWS FROM OCR / AUTUMN 2014 · 2019-11-29 · news and views from ocr / autumn 2014 in this issue: supporting learning through technology meet geoff barton, headteacher

NEWS AND VIEWS FROM OCR / AUTUMN 2014

www.ocr.org.uk

IN THIS ISSUE:

SUPPORTING LEARNING THROUGH TECHNOLOGY

MEET GEOFF BARTON, HEADTEACHER OF KING EDWARD VI SCHOOL

GETTING PRACTICAL IN BIOLOGY, PHYSICS AND CHEMISTRY

OCR’S FAST TRACK ON ENGINEERING

Page 2: NEWS AND VIEWS FROM OCR / AUTUMN 2014 · 2019-11-29 · news and views from ocr / autumn 2014 in this issue: supporting learning through technology meet geoff barton, headteacher

TECHNICALSCambridge

If you’re looking for Level 3 Engineering quali� cations, check out these four exciting additions to our Cambridge Technicals suite for students aged 16+:

• Cambridge Technical Certi� cate in Engineering Principles

• Cambridge Technical Extended Certi� cate in Engineering

• Cambridge Technical Foundation Diploma in Engineering

• Cambridge Technical Diploma in Engineering

The two Diploma quali� cations o� er a choice of specialist pathways for your students:

• Electrical and Electronic Engineering• Mechanical Engineering and Design• Automation Control and Robotics• Manufacturing.

We’ve carefully developed these high-quality quali� cations with the input of Higher Education Institutions and major engineering employers. They’re designed with the workplace in mind; each one o� ers you and your students a practical, � exible choice with a wide range of optional units.

There’s also the reassurance that our Cambridge Technicals in Engineering are designed to meet DfE performance table requirements for 2017 onwards, including mandatory core content and external assessment, and to attract UCAS points.

Discover more about them at ocr.org.uk/cambridgetechnicals

New high-quality engineeringqualifi cations for your 16+ students

Designed to meet the new DfE performance

criteria from 2017.

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3OCR AGENDA Autumn 2014

CONTENTS

is published termly by OCR, 1 Hills Road, Cambridge CB1 2EU. www.ocr.org.ukEditor Sophie White Creative Stilo Design + Branding www.brandstilo.co.uk

© OCR 2014Registered company number 3484466

4 Stellar students awarded OCR bursaries

6 Meeting the needs of the FE sector

7 OCR’s engineering qualifications in the fast lane

14 Paul Steer takes a look at the impact of technology on exams and much more

NEWS COMMENT NOTICEBOARDFEATURES

10 Interview with headteacher Geoff Barton

15 Diary dates with OCR

12 Supporting learning through technology

8 Practical experiments in the Sciences

Cover Story: Supporting learning through technology OCR is sponsoring six innovative research projects at Shireland Collegiate Academy in the West Midlands where 62% of its pupils speak another language at home. Read pages 12-13 to find out how technology is being used to ensure learning reaches not just students but also their families.

Welcome to the Autumn 2014 issue of agenda, OCR’s termly magazine with a snapshot of our news and views.

One theme in this issue is how technology is supporting education and assessment. We’re keen to keep it that way round. On pages 12-13, you can read about the different ways a school in the West Midlands, where 62% of its students speak another language at home, is using technology to support literacy and numeracy. There’s news too about how OCR is personalising the learning experience for users of the Computing MOOC (Massive Open Online Course), one year after the MOOC was first launched.

If Engineering is your thing, you can find out how OCR is helping young people to become the next generation of engineers, as well as how we work with professional bodies like the Chartered Banker Institute to develop specialist qualifications.

While this academic year is in full swing, take a moment to look at the new GCSEs and A Levels for teaching from 2015, and also at what’s on the horizon for 2016. With the help of teachers, academics and subject experts, we’re working on a second wave of new GCSEs and A Levels to engage students and teachers alike.

All this, plus an interview with Geoff Barton, headteacher of King Edward VI School, in Suffolk. If you are a tweeter, you may already know him via @RealGeoffBarton. We’d love to feature your news and views in agenda, if you want to get in touch about anything you read here, please email us at [email protected].

Mark Dawe Chief Executive, OCR

TECHNICALSCambridge

If you’re looking for Level 3 Engineering quali� cations, check out these four exciting additions to our Cambridge Technicals suite for students aged 16+:

• Cambridge Technical Certi� cate in Engineering Principles

• Cambridge Technical Extended Certi� cate in Engineering

• Cambridge Technical Foundation Diploma in Engineering

• Cambridge Technical Diploma in Engineering

The two Diploma quali� cations o� er a choice of specialist pathways for your students:

• Electrical and Electronic Engineering• Mechanical Engineering and Design• Automation Control and Robotics• Manufacturing.

We’ve carefully developed these high-quality quali� cations with the input of Higher Education Institutions and major engineering employers. They’re designed with the workplace in mind; each one o� ers you and your students a practical, � exible choice with a wide range of optional units.

There’s also the reassurance that our Cambridge Technicals in Engineering are designed to meet DfE performance table requirements for 2017 onwards, including mandatory core content and external assessment, and to attract UCAS points.

Discover more about them at ocr.org.uk/cambridgetechnicals

New high-quality engineeringqualifi cations for your 16+ students

Designed to meet the new DfE performance

criteria from 2017.

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4 OCR AGENDA Autumn 2014

Ten high-achieving students from across the West Midlands received bursaries towards their studies at the University of Cambridge by OCR.

The students, who completed their A Levels at schools and colleges in Herefordshire, Birmingham, Bridgnorth, Coventry, Kidderminster and Porthill, were presented with their bursary awards in late September by Liam Sammon, OCR Director of Education and Commercial Services, at a ceremony at OCR’s Coventry offices.

