Learners today need to be "rounded and grounded". A list of qualifications isn't enough. Modern Baccalaureate is an answer. This describes the middle years programme.
away by the possibilities that the Modbac gave us as a school. It is an award that gives students an opportunity to attain credible GCSE grades, experiences to which they would not otherwise have had access, and a ‘rounded offer’ at Key Stage 4 that we were essentially looking for. It helps with student aspiration and pulls together so many of the strands that the students often don’t see the links between…” MiDBAC 9-14 MIDDLE YEARS MODERN BACCALAUREATE Promoting Progress Celebrating Achievement PRIMARY – TRANSITION – KEY STAGE 3
of Opportunities”; Finnish Board of Education 2011 Welcome to MiDBAC Introduction by Andrew Chubb, Principal Archbishop Sentamu Academy, Hull Finland, the top performing educational jurisdiction in the world, is committing vast resources to improve outcomes still further, weaving a set of 21st century learning and life skills through more conventional content, delivered in thematic, contextualised challenges. They recognise the world is changing, and so must the school system. The CBI demands that schools and higher education do more to prepare young people for the rigours of the 21st century workplace. In a recent survey of top businesses, they asserted that school leavers entering a tough labour market must have the underlying skills needed for success in any job. The OECD is also clear about the challenges. Demand for the competencies that 20th century school systems were good at imparting (routine cognitive and manual skills) is falling sharply among employers around the world; 21st century systems need to prepare students to deal with more rapid change than ever before … for jobs that have not yet been created … using technologies that have not yet been invented. This is about learning how to learn, and new ways of thinking that involve creativity, critical thinking, problem-solving and decision- making. It is in sharp contrast to an emphasis on the capacity to reproduce facts. At the same time, the British government is driving through a challenging school improvement agenda built around traditional academic subject disciplines, and progress measures for all pupils. The Modern Baccalaureate is an attempt to address all of these issues. The Modern Baccalaureate shines a light on the best practice that already exists within British schools and the wider community. The Modern Baccalaureate is very closely aligned to the guiding principles and practice held within the “Better Bacc” initiative led by Whole Education. However, we recognise the journey should not begin at 13. MiDBAC (Middle Years Modern Baccalauereate) is aimed at ages 10 – 14, straddling the critical transition years. It can be deployed within Primary Schools, Secondary Schools, Middle Schools or as a transition tool within a federation or a cluster. The focus is on progress, rather than qualifications, as well as the development of personal skills through experiences that build the 21st Century learner. The Modern Baccalaureate is an attempt to close the gap between the classroom and the workplace, and to explore the fertile ground between the pursuit of knowledge and the application of knowledge and skills in real life contexts. We have all the elements available to us: We welcome you to join us, and help shape the MidBAC programme with your commitment, professional opinion and innovative ideas. Welcome to MiDBAC! Andrew Chubb Principal of Archbishop Sentamu Academy
Modern Baccalaureate movement is growing, and now offers an accreditation framework for learners aged 9-14, for primary settings, KS3 provision and supporting transition between the two: • Helping schools to accredit a whole education experience, rather than simply a set of narrow performance indicators • Incentivising all young people, irrespective of ability, to exceed expectations within a broad and balanced curriculum… with an explicit emphasis on progress in literacy and numeracy • Celebrating the wider achievements of young people within and beyond the classroom, unlocking the power of informal learning • Encouraging a seamless link into Modbac proper, balancing the knowledge, skills and the wider experiences that prepare young people for 21st Century work and life, and in doing so, enhance life chances and success. The ModBac is a three part profile of achievement and curriculum accreditation framework: PROGRESS (CORE) a celebration of achievement, against national rates, against expectations, open to every learner irrespective of age, ability and starting point. A clear focus on progress in literacy and numeracy. EXPERIENCES (HONOURS) that build confidence and character, supplementing the pursuit of knowledge, and leading to a whole education experience: a celebration of opportunity in ICT, Foreign Languages and Internationalism, Work Experience/Careers Education, Community, Enterprise and Financial Awareness, etc. SKILLS (SKILLS PASSPORT) that build competency: a celebration of work-readiness and life-readiness working with others, problem solving, self- management, presentation, research, emotional literacy, resilience, etc.
