Ideas for electability: A complete restructure of secondary education

By Alex Williams

Forget 14-19 reviews, diplomas, baccalaureates, academies, specialist colleges and all the other government led shuffles of education. While many of these things may have value, the system has one massive and obvious flaw.

Our system still insists that students should be progressing according to one of the most educationally invalid measures: the age of the learner.

At the heart of most of our problems in the secondary system, is this idea that each year students should have progressed by some quantity x and an inflexible system that then moves them on. For some students they have to wait around, kicking their intellectual heals, reliant on piece meal ‘gifted and talented’ programmes, or a harassed teacher trying to ‘stretch’ them. While at the other end of the spectrum students are being moved on before they have succeeded in mastering a skill, to some new skill, only to face the same task again in the next year.

This system leads to a loss of engagement, interest and motivation, combined with a narrow, fixed curriculum, which disenfranchises the students from their own learning.

My policy suggestion is a complete restructure of secondary education, which will abolish teaching in year groups, for all but a handful of ‘personal/social areas’. It will also free up the curriculum, remove the distinction between vocational and academic and create choice and control by students (and parents) of their education.

Instead of a 5 year programme of fixed study (with token options) courses could be taught via a modular structure. Each module would last one term, in a newly revised two term academic year. Assessment would come at the end of each module via consisting of two assessments, either test or project based depending on the module topic.

Each module would have a level and students would receive a pass, merit or distinction grade at the end. Students would choose their modules, with possible restrictions of numbers of different types of module they could choose, and possibly one or two core modules. Failure to progress in a module, would allow the student the option of retaking that module, either immediately or after a break. Two failures could trigger some kind of remedial support if it is in a core area. These modules would be taught in mixed age groups, and thus students would be taught according to ability. Weaker students would have the opportunity to see success through completing modules, at their own pace, even if it took several goes. This is in contrast to the current system where they are ushered along, until the final failure at the end. Instead they would be able to look back on real progress and mastery of skills. Brighter students would be able to progress quickly through modules, matching their ability.

The biggest advantage would be in the variety and mix that could be offered. In breaking up year groups, schools could offer a wide range of modules, some might only happen every couple of terms. Students would also receive a varied experience and a number of practical modules, along with more unusual ones. Outside bodies could offer ‘one off’ specialism modules. Imagine a student’s day involving: Algebra 3, Renaissance Italy, Brick laying, Astronomy, the works of Charles Dickens and Sculpture.

So called vocational courses would sit side by side with academic courses, with students able to pick combinations. Instead of being forced down one route or another.

Different modules would lead into each other, requiring success in previous modules before they could be studied, as a result much of the existing curriculum would just require the appropriate division. Final gradings would be based upon a combination of levels and grades to create a ‘diploma’ at pass, merit or distinction. While maybe citing maximum level achieved in Numeracy, Literacy and Information Technology. A level courses could demand specific modules for entry requirements, while students could stay at school for one or even two years to develop a stronger finishing qualification. Alternatively the modular approach could be developed post 16 and sit separately or side by side with an A level programme.

Finally, another potential opportunity with the modular structure would be to ear mark periods between modules, in which assessment and options could be made, for extra curricula style activities focussed on projects, challenges, trips and more radically student exchange programmes. During this period different schools would swap students during these activities, giving students experience of other schools and other backgrounds.