Recipients of OCR bursaries receive £3,000 for each year of their undergraduate studies that can be used for living or tuition costs, or a combination of both. The award fund, arising from OCR’s historical association with the West Midlands Exam Board, helps talented students in the region

make the most of their studies at the University of Cambridge.

The talented award winners will be studying a broad range of subjects, including Medicine, Land Economy, Linguistics and Engineering.

Liam Sammon said: “Our 2014 bursary award winners have once again shown what incredible talent there is within schools and colleges in the West Midlands and we are delighted to fund aspects of their undergraduate studies at the University of Cambridge. The OCR bursary scheme is in its 11th year and our ten winners richly deserve their prizes, each demonstrating extremely high academic achievement, often in the face of adversity and challenges. They can now progress to Cambridge without having to worry unduly about financial constraints.”

Declan Amphlett (pictured front row, far left) from Bromsgrove School, Worcestershire, who has started reading Modern & Medieval Languages at Trinity College said: “Studying at Cambridge has been an ambition and a dream since I was young and I’m grateful to the OCR bursary scheme for helping this dream become a reality. I can focus on studying and enjoying

my time at university and make the most of new opportunities presented without having to worry about my finances. Furthermore, the money will greatly help me in my third year as I will spend it studying abroad in Europe as part of my languages degree. The bursary has taken an enormous weight off my shoulders, and for that I am truly indebted to OCR.”

NEWS

Why ‘risky’ fieldwork is a good thing

A Level geography students should be encouraged to embrace ‘risky’ fieldwork – to take risks with learning outcomes – in preparation for success at university and in their future careers.

This was the strong message of Nick Lapthorn, of the Field Studies Council, at an OCR Geography Forum attended by teachers as well as representatives from the Geographical Association, the Royal Meteorological Society and the British Antarctic Survey.

Nick declared: “We often go out to collect data about the world around us with preconceived ideas about what we are expecting to find. There is fundamentally no big problem with this, as this is how ‘hypothesis testing’ in science works, but the issue comes when we actively search out locations and data that help to reinforce our preconceived ideas; when we look for data that fits the hypothesis.”

With the help of Nick Laphorn, OCR’s Geography team is rolling out a series of one day training events for teachers, taking place in November, March and April, to develop confidence and expertise in ‘risky’ fieldwork, and encourage them to ‘think outside the box’.

www.ocr.org.uk/geography

Stellar students awarded OCR bursaries for Cambridge studies

OCR’s Liam Sammon (front row, second left) with the winners of the 2014 Bursary Awards, supported by their families and teachers, at a celebration held at OCR’s Coventry offices.

Computing MOOC gets personalOne year after its launch, the popular Cambridge GCSE Computing MOOC (Massive Open Online Course) has been updated and now features adaptive technology, thanks to a pioneering learning platform provided by new partner Cogbooks.

The enhanced MOOC uses algorithms to recommend the next step for students based on their responses to material so far, allowing every student to progress through the course in a way that suits their individual needs. Students will be able to see how they are doing with a dashboard that shows their progress and awards them ‘badges’ for achievements.

Christine Swan, Director of ICT and Enterprise at The Stourport High School and Sixth Form Centre, said: “As the teaching of Computing became mandatory in state maintained schools from September this year, many teachers are keen to find quality resources to support learning. It is essential that students can demonstrate independence and progress in their studies. This new system will allow students to work through concepts at their own pace and will either accelerate or reinforce concepts until competence has been demonstrated through adaptive testing.”

www.cambridgegcsecomputing.org

NEWS

In briefAre you following me?Calling all tweeting teachers. Since early 2014, OCR has rolled out a number of subject specific twitter accounts, alongside the main OCR account (@ocrexams).

So if you want to engage via twitter to hear the latest news in your subject from OCR, or to get in touch with the subject specialists in your field, why don’t you follow one of our subject accounts?

As well as tweeting about English (eg @OCR_English), Maths, Science, Geography, History and ICT, we’ve recently started tweeting about Performing Arts (@OCR_PerformArts), Art & Design (@OCR_ArtDesign), and Film & Media (@OCR_Media_Film).

It’s great engaging with so many teachers and subject experts out there and we look forward to more people ‘following’ OCR.

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5OCR AGENDA Autumn 2014

New qualifications for 2015 Among OCR’s new qualifications for 2015, you may have spotted coverage in the media about ‘selfies and cybercrime’ in OCR’s new A Level Sociology and the significance of desk clutter in our new A Level Psychology, alongside the study of contemporary non spoken texts, such as tweets, as part of the ‘fine tuning’ of linguistic skills in our new A Level English Language and Literature.

OCR has developed 39 new qualifications for teaching from September 2015. The majority of new qualifications in 2015 are A Levels – in Art and Design, Business, Computer Science, Economics, English Literature, English Language, and English Language and English Literature combined, History, Science (including Biology, Chemistry, Physics and Psychology) and last, but not least, Sociology. The three new GCSEs are in English Language, English Literature and Maths.

While teachers can familiarise themselves with all the new specifications and sample assessment materials (SAMs) by going online, hard copies of these, plus information on resources and CPD opportunities, are being sent in a pack to relevant subject department heads in every school in the country this Autumn. Hazel Carmichael, OCR Head of Qualification Submissions, said: “The new OCR specifications that teachers will be receiving in their schools free of charge over the new few months have been re-structured to emphasise teaching and learning first, and assessment second. We hope that teachers find the presentation of our key documents clearer and more user-friendly so they can access what they need quickly and easily.”

Looking ahead to 2016

OCR is now in dialogue with its extensive network of teachers, university academics and key subject associations on the second wave of new qualifications, to be taught from September 2016. This involves a more evenly balanced mix of GCSEs and A Levels.