lifelong learning is at the heart of the European credit transfer system referencing national qualifications to the EQF (European Qualifications Framework) with an emphasis on competence that is underpinned by skills and knowledge. The MidBAC programme: Empowers learners to take personal ownership of all three domains Empowers schools, colleges, parents, teachers and employers to address all three domains How Does MidBAC Work? Schools will register learners for the MiDBAC programme. This opens up a web-based transcript. Not only will it keep a record of academic progress and achievement; learners will be able to upload evidence of learning and participation in seven core areas of experience, which can then be validated easily by their teachers. The MiDBAC framework will also support and acknowledge the skills young people develop and demonstrate, leading to a rounded and complete profile of achievement. The certificates can be locally printed. An innovative design feature will be a QR code unique to every certificate. When scanned, it will hyperlink to a secure website, holding all the details of the learners’ progress, skills and wider accomplishments- a 21st century profile of achievement, that can eventually be updated to include 14+ qualifications and beyond! Design Features for Young Learners The Modern Baccalaureate is designed to be: Highly aspirational - as it is not a "single threshold" award, the achievements of the highest achieving children are fully recognised. In this way, ModBac can help raise aspiration and attainment in all subjects, including those specifically included in the Ebacc. Inclusive - even the lowest attaining students can aim for the award at entry or foundation level Personalised - catering for the interests and passions of all students, building character and resilience, both in and beyond the classroom Motivating - recognition and reward. Motivation is probably the most significant factor in the level of attainment outcome. Driven by students, through their own online portfolio and interface
profile of achievement than simply a qualification transcript, including a “skills passport”, encouraging children to develop and apply life skills, and to become “learning- ready” for Key Stage 4, and “work-ready” for life Acceptable across Europe and the rest of the world, taking into account the fact that qualifications are becoming increasingly globalised as communication technologies and worker mobility advance. Design Features for Teachers and School Leaders The framework supports the demonstration of a school or academy’s success in terms of current and future government agendas. There is a clear and relentless drive for better progress and higher standards in basic skills. MiDBAC embraces this imperative. However, the unique 3 part structure of the ModBac enables the wider achievements of students to be recognised and developed, blending knowledge, skills and a context to apply the knowledge and skills, to help prepare them for continuing education, life, work and citizenship. To that end, the ModBac is as much a kitemark of curriculum quality as a profile of achievement with depth, breadth and rigour. A key priority has been to make process and practice as simple and as affordable as it is effective for every institution. Learners can upload evidence anywhere with internet connectivity; all teachers need to verify evidence and leave comments for learners is an internet browser. Adopting MidBAC systems and processes may even lead to considerable operational savings. Finally, certificates can be locally branded with the school, academy or local authority logos.
is a critical learning expectation for ages 9-14 We have a rich national data set against which an individual’s performance can be benchmarked. For some learners who have fallen behind national standards by the later primary years, progress at greater than national rates becomes an imperative. Midbac shines the lens on progress against expectations. In this way, whatever a learner’s starting point, the progress a learner makes becomes the focus of engagement, motivation and reward. Encouraging Excellence for All The award has been carefully designed to encourage students to aim as high as possible relative to their starting point, across the entire ability spectrum. For example, a Distinction* grade is achievable by every single young learner in a school… if the progress criteria are met. This framework both encourages and rewards childrens’ higher apsiration. Schools are free to use their chosen methodologies for recording attainment and achievement. MIDBAC enables the transcript to reflect the standards a young person has reached at the time of certification. However, the grading criteria reflect (and incentivise) the progress a young person makes, with emphasis on English and Maths. The grading criteria are designed to be simple to understand and apply, and shared with learners and parents.
