CPD implications of the Education Bill_1728

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CPD implications of the Education Bill
The legislation proposed in the bill is designed to make considerable changes to the structure, functions, processes and provision of schools in England. Having passed its second reading the bill is proceeding through its committee stage where detailed changes are likely to be discussed, debated and decided.Proposed changes to the post-14 curriculum and qualifications are one of the developments most likely to affect CPD. The emergence of these new arrangements will mean that not only will there be a considerable training demand but that schools will need to work together and with FE colleges in order to deliver what government sees as an entitlement for young people. Key to the changes here are the 14 new specialised diplomas that must be available to every young person aged 14-19 wherever they are in the country. The legal foundation for these changes is to be found in Part 5 (Curriculum and Entitlements). There is recognition by government that these are ‘the most important reforms since the introduction of the National Curriculum’.In terms of CPD,[link widoczny dla zalogowanych], it is clear that making such drastic changes to the curriculum and to the associated modes of assessment will come to occupy the thinking of those responsible for professional learning at Key Stage 4 and beyond and to absorb the resources allocated to CPD. And although the bill does not say it there is likely to be a considerable trickle-down effect upon teaching, learning and assessment for younger children, especially as schools recognise success rates depend upon long lead-in preparation for new curricula and assessment. The bill also makes reference to ‘federated schools’ and it is possible to see that the requirements to deliver the new post-14 curriculum and assessment requirements may lead to collaboration that eventually leads to federation.We can now see how and where the policy statements made by the secretary of state for education, Ruth Kelly, in response to the TDA’s report on CPD are tied into the bill. On p5 we list what are likely to be the national priorities for postgraduate professional development for teachers. Among them is behaviour management. Part 7 of the bill is devoted completely to behaviour, discipline and exclusion.The bill also makes clearer the government’s intentions concerning admissions and the governance of schools,[link widoczny dla zalogowanych], in response to criticism about possible open and covert selection. The bill is contentious and there are likely to be changes to it as it progresses through parliament. T he changes to the curriculum and modes of assessment have not,[link widoczny dla zalogowanych], however, been challenged and whatever happens the context for professional learning will be changing rapidly and radically.The bill can be found at: [link widoczny dla zalogowanych]
The Court of Appeal pointed out that R and F's submission in the county court was of overt, conscious racism, and it was not prepared to find that there had been unconscious discrimination.The decisionThe Court of Appeal said that, unlike the ordinary civil claim where the judge decides, on the claimant's evidence only, whether the claimant has made out a case, in this case the judge had had the benefit of the whole of the evidence. Despite the school's failure to comply with the statutory requirements, the judge had been entitled to find on the basis of all the evidence that R and F had not proved racial discrimination.

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