SUMMARY OF REFORMED GCSEs

New 9-to-1 grading scale to replace A* to C

New GCSEs will all be linear so assessment will be in the summer at the end of the full course

Exams will be the default method of assessment

November resits only in English Language and Maths

Tiering used on a subject by subject basis, and only where ‘the lack of it would cause problems at either end of the ability range’ e.g. Maths

SUMMARY OF REFORMED A LEVELS

Current grading system remains

New A Levels will all be linear so assessment will be in the summer at the end of the full course

Non-exam assessment in English, History and Computer Science to be 20%. In Science, practical assessment will be assessed separately in an ‘endorsed certificate’ and no longer contribute to the final grade

The AS qualification scheduled to become a separate, ‘de-coupled’ qualification. It is being designed to be co-teachable with the A Level

New GCSEs and A Levels will be developed for 2016 in Ancient Languages, Dance, Drama, Geography, MFL, Music, PE and RS. At A Level alone, new qualifications are scheduled for Maths and Further Maths, whereas there will be new GCSEs in 2016 in Science (Biology, Chemistry, Physics and Double Science), Computer Science, Citizenship, History, Art and Design and D&T (which will be split into two distinct qualifications of Cookery and Nutrition and D&T).

Paul Dodd, OCR Director of Reform, commented: “With intriguing new qualifications such as Cookery and Nutrition, as well as the challenge of creating RS qualifications for the 21st century, there is plenty for OCR’s developers to get their teeth into. This is a massive development programme and the input of our partners across the education community is invaluable so we can use reform to create engaging, challenging and high quality new GCSEs and A Levels. We look forward to sharing our plans for development with teachers over the coming months.”

NEWS

GCSE and A Level reform

Role of the OCR History ForumJust days after OCR’s new ‘broader view’ History AS/A Levels were accredited, historian and Shadow Education Secretary Tristram Hunt (pictured centre) attended the OCR History Forum to learn more about its role.

Mark Dawe, OCR Chief Executive, (pictured right) said: “With the encouragement of our Forum members who advised us to include more non-European topics, we made our History A Level broader in geography and further back in time to help young people to become more sophisticated global citizens. As well as retaining plenty of British history – including favourites such as the Tudors and modern European history – we have introduced new units about India and Japan and we are the only exam board to offer pre-colonial African kingdoms.” OCR has introduced ten new topics into its new AS/A Level History for 2015, bringing the total subject options available to 58.

The ‘great despatch’: copies of OCR’s new specifications will be sent to all schools in the country.

Tristram Hunt commented: “This OCR History Forum is exactly the kind of professional engagement across the education community that is needed to create exciting new qualifications.”

www.ocr.org.uk/history

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6 OCR AGENDA Autumn 2014

NEWS

In partnership with FE Week, OCR co-hosted a fringe event at each of the three main parliamentary party conferences.

Co-chaired by OCR Director of Skills and Employment Charlotte Bosworth, the events attracted a range of FE stakeholders and interested parliamentarians. Speakers were invited to share their views on what the sector needed from the party manifestos.

A range of issues was raised, including the need for good quality information, advice and guidance, a need for fair funding and an understanding of the importance of English and maths but a recognition that a one-size-fits-all approach to GCSE is not the right approach. Contributions from the NUS highlighted the learners’ perspective on the impact of reform and the need for parity of esteem for Further Education.

Charlotte Bosworth (pictured top left) said: “We’re acutely aware of the breadth of issues affecting the sector, however, we think there is a bigger more systemic problem. The short-term nature of British governments has led to an ever-increasing myriad of initiatives that, while seeking to redress issues with the system, have had the adverse effect – making the system more complex and impenetrable to learners, parents and employers.”

OCR’s contribution to the debate and the Skills Manifesto, to be published later in the autumn, is to call for a re-examination of the education and skills system, to create a clear explanation and common understanding of the purpose

of different types of institutions and what pathways for young people they secure.

At the Labour Conference, Shadow Skills Spokesperson, Lord Young of Norwood Green and Shadow Minister for Transport, Gordon Marsden MP (pictured right), were invited to speak. At the Conservative Party event, OCR welcomed the

Skills Minister, Nick Boles MP (pictured top right), and at the Liberal Democrat Conference, a representative from the Liberal Education Association. Sector bodies including AoC, AELP, the 157 Group and NUS were represented at these events, which ensured they were the ‘go to’ events for FE and Skills at the party conferences.

Meeting the needs of the FE sector

Chartered Banker Institute invests in OCR qualificationOCR has worked with the Chartered Banker Institute to develop a specialist banking qualification for those working at the frontline of business banking.

The Chartered Banker Institute has worked with OCR to create the Level 2 Award in Business Banking, which has been designed to develop those working in, or aspiring to, a

frontline service support role in business banking, possibly within an apprenticeship scheme for level 2 ‘providing financial services’.

The qualification will develop candidate’s understanding of the principles of business banking, the banking sector and the different types of business banking customer and their needs. It will also

provide the learner with an insight into regulatory and legal requirements, as well as ethical, cultural and sustainability considerations, and focuses on the importance of good customer service.

This follows on from a suite of professional services qualifications that OCR has already introduced with key employers to create meaningful qualifications that will support workforce development.

Photo: Joel Goodman Photo: Ben Page

Photo: Joel Goodman

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7OCR AGENDA Autumn 2014

As OCR expands its portfolio of Engineering qualifications with a wide range of Cambridge Nationals now available and a new Engineering Level 3 Cambridge Technical available for first teaching in September 2015, an exciting worldwide competition for schools to design a Formula One (F1) car is being used in conjunction with OCR’s Cambridge Nationals in Engineering Level 1/2 qualifications.

