State of Education Report 2017 state-of-education-booklet-Final-WEB - Page 32

Spotlight on the secondary curriculum apprenticeship. In three in 10 secondary schools (31%), leaders believe that their pupils’ readiness for employment or post-16 education At secondary level, we see a similar narrowing of the curriculum in has been negatively affected by the reforms to curriculum and favour of core academic subjects. While the government has not accountability over the past two years. yet responded to its consultation on making the EBacc compulsory for 90% of pupils in mainstream schools by 2020, the inclusion of the EBacc in headline performance measures from 2016 means that schools are increasingly prioritising traditionally academic courses. In general, have changes to the curriculum and school performance measures over the past two years had a positive or negative impact on the following in your school? (Secondary) Our findings show that two-thirds (65%) of secondary leaders, like their primary counterparts, believe provision in arts and creative subjects has suffered in their school as a result of changes to the curriculum and performance measures. More than half (56%) believe 42% their vocational/technical offer is now weaker, and nearly three- 35% 17% quarters (73%) say that pupils with an aptitude for vocational or technical subjects are not being best supported by the current school system. Pupils’ academic achievement 5% <1% Furthermore, four in five (80%) secondary school leaders believe 65% that the EBacc measure is actively limiting opportunities for pupils 25% with vocational/technical aptitude who may not thrive in a purely academic environment. 5% Provision in arts and creative subjects 4% 1% These findings echo claims by Sir Michael Wilshaw that the EBacc will put some pupils at a disadvantage 23 and not prepare all pupils for life after school, in particular those who wish to undertake an STATE OF EDUCATION 2017 | WWW.STATEOFED.THEKEYSUPPORT.COM Positive N/A Neither Don’t know Negative PAGE 32