This month, the National Baccalaureate Trust published its proposals following last year’s consultation. This post captures the key links and articles that have been published following publication. You can read the full report here:
The report was published via the Rethinking Assessment website:
Fiona Millar wrote this excellent piece in the Guardian: (click image)
And Schools Week’s Samantha Booth published an introduction here:
The ideas in the report have been developed by the NBT over the last 10 years or so. They are not dissimilar to the ideas I first explored in this early blog post – incensed by the poverty of ambition in Gove’s limp eBacc concept, I sketched this out in about half an hour in my office one day:
EBacc Alternative: One System for All; Excellence for All
In order to contribute to the debate about the assessment framework that might replace GCSEs and A levels, I would like to put forward an alternative. Here is the pdf: The English Baccalaureate Framework. I envisage a system where the vast majority of students graduate from school…
More recently I’ve explored this in a series of blog posts including this one:
A National Baccalaureate for all. There is another way!
During lockdown, when exams were cancelled and remote learning was forced upon us en masse, people started blogging and tweeting about the possibility of doing things differently on a permanent basis. More recently, as part of the exam grades fiasco,…
We ran a consultation process in 2021 that fed into the proposals we’ve just published. I don’t want to encourage superficial reading of the proposals but this diagram might serve as a teaser – an illustration of two possible formulations of the Bacc for two sample learner.
There’s Part One and a Part Two. There’s credit weighting and score system adding up to a maximum of 600. And within that there are some parameters about what must be included. But it’s flexible, holistic, challenging, broad.. and it all gets wrapped up with an accompanying transcript. (Read it in full…)
For a quick explanation, check out the comments I give in this podcast interview for Mind the Gap, from 26:30 onwards…
You might also find this related discussion interesting – a podcast debate I took part in for UKYouth
teacherhead 