The competition, from not-for-profit organisation F1 in Schools, calls for students to design a ‘better, faster, cooler F1 car’ following the same processes as real F1 teams from initial business plan through to the car design. The aim is to engage students in STEM (Science, Technology, Engineering and Maths) subjects, allowing them to use key skills including communication, presenting and team work, within a real life project. By linking it to the Cambridge Nationals in Engineering, teachers will be able to offer students a holistic approach to the subject through a number of units within the course (including design briefs, product analysis and 3D design realisation amongst others), providing them with some understanding of how skills and knowledge could link together in a working environment as well as an overview of how the knowledge and skills gained in one unit support the knowledge and skills used within other units.

Mara Bogdanovic, OCR’s Head of Business Engagement for Skills and Employment, explained: “With this competition, teachers can not only structure a programme of learning that is engaging for the students and shows them how the skills they are learning can be used holistically across the working environment, but they can also highlight just how exciting careers in this area can be.”

This autumn, a brand new University Technical College (UTC), the WMG Academy for Young Engineers, opened in Coventry. The UTC is using a wide range of OCR qualifications, including the new Cambridge Nationals in Engineering.

NEWS

Programmes of learning are a key part of current education policy for 16 to 19 year olds. Whether fixed in content, such as apprenticeships, or flexible in design, like traineeships and 16 to 19 study programmes, the intention is to provide individuals with a more coherent plan of learning, leading to better access to employment or higher education. Funding for this age group has also transferred to a ‘per learner’ funding pot, and inspection and audit demands will require schools and colleges to demonstrate programme planning and learner destinations.

To support schools and colleges in the development of their learning programmes, we are developing a Programme Builder. This new online tool will help those with curriculum planning responsibility to build and review L3 vocational programmes of study involving OCR qualifications, including Cambridge

Technicals. These are learning programmes based on substantial vocational qualifications that the Department for Education recognises as meeting the criteria for KS5 performance tables.

Alongside the core qualification, a range of Maths, English, or other vocational and academic qualifications can be added, plus non-qualification activity, as defined by a college, such as tutorials or work experience. The Programme Builder will keep track of the guided learning hours as qualifications are added and the programme can be printed or shared when complete.

We look forward to sharing our new Programme Builder tool at the AoC Annual Conference in November.

OCR’s Engineering qualifications move into the fast lane

Introducing OCR’s new Programme Builder

A student taking part in an ‘FI in Schools’

Technology Challenge

Another major initiative is the engineering skills partnership between Siemens and OCR, launched at the end of October. New resources – based on understanding Science and Engineering through real life projects – are now available to every school seeking to encourage and inspire 14 to 16 year olds in STEM careers. The resources are linked to OCR’s Cambridge Nationals in Engineering.

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OCR AGENDA Autumn 20148

FEATURE / PRACTICAL SCIENCE EXPERIMENTS

PRACTICAL EXPERIMENTS:AT THE HEART OF THE NEW BIOLOGY, CHEMISTRY AND PHYSICS A LEVELS

The new structure is a requirement set for all exam boards by Ofqual. OCR will be trialling the new approach during autumn 2014. In each subject, experiments will be grouped into 12 different skills, such as dissecting animal or plant material in Biology, measuring light and sound wavelengths in Physics and making aspirin in Chemistry. If a student takes all three subjects at A Level, they will now have to complete a minimum of 36 experiments.

Dr Evans said: “The new emphasis is about ‘thinking like a scientist.’ It isn’t just about following a recipe to bake a cake. What is much more exciting is to begin with some ingredients and see what you can create. We are at the starting point in this new approach and OCR will continue to work with teachers and university academics to build a good library of practical activities that can be carried out in schools and colleges.”

OCR’s portfolio of practical experiments has been created in collaboration with leading Science teachers at schools and universities, many of whom were inspired by unforgettable experiments in their own school days. Ian Harvey, Head of

Biology at Hills Road Sixth Form College, Cambridge and Member of the Education Committee of the Society of Biology argues that practical work is essential, saying: “It brings to life the theory, develops students’ skills and helps them work in teams, as does fieldwork which I also consider to be crucially important.” Ian recalls dissecting a shark that had been donated by the local fishmonger for his A Level Biology, an experience he will never forget. He also vividly remembers his two biology field courses which fuelled his life-long passion for ecology.

Under the current A Level coursework system, students are required to do only four practical experiments, and there are reports of students arriving to start Science degrees at university with no laboratory experience whatsoever. There is a consensus that the current coursework system is not achieving what it set out to do. With the new A Levels some students will be doing three times as many practical experiments as in the past.

OCR has been in contact with many teachers through its extensive networks, who have made clear that they welcome

From September 2015, students studying Science at A level will be required to do a minimum of 12 practical experiments and encouraged to ‘think like a scientist’, says OCR’s Head of Science Development Dr Steve Evans. If a student is taking all three Science subjects, this will add up to a minimum of 36 experiments over a two year course.

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9

FEATURE / PRACTICAL SCIENCE EXPERIMENTS

any increase in the amount of practical work undertaken by students. Under the new system, practical experiments will no longer contribute to the final exam grade. Instead, students will receive either a ‘pass’ or ‘fail’ once they have completed the minimum 12 experiments per subject. Fifteen per cent of marks will be allocated to students’ understanding of practical experiments, which they will have to demonstrate in written exams.

Lawrence Herklots, Head of Science at King Edward VI School, Southampton said: “In future, written papers will ask questions which test students’ practical skills, based on the knowledge that they have gained during practical experiments, so of course the practicals will have to happen in order for them to be able to answer the questions.”