is not prescriptive regarding other elements of the curriculum, such as PSHE, RE and other subjects. It is for schools to decide content,format and methodology of delivery (project-based, discrete subjects, etc.), reflective of the needs of learners and the ethos of the school. However, MIDBAC does identify seven areas of learning and achievement that build competence and character, leading to a whole education experience. Contextualised learning within and beyond the formal curriculum is acknowledged and celebrated. The power of learning beyond the classroom cannot be ignored. Schools have complete freedom to develop local approaches that exploit local resources, be they community, local expertise or built around existing good practice. There are no specific demands with respects to time allocation either: it is up to schools to decide how best to meet the needs of individuals or cohorts. The following diagrams are by no means prescriptive: they serve to illustrate the wide range of possibilities that exist. Any school joining the MiDBAC programme has automatic access to an on- line resource bank and a professional learning community (see Costs and Services), unlocking the power of collaboration and sharing across the entire country.
Modern Baccalaureate movement promotes the personal development of young people through a whole education experience, which explicitly addresses skills and competencies as well as academic progress. Employers demand that young people, entering a tough 21st century labour market, are better equipped with the skills to be successful in any job or career. The journey must begin before young people enter the workplace, in fact, before they enter secondary school. MiDBAC recognises the wide range of effective approaches that already exist, encouraging the best practice that explicitly build skills for learning, skills for employment and skills for life. Schools are free to innovate individually on the implementation and application of skills development programmes, or work together in local area clusters or in transition partnerships with secondary provision, so that best practice is shared, and young learners get a common platform on which to build their personal competencies. Here are some examples: ASDAN Education offers the Stepping Stones programme as a vehicle to help 7-13 yr old learners develop skills through a series of challenges, inside and outside the classroom. RSA Opening Minds identifies five areas of competency that helps young people not only to acquire knowledge, but to apply and use it creatively. Prof Guy Claxton’s Building Learning Power programme helps children become better learners through developing a broad range of effective learning behaviours. Some schools have their own innovative practice to build skills and competency. Whatever system is chosen, the Modern Baccalaureate infrastructure supports partnership innovation, sharing resources and the development of a professional learning community.
develop self-manage skills where possible, tapping into the power of informal learning to supplement and complement formal teaching and learning. The Honours programme also supplies contexts through which personal skills can be identified, practiced and developed. Practitioners should help learners identify the experiences that best provide the context to develop specific skills. Here are a few examples of good practice: Foreign Language Challenge => Skype a student from another country, describing your school => develop presentation skills Community Challenge => Plan a party for some elderly guests => develop discussion and participation skills Extended Project => Compile an illustrated report on a local tourist attraction => grow and develop research skills Enterprise Challenge => How can I raise £100 for a charity in three weeks? => practice and develop problem solving skills IT Challenge => Edit the Youth CLub Newsletter for a month => improve learning and self- management skills
The Modern Baccalaureate has been piloted by a group of schools and academies over the past 12 months to provide all pupils with a framework that will be highly challenging, motivating, and relevant to their individual interests and aspirations. To support the national roll-out of the pilot, 3 strategic partners have now joined the initiative: RIGOROUS BUT FLEXIBLE ACCREDITATION TLM, a leading edge innovation company and Ofqual-accredited awarding body, is providing on-line student portfolios, a teacher markbook, and a highly secure but flexible certification process. TLM’s national vocational ITQ (IT Qualification) can be adapted to the needs of individual learners and used to support core subjects. The company has strong international links and will help extend the reach of the ModBac concept into Europe through the European Commissions Lifelong Learning programme. NATIONAL STANDARDS / LOCAL SOLUTIONS ModBac is very keen to promote locally-developed solutions for delivering aspects of the Honours Award and Skills Passport. To achieve this, a team of Regional Advisors, working through ASDAN Education's existing networks, will agree individual solutions with centres, and will provide ongoing support and guidance as needed. Also available free will be access to the Orb (ASDAN’s Online Resource Base), helping to build schools' and academies' capacity for delivering a truly innovative and challenging curriculum, and share resources of all types. SHARING BEST PRACTICE Imaginative Minds, a publishing house for educational journals and materials with an international reach, will be ensuring that local solutions developed by schools and academies are disseminated across ModBac centres and beyond, and giving all Modbac practitioners access to Imaginative Minds’ Professional Learning Community portal, sharing a bank of over 5,000 professional development articles, approaches and resources. MidBac registered schools will have free access to one of IM’s leading professional journals.
