|
 "Vocational education has considerably improved the engagement of our students..."
|
"Vocational education has considerably improved the engagement of our students within this school over the last 10 years. From this, there has been a direct link to the increased numbers entering higher education. Vocational education has complemented the core education of English, maths, science and, for us, GCSE RS. Giving the time and choice for students to take vocational courses has certainly engaged students in their education and helped students to achieve the core subjects."
Fiona Temple Jones, Deputy Headteacher (Curriculum), Sacred Heart Catholic High School, Fenham, Newcastle-upon-Tyne | | "The right qualifications for the right students..."
| "The right qualifications for the right students, which energises their enthusiasm, gives them confidence in their own abilities and raises the bar for them generally across a variety of curricular areas. Success breeds success and I am determinedly championing these rigorous qualifications to ensure a variety of learning styles are recognised and that independent learning continues to grow to help the students in the future with their studies and in employment."
Lesley Howells, Assistant Head, Old Buckenham High School |
|
|
|
| "As a department we stand firm in our respect for the BTEC courses..."
| "The confidence the course has given our students through understanding how to explore, reflect, evaluate, assess and work to a vocational brief has raised the take up of the students in further education within the creative industries. As a department, we stand firm in our respect for the BTEC courses and the educational experience it offers our students."
Serena Everal, Head of Art, Scalby School | | "BTECs are not just for the less-academic because they can stretch the top-end student too..."
|
"Many life skills are covered in a BTEC course so it is more relevant to all students. BTECs are not just for the less-academic because they can stretch the top-end student too. BTECs prepare the students for the next stage of their life whether it be A level, further education or higher education or work. I cannot speak highly enough of this qualification."
Veronica Lyon, Head of Dance, Latimer Arts College |
|
|
|
| "BTEC Applied Science has had a huge effect on the pupils at my school..."
| "The introduction of BTEC Applied Science has had a huge effect on the pupils at my school. It was very much about personalising the learning for our pupils when we first introduced this course. Science had a low profile; pupils were switched off and therefore underachieving in science. This has completely changed and produced an ethos of achievement which is having a marked effect on whole school achievement across all abilities."
Director of Specialism/Science, Edensor Technology College | | "I think the qualification has huge benefits to students..."
| "As a new head of science, with experience of teaching BTEC in a previous school, I was keen to bring the qualification on board in my new post. The Head was very keen and supportive initially but, following the white paper release, the school now, understandably, has concerns about the place of BTEC science in the curriculum. I think the qualification has huge benefits for students who don't want to follow traditional science qualifications at college or who get fed up with the diet of retention and teaching to exams. BTEC Science provides them with transferable skills such as research ability, independent learning and time management and organisation. The kids love the practical and vocational relevance of the course and it would be a real shame to lose the qualification in light of the fact that it won't count in an English Bacc."
Jacs McIntosh, Head of Science, Crestwood College |
|
|
|
| "...see pupils develop mature, caring and responsible attitudes as well as practical skills and useful knowledge..."
|
"As a result [..of taking a BTEC qualification], I see pupils develop mature, caring and responsible attitudes as well as practical skills and useful knowledge. Surely, that is true education, which is both necessary and valuable."
Dima Khazem, Head of Health & Social Care, Hatch End High School | | "Before these qualifications, most of these students would have been written off by schools and colleges..."
|
"I have been teaching vocational courses right from the start as I was one of the teachers who piloted the GNVQ qualification for Edexcel. I have seen these qualifications completely change the life chances of a significant number of young people. They have given them the chance to reach post-16 education where they have blossomed into some of the most employable young people I have educated. Before these qualifications, most of these students would have been written off by schools and colleges as under-performers.
Some students just do not develop until they are 17. Any teacher will tell you of the significant change that happens at that age."
Chris Elliot, Assistant Headteacher, the Ravensbourne School |
|
|
|
| "BTEC courses sit alongside the core GCSE courses, and have had an excellent impact..."
| "The high-quality, on-site BTEC courses sit alongside the core GCSE courses, and have had an excellent impact on the motivation and achievement in these subjects as well."
Tim Berni, Head of Vocational Education, Orwell High School | | "Distinction at BTEC means you have potential and ability at A*-B level..."
|
"These - the White Paper's key points - are deeply worrying for those like me. We are working in an area of significant disadvantage, creating excellence and supporting a range of learners (from those with talent and ability, to those with real barriers to learning) through the arts. The arts just don't feature as an area of academic and cultural importance nor as part of all learners' entitlement.
"Onwards with optimism, as I try to have faith in common sense, but I do not find our considerable and sustained achievements acknowledged or our work endorsed in this white paper. I hate to think we are going back to the 80s, when 'vocational' was edu-euphemism for 'life-long shelf stocker'. A distinction at BTEC means you have potential and ability at A*-B level, although you may not have the eloquence or linguistic and analytical skills demanded by other courses. GCSEs do not have a monopoly on high standards. Our learners do develop these skills, just later than learners with more educationally enriched and aspirational homes.
"I look forward to the Wolf report with interest and hope Dr Wolf is looking for more than a different kind of stick to beat schools with. BTEC offers steps up to educational success, and are truly inclusive. It is difficult to appreciate our context if all you know is your own background. I hope this is read by someone who is reflective and takes account of experience."
Zeena Rasheed, Director – Performing Arts, Firth Park Community Arts College |
|
|