David Read, Principal Teaching Fellow at the University of Southampton observed that: “In recent years there has been a drift away from investigative practical work towards shorter experiments with already defined outcomes, because those are required by the current controlled assessment method of testing a student’s ability.” He continued: “Over the last six years at the University we’ve seen a noticeable decline in students’ practical skills when

they arrive to start their degree course. But if you’re writing research papers at university the traditional approach (apparatus, method, results, discussion, conclusion) is still the standard format, and for that, you need to have experience of doing practical experiments at A Level.”

Concerns that the new approach could lead to marginalisation of practical work are dismissed by Harriet Jones, Senior Lecturer in the School of Biological Sciences at the University of East Anglia who said: “If the experiment is not assessed then the student doesn’t have to ‘prove’ anything and can explore and investigate, which is much more fulfilling. The idea that the results of experiments should always be pre-determined is crazy – it misrepresents the very essence of what science is about.”

OCR has now received accreditation for the new Biology and Physics AS and A levels, and is awaiting news on Chemistry. Subject to accreditation, all three will be available for first teaching in schools from September 2015.

For further information visit www.ocr.org.uk/science

Follow OCR’s Science Team on Twitter

@ocr_science

“The new emphasis is about ‘thinking like a scientist.’

It isn’t just about following a recipe to bake a cake.”

OCR AGENDA Autumn 2014

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10 OCR AGENDA Autumn 2014

INTERVIEW / GEOFF BARTON

What has been your path into your current role?

Not a startlingly original one, I fear. English teacher in Leeds (1985), Second-in-English, Head of English in York (1990), Deputy Head in Suffolk (1997), Headteacher in Suffolk (2002).

What do you like about working in the field of education?

That’s easy – I like working with young people. I love their optimism, their humour. I’m also reminded constantly of the privilege of working with great teachers. I never lose the thrill of observing an expert explaining their subject, making the complicated simple and yet not too simple. So: students and teachers – it’s what makes schools such sanctuaries against the madness outside.

Who do you admire in your field?

Lots of people. My career has been illuminated by people I’ve worked with directly (great leaders like Lawrie Lowton, John Baumber, Keith Wragg, David Edwards) and people whose work I have admired from afar or through their writing (Michael Marland, Sir Anthony Seldon, Mick Waters).

Was your own experience of education a positive one and what lessons did you learn from it?

Not really. Like many of my generation, my experience of school is that it was

do an extraordinary job in unspeakably challenging circumstances against a pervasive political and media narrative that we are hopeless, hapless or incompetent. We must keep a real sense of what matters in our schools – achievement AND deep enrichment – and not be deterred or distracted.

As a headteacher, how do you know when you are doing a good job?

You see it in what’s going on – a teacher leading a brilliant training session, a lesson in which students and the teacher are

Geoff Barton became headteacher of King Edward VI School, in Bury St Edmunds in Suffolk, in 2002. Now a 13 to 18 Church of England comprehensive with more than 1400 pupils on its roll, it is a school with a long history. Founded in 1550, it was only the second King Edward VI School in the country.

Today, the school has a strong commitment to encouraging its students to embrace other countries and cultures through its international leadership programme. Here Geoff Barton, a keen commentator on education via social media, tells agenda about his own career and the challenges he faces as a headteacher.

impersonal and dull. I hoped to escape at 16 by becoming Radio One’s next breakfast DJ. That didn’t quite happen and I drifted into the Sixth Form where a quite brilliant English teacher, Roy Samson, inspired me to read, then study, then teach. I still see him and my gratitude to him for unwittingly kick-starting my career trajectory is enormous.

What do you do when – if – you have time off?

I read a lot. I cook. I write stuff. Oh, and I have an unexpected collection of more than 50,000 American radio jingles that I occasionally listen to while reading, cooking or writing.

If you weren’t a teacher, what would you be?

I’d love to be head waiter in a good restaurant. I love the attention to detail, the need to keep an eye out for what’s happening, the responsibility for managing a team and dealing with complaints.

What are the greatest challenges faced by schools such as your own over the next five years?

Staying true to our values about what great schools should be. I know from all the international work our school is involved in that our education system and our leadership are the envy of much of the world. Many of our state schools

“Many of our state schools do an

extraordinary job in unspeakably

challenging circumstances

against a pervasive political and media

narrative that we are hopeless, hapless or

incompetent.”

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11OCR AGENDA Autumn 2014

INTERVIEW / GEOFF BARTON

lost in the process of exploring skills and knowledge, the tiny details around the school that exemplify the school’s ethos and values, the sense of an organisation at ease with itself, unbowed, ambitious, restless to keep developing.

What achievement are you proudest of?

Our international partnerships have surprised me in their depth and impact. I am writing this in the eighth year of visits to and from Shanghai by our students and those of our partner school. Being invited as a result to be the first UK school to take students to Kurdistan was an extraordinary and inspiring experience. Ours is a small, white, inward-looking part of the world: we owe it to our students to show them a wider world. It is the dimension of our school culture that has made the biggest impact, I suspect.

If you were stuck in a lift with government minister, what three things would you ask for on behalf of your school?

1/ That she comes and looks at a real community school and sees what is happening – it’s not about structures, labels, gimmicks. It’s about recruiting great teachers and letting them fly. The Government should be helping us to do that, not distracting us.

2/ That the distinctive features of our schools are celebrated more – the commitment to extra-curricular work, to moral and spiritual development, to developing student and staff leadership.

3/ I’d remind her that politicians come and go. The best legacy would be ‘we helped schools to help themselves get better’ not to believe that improvement can be mandated from the bunker of Whitehall.

Geoff Barton with members of the Student Leadership Team

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12 OCR AGENDA Autumn 2014

FEATURE / SHIRELAND COLLEGIATE ACADEMY

How does a school where 62% of its students speak another language at home and where over 100 students come from a refugee or asylum background, ensure it is reaching not just its students, but also their families?

