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
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