key aim of MiDBAC is to keep costs for centres as low as possible. By using our strategic partners' existing administrative networks, we have avoided creating unnecessary overheads. MiDBAC will cost a Primary School or a Middle School £350 per year (this includes £85 to become a member of the ASDAN network, giving access for all teachers to theORB on-line resource bank). Certificates will cost 40p per learner There will be an additional cost, payable to TLM, to cover IT training and system management, of £450 in the first year only. Clusters of schools can be trained together to save costs. Primary School Clusters Where learner numbers are very small, particularly in rural settings, up to five schools can split the costs, after registering with ASDAN (i.e. £85 per school plus £265 divided by two, three, four or five). One school must act as the administrative centre on behalf of the others. The training can be conducted as a cluster too, with costs split as per membership. Secondary Schools already registered for Modbac- there will be no additional charges to deploy MiDBAC, apart from 40p per MiDBAC certificate We are also confident this can be further reduced as more schools join the initiative. For this, ModBac centres will receive the following: SERVICES AND FACILITIES 1. Access to the MiDBAC framework, and centre approval process, and an on-line portfolio for every pupil registered 2. A QR-coded single learner transcript which states clearly the progress pupils have made, and what their experience and skills components have been; the QR code on each certificate will link to a unique transcript containing extra details, such as qual codes of individual qualifications, awards, etc. 3. Full on-line and telephone support throughout the year; 4. Free access to online audit, portfolio tools and a teacher's mark book; 5. A Modern Baccalaureate Centre Approval Certificate 6. A system for brokering access to organisations that can help deliver the Personal Challenge and other elements of the Honours and Skills programmes; 7. A subsidised place at the annual ModBac conference; 8. A full handbook mapping progression into Modern Baccalaureate and beyond, and a wide variety of study and skills development programmes (through theORB); 9. Every teacher in the school or college becomes a free registered user of ASDAN’s Orb (Online Resource Bank), giving access to a comprehensive free bank of resources to support skills growth and development, from starters to full lesson plans and programmes of study, homework activities, extended challenges and worksheets. The ORB also enables the sharing and co-construction of resources between individuals, schools and colleges. 10. Every teacher in the school or college is given access to one of Imaginative Minds’ leading professional journals, supporting the spread of best practice and CPD 11. Reduced rate access to TLM’s Ofqual-accredited IT qualification (contact TLM to see how some schools are using the INGOTS system so that learners in primary school actually achieve full IT qualifications!)
TRANSITION KEYSTAGE 3 MODBAC KEY STAGE 4 MiDBAC to MoDBAC Promoting sustained progress through the middle years A POWERFUL TRANSITION TOOL TO SUPPORT PRIMARY / SECONDARY FEDERATIONS AND PARTNERSHIPS The Modern Baccalaureate movement offers Primary and Secondary Schools and Academies (working in federations, academy chains, families of schools or in local area partnerships) a unique and extremely cost effective framework to support learning and progress through Key Stage 2 to Key Stage 4. MiDBAC aims to: • Give learners a coherent framework of achievement and attainment from ages 10 to 14 • Incentivise all young people, irrespective of ability, to exceed expectations within a broad and balanced curriculum… with an explicit emphasis on progress in literacy and numeracy • Celebrate the wider achievements of young people within and beyond the classroom, unlocking the power of informal learning, through a curriculum that builds skills for learning, skills for employment and skills for life • Encourage a seamless link into the Modern Baccalaureate programme, with a shift in emphasis from progress to the pursuit of the highest grades possible in qualifications, within a broad and balanced life curriculum • Support and certificate the “graduation” from primary/middle phase into secondary/upper.