Shireland Collegiate Academy in the West Midlands has developed innovative solutions to this challenge with a range of technology enhanced approaches to teaching. Its six ‘active research’ projects, funded by OCR’s West Midlands Bursary fund, exemplify the Academy’s approach to using digital solutions to support teaching. agenda spoke to Kirsty Tonks (right), Shireland’s E-Learning and Teaching School Director, about the projects and how they are working.

SUPPORTING LEARNING THROUGH TECHNOLOGY

This project was focussed mainly on Year 7 and Year 8 students, but already is seeing adoption across all departments. The students watch digital resources and interact with them as part of the Literacy for Life curriculum before coming to class so that they feel more familiar with the subject and can participate more confidently in class. Teachers look at the student responses online and can then amend lessons as a result based on what the students produce.

Kirsty: “The feedback projects are game changing but we are finding our approach to ‘flipped learning’ is having the most impact. Unlike the US model, this is less about the teacher curating their own content and more about putting the focus on re-ordering the lessons and using technology to make the experience richer and more immediate.

“We have found that students are far more engaged with and likely to participate in the flipped homework we set before classes – 90% undertake the tasks set – compared to post lesson, reflective homework, where 70% were participating. When students complete assignments before a lesson, the teacher can see how they are doing and adapt their lesson plan to the needs of the class.

“This approach isn’t rocket science but six months into the project we can already see the impact it is having on standards.”

The ‘ifamilies’ project encourages family engagement with the Learning for Life (Key Stage 3) curriculum. Families are invited to attend a digital after-school workshop with their children, where together, they use online tools and create digital resources to use in lessons. The students attending these workshops then become digital ambassadors for their classes to support staff and fellow students.

Says Kirsty: “We have to engage families. If parents don’t understand how important education is, teaching and therefore learning is made a lot more difficult. We are harnessing technology as a way of extending the school day and creating a window of learning into the homes of our students.”

Liam Sammon, OCR Director of Education and Commercial Services, said: “We were introduced to Shireland Collegiate Academy by our partners at Whole Education. Using the West Midlands Fund, we have been able to collaborate with the Academy on these inspirational projects and we are proud to be associated with the school.”

Flipped Learning iFamilies

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13OCR AGENDA Autumn 2014

FEATURE / SHIRELAND COLLEGIATE ACADEMY

This project uses Makewaves and Digital.Me badges to recognise skills that are not explicitly recognised by the curriculum and exams. This project began as a GCSE Music project, with students uploading evidence of themselves practicing with instruments, but has evolved to be a cross-phase Y5, 6 and 7 Citizenship project including pupils from local feeder schools as well as other extra-curricular project work.

Kirsty: “It allows students to evidence work towards particular projects within Shireland and gives them the chance to build a digital badge library that reflects their time within the academy. This online library can then go with them as they progress through their educational career and provides a more detailed and relevant glimpse into a student’s contribution to school life than a word processed CV.”

Many of the students at the Academy come from families with low levels of English or no English at all. These families are encouraged to join literacy classes at the Academy and are taught with the support of their child. Again online programmes are used to support these sessions but also allow learning to be continued at home. The result has been greater employability and community engagement for the adults and vastly improved levels of literacy and positive behaviour amongst the students.

Kirsty: “This project is underpinned by ‘Little Bridge’ software, which presents a parochial English village as the backdrop for learning. The families we are working with – many of whom come from Africa – tell us they enjoy using it to learn about life in England.”

This is a Maths project where the teacher delivers feedback through videos of worked examples that students watch on their screens. Students can be directed to different videos depending on which concepts they struggled with. This has proven to be more effective and efficient than writing it out in every single exercise book, and the films become a great revision guide.

Kirsty: “This idea came from our Head of Mathematics, who found he was writing the same feedback to address common errors in 50 different books. He now creates different videos that address needs of the group, assigns each student one or more of the videos, and then sets them each another task to ‘close the loop’ and move ahead.”

Digital Badges Family Literacy Project

Audio FeedbackVideo Feedback

In this English project, the teacher records an audio file of personal feedback to each student as they mark their books. Students access the sound files and get personalised one-to-one feedback that would be almost impossible to replicate traditionally, to produce the depth and individualised quality of feedback that the students now receive.

Says Kirsty: “The sound files allow for intonations and subtlety that can’t always be picked up from written feedback. This helps students struggling with literacy, for whom spoken English is more accessible than written. Surveys show that our students prefer these methods – they value the feedback more because it is easier to digest and understand. It also cuts down marking time for the teacher. This is working brilliantly, and both the audio and video projects are already starting to be used by other subjects in the school.”

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14 OCR AGENDA Autumn 2014

COMMENT

A recent ‘Horizon Report Europe’ looking into the trends, challenges and technologies that will shape the future of schools is the latest in a growing number of inquiries and reports that seek to anticipate some of the big changes that are coming to education, and every other walk of life. Earlier this year, OCR conducted its own research into the future of assessment in 2030.

It seems that everyone is engaged in ‘horizon scanning’ about the impact of technology. Technology-fuelled changes are expected to transform societies, economics and even geography. In the future, we will still have physical and political maps but we are already starting to recognise large virtual social clusters, cultures, even societies that can only be mapped out in cyber space. Traditional business models, we are told, are destined to tumble as the consumer and the producer find new ways to interact and as social networks drive expectations about the very nature and social purpose of corporate businesses.

Education, after health, is seen as pretty much the number one global issue benefitting from some smart technological solutions. Predictions of growth in demand for access to education round the world are consistently mind blowing. It seems that there may not be much food to go round in the future but there will be plenty of phones and tablets and that will surely open up a window to education. With sub-Saharan Africa having few or no textbooks, e-readers, which can be charged using solar power, loaded with hundreds of textbooks, are already having an enormous impact on the performance of students. Closer to home, the teachers at Shireland Collegiate Academy in the West Midlands where 62% of students speak another language at home, have rolled out a range of technology-enhanced approaches to support learning (take a look at pages 12 to 13).

Online learning resources are ubiquitous. Teachers and pupils (as well as parents), find them invaluable aids to learning and understanding. And the number of people using them is staggering. For example, since its launch in 2013, over 100,000 users across the world have accessed the Cambridge GCSE Computing MOOC, developed by OCR in collaboration with Cambridge University Press and Raspberry Pi, and based on OCR’s GCSE Computing curriculum. (You can read about the enhanced version of the MOOC on page 4).

We see the rise of superstar teachers and ‘teacherpreneurs’ promoting their skills and communicating to thousands of learners. For now, bricks and mortar and the physical classroom seem to remain at the core of what we regard as education. But for how much longer? If the best educators in the world are out there giving free lessons in cyberspace from Singapore to Norway, why bother with lessons at your local school in Greater Nowhere?

Meanwhile, neural science is making huge leaps forward to help us understand the inner workings of the brain and how people learn. The best teachers have always been able to see what is going on in the minds of their pupils but soon, the inner workings of the brain might be visible to all. We may be able to see, in real time, whether people are “learning”, and what environments and processes best support that.

One traditional way of measuring learning, of course, is the examination. Most traditional of all is the written exam, taken on a set date, and in a prescribed location. This practice, like the bricks and mortar of a school, seems deeply rooted in our culture, but again, for how much longer? Increasingly, qualifications are globally recognised and taken all around the world, regardless of geography and time zones. Demand from learners pushes the need for 24/7 access to exams and assessment. And the latest generation of digital natives will, surely, begin to question the use of pen and paper in exams – where else in their lives will they be using these archaic tools – certainly not to write cheques. Somebody should place a bet on when the last paper-based exams will be sat. And bear in mind that exams for the first tranche of reformed A Levels and GCSEs will be sat for the first time in summer 2017.

When we shared these issues and themes with some of OCR’s advisory forums, they generated great discussion. Various scenarios were painted from Big Brother nightmares to Utopian visions. As the discussions drew to a close, what became apparent was what really mattered was to be clear about the things that must not change. Regardless of what technology can do, or claims to do, what are the enduring values of education that have to prevail? We didn’t produce the definitive answer, but there were clearly-shared views. Education must be available to as many people as possible, it must serve the full ability range, there must be a broad curriculum offer and above everything else, education must be seen as an innately social activity through which all aspects of a person are nurtured and developed.

Email your comments to [email protected]

PAUL STEER, OCR DIRECTOR OF POLICY AND STRATEGY, SCANS THE HORIZON

TECHNOLOGY’S IMPACT ON EXAMS AND MUCH MORE

“It seems that there may not be much food to go round in the future but there will be plenty of phones and tablets and that will surely open up a window to education.”

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15OCR AGENDA Autumn 2014

NOTICEBOARD

JOIN OCR AT THESE EXHIBITIONS AND CONFERENCES AUTUMN/WINTER 2014/15

15OCR AGENDA Autumn 2014

To join OCR at these events, visit

www.ocr.org.uk/events

18 – 19Whole Education Annual Conference

Kings Place, London N1

We are pleased to sponsor the fifth annual conference of Whole Education, a not-for-profit organisation that brings together schools, organisations and individuals committed to giving young people a fully rounded education, and to developing the broad skills, qualities and knowledge that young people need in today’s society. OCR Sector Specialist, Alison Pearce, will deliver a workshop on ‘Developing projects that deliver learning that employers value’. This will draw upon OCR’s collaboration with a number of UTCs where we work with their employer partners to build a curriculum based on unique projects.

www.wholeeducation.org

NOVEMBER

DECEMBER

JANUARY FEBRUARY

20Westminster Education Forum: A Level Reform

London

All aspects of the reform of the new A Levels being introduced into schools from 2015 will be explored at this seminar including the structure, content and assessment of A Levels, the issue of the decoupling of AS and A Levels, and the role of the A Level as preparation for university. Paul Dodd, OCR Director of Reform, will join a panel of speakers at this half day forum.

www.westminsterforum projects.co.uk

11Westminster Education Forum: The reform of GCSEs

Central London

As schools prepare to teach the first wave of new GCSE qualifications from September 2015, this half day seminar will provide an opportunity to hear and discuss all aspects of the reformed GCSEs. An impressive line up of senior speakers, including representatives from Ofqual and the DfE, will be participating. Tim Oates, Group Director of Assessment and Research Development, at OCR’s parent organisation, Cambridge Assessment, will discuss aligning the new national curriculum and the reformed GCSEs.

www.westminsterforum projects.co.uk

7 – 10 ASE Annual Conference

University of Reading

OCR is supporting Europe’s largest science education exhibition, offering all the latest ideas and best practice from the science education world. We will offer advice about our new Biology, Physics and Chemistry A Levels for teaching from 2015. As well as advice about our new qualifications, training and resources, we will be running a series of workshops about our new A Levels, including the new approach to practical science. Come and see us at stand A6.

www.ase.org.uk/conferences/annual-conference

12The Skills Summit 2015

Central London venue

Over 250 colleges, training providers and employers from across the UK gather at this annual event, now in its fifth year, to determine the best way of building effective skills and training programmes for young people and adults. One of the themes of this year’s conference is ‘excellence in employer education partnerships’. As proud sponsors of this key event, OCR looks forward to discussing our provision with employers and to sharing expertise on funding, vocational qualification reform and apprenticeship programmes.