TRANSCRIPT GENERATION SYSTEM Incentivised academic progress : celebration of wider achievements inside and outside the classroom : skills growth and development : accrediting a whole education experience : seamless transition : profile of achievement SECONDARY KEY STAGE 4 SECONDARY KEY STAGE 3 PRIMARY SCHOOLS KEY STAGE 2 MiDBAC FRAMEWORK MoDBAC A Transition Model using MiDBAC and MODBAC
Any Secondary School or Academy that chooses to join the full Modern Baccalaureate programme will automatically have free access to the MiDBAC curriculum accreditation framework and learner transcript service (the only charge being certification at around 40p per certificate) Learner transcripts will then transfer with the learner to the secondary provision, and into Year 7: a transition “graduation” certificate as well as the start of a 21st century profile of achievement, that can be added to and changed as the young person moves through the education system. Administering ModBac Streamlining ModBac administration The collection of the outcomes of the components making up the ModBac will be achieved through a simple on-line system that will be automated as far as possible, using TLM’s cloud based technologies. This will enable ModBac certificates to be authorised and printed directly from the internet without the need for time consuming processes or reliance on the postal system. Authentication of certificates will be immediate and free of charge directly from the web site or by scanning a QR code on the certificate using a Smartphone. Replacement certificates can be obtained simply by reprinting since authentication is directly to a secure database accessed through a web browser, removing the bureaucratic overhead and cost should a learner lose their certificate. There will also be the possibility of linking certificates directly to assessment criteria, student e-portfolios or samples of their work. For schools that want to take cloud based evidence gathering a step further, we have an on-line service for submission and management of coursework evidence with built in progress tracking and reporting. It is integrated with the certification technology and can replace or complement any existing VLE/e-portfolio system. It was developed directly with schools as part of the European Union Transfer of Innovation project of the Life Long Learning Programme with partners in UK, Germany, Bulgaria, Spain, Czech Republic, Romania and the Netherlands. Using this collaborative technology will provide much of the evidence required for the “Using Collaborative Technologies” unit in the ITQ (The Sector Skills Council’s National Vocational Qualification for IT Users) which we can offer at a substantial discount to ModBac schools. IT Qualifications for all ModBac Learners- ITQ: a cost effective solution TLM, responsible for administering the IT systems behind the learner transcripts, is delighted to announce that their ITQ (IT Qualification) appears on the list of approved qualifications to count in performance measures from 2014 onwards. TLM are in a position to offer Modbac centres a cost effective solution to the accreditation of IT. The cost of an IT qualification varies between providers but it is typically between £15 and £20 to register a unit. If the student fails to complete the work it still costs the school. For ModBac
the ITQ for £6 a unit and we will only charge for students that successfully achieve the unit. Some schools are using the ITQ in feeder primary schools at Entry Level and in KS3 and KS4 at Level 1, Level 2 and 3. In principle it is possible to get every student the national qualification for IT Users at an appropriate level no matter what age they are. The resulting economy of scale enables us to offer ModBac schools the option, for an additional annual subscription of typically £3000, of unlimited ITQ units in their family of schools. This includes all the supporting technology which can replace existing VLEs/e-portfolios. Gaining your recognised IT qualifications could actually save your school money simply from their IT licensing and support costs. The ITQ will provide credit in the Honours section of the ModBac as well as being eligible as one of the optional subjects in the core. We will provide support for schools interested in using the ITQ as a focus for delivering high quality ICT across the curriculum to help raise points scores in all subjects. Next steps We are looking to build a national network of pioneer primary/secondary partnerships and/or local authority local area partnerships. If you would like to become involved in the Modern Baccalaureate, or simply stay in touch: Please contact: [email protected] or visit the website www.modernbaccalaureate.com ASDAN Education is a strategic partner, supporting the national rollout of Modern Baccalaureate, along with TLM and Imaginative Minds. ASDAN have thirty years’ experience of accrediting non-formal and informal learning, and the development of skills for learning, skills for employment and skills for life. TLM supply the innovative IT solutions that support Modbac, and Imaginative Minds will help to develop a professional learning community behind Modbac.
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