www.tss.org.uk

26 – 27 EICE

Manchester Central

This is the third year for the Education Innovation Conference and Exhibition (EICE) which is becoming a highlight for the education technology community in the north of England and beyond. With a focus on raising achievement, EICE 2015 will offer a mixture of hands-on practical workshops as well as thought-provoking seminars. It’s also a chance to hear from the schools and colleges embracing new approaches to learning. OCR is thrilled to return as sponsors of this popular annual event and we look forward to sharing our initiatives at EICE.

www.educationinnovation.co.uk

21 – 24 BETT Show 2015

Excel, London

Don’t miss your chance to visit our interactive stand at the BETT Show 2015. BETT is the global meeting place for the education technology community. Attending the event is the best way to see the latest technology and innovative solutions that inspire, shape and improve the way people of all ages learn from the classroom upwards.

www.bettshow.com

31 NATRE

Grand Connaught Rooms, London WC2

OCR is exhibiting at the National Association of Teachers of Religious Education’s (NATRE) first national conference, Strictly RE. This conference will include practical, thought-provoking sessions and networking opportunities to share ideas and invigorate RE teaching. Experts on our stand look forward to discussing the development of OCR’s new RS specifications for GCSE and A Level.

www.natre.org.uk

27157 Group Annual Reception

House of Lords, London

OCR is delighted to support this annual gathering of the members of the 157 Group, representing large, successful and influential Further Education colleges across the country.

18 – 20 AoC Annual Conference

ICC, Birmingham

OCR is a headline sponsor at this key event of the year for the FE Sector. This year’s Conference promises to be the largest ever. We look forward to welcoming visitors to stand 58. We will also be delivering a key breakout session on ‘Appropriate assessment for vocational qualifications’, and sharing our expertise on implementing the Technical Guidance recommendations.

www.aocannualconference.co.uk

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Vocational qualificationsTelephone 024 76 851509Facsimile 024 76 851633Email [email protected]

OCR Customer Contact Centre

General qualificationsTelephone 01223 553998Facsimile 01223 552627Email [email protected]

For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. © OCR 2014 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity.

4498177029

GCSE (9-1)Mathematics(First teaching September 2015)An inspiring, motivating and coherent syllabus that consists of maths for the modern world, encouraging students to have:

• A sound understanding of concepts

• Fluency in procedural skills

• Competency to apply mathematical skills in a range of contexts

• Con� dence in mathematical problem solving

Features of our new quali� cation include:• 100 marks per paper, giving us a large scope for awarding more

method marks within questions. This means candidates can be better rewarded for each correct step on the way towards an answer.

• A column of required content suitable for ‘initial learning’ is set out in the speci� cation, ensuring that the basics can be established with learners before moving on to more di� cult areas.

• Mathematical formulae will be provided in each question when relevant, rather than on a formulae sheet at the front of the paper where candidates have to identify and choose the correct formula from.

To view all our accredited speci� cations, visit: ocr.org.uk/gcsealevelreform

Download the speci� cation at:ocr.org.uk/gcsemaths

Contact our maths team:[email protected]

GCSE (9-1)Mathematics(First teaching September 2015)An inspiring, motivating and coherent syllabus that consists of maths for the modern world, encouraging students to have:

• A sound understanding of concepts

• Fluency in procedural skills

• Competency to apply mathematical skills in a range of contexts

• Con� dence in mathematical problem solving

Features of our new quali� cation include:• 100 marks per paper, giving us a large scope for awarding more

method marks within questions. This means candidates can be better rewarded for each correct step on the way towards an answer.

• A column of required content suitable for ‘initial learning’ is set out in the speci� cation, ensuring that the basics can be established with learners before moving on to more di� cult areas.

• Mathematical formulae will be provided in each question when relevant, rather than on a formulae sheet at the front of the paper where candidates have to identify and choose the correct formula from.

To view all our accredited speci� cations, visit: ocr.org.uk/gcsealevelreform

Download the speci� cation at:ocr.org.uk/gcsemaths

Contact our maths team:[email protected]

GCSE (9-1)Mathematics(First teaching September 2015)An inspiring, motivating and coherent syllabus that consists of maths for the modern world, encouraging students to have:

• A sound understanding of concepts

• Fluency in procedural skills

• Competency to apply mathematical skills in a range of contexts

• Con� dence in mathematical problem solving

Features of our new quali� cation include:• 100 marks per paper, giving us a large scope for awarding more

method marks within questions. This means candidates can be better rewarded for each correct step on the way towards an answer.

• A column of required content suitable for ‘initial learning’ is set out in the speci� cation, ensuring that the basics can be established with learners before moving on to more di� cult areas.

• Mathematical formulae will be provided in each question when relevant, rather than on a formulae sheet at the front of the paper where candidates have to identify and choose the correct formula from.

To view all our accredited speci� cations, visit: ocr.org.uk/gcsealevelreform

Download the speci� cation at:ocr.org.uk/gcsemaths

Contact our maths team:[email protected]

GCSE (9-1)Mathematics(First teaching September 2015)An inspiring, motivating and coherent syllabus that consists of maths for the modern world, encouraging students to have:

• A sound understanding of concepts

• Fluency in procedural skills

• Competency to apply mathematical skills in a range of contexts

• Con� dence in mathematical problem solving

Features of our new quali� cation include:• 100 marks per paper, giving us a large scope for awarding more

method marks within questions. This means candidates can be better rewarded for each correct step on the way towards an answer.

• A column of required content suitable for ‘initial learning’ is set out in the speci� cation, ensuring that the basics can be established with learners before moving on to more di� cult areas.

• Mathematical formulae will be provided in each question when relevant, rather than on a formulae sheet at the front of the paper where candidates have to identify and choose the correct formula from.

To view all our accredited speci� cations, visit: ocr.org.uk/gcsealevelreform

Download the speci� cation at:ocr.org.uk/gcsemaths

Contact our maths team:[email protected]