Grading the Welsh Baccalaureate

‘At the heart of the system will be a revised, more rigorous, Welsh Baccalaureate. The Review identified some serious concerns over the rigour of the current model and we will act to address these, for instance introducing grading and more stretching requirements and removing unnecessary repetition of learning and assessment. We announced last year that the current Advanced level Welsh Baccalaureate will be graded for learners starting it this September.’

Grading of Advanced WBQ Core First cohort to be awarded grades will be 2015 i.e. those who start the course in September When WBQ Core to be graded A* - C. N.B. Below this Fail. How

Grading for Advanced Level based on achievement in Individual Investigation & ESW/Key Skills Requirements in terms of PSE, WEW, WRE, including Community Participation, language module, enterprise activity remain the same. Individual Investigation ESW/Key Skills Pass PSE, WEW, WRE

Will become larger with a minimum of 3,000 words (Written only) Size Will be graded - Pass, Merit and Distinction Graded The Extended Project can no longer be used as evidence for the Individual Investigation as it attracts a separate grade Extended Project Individual Investigation

ESW/Key Skills Minimum (Current requirements) 3 ESW/KS at L3 and 3 at L2 At least one ESWC grade Better performance At least 4 ESW/KS At least 2 ESW at L3Attracts higher grade

WBQ CORE COMPONENT ACHIEVEMENT WEW /PSE/ WRE Pass INDIVIDUAL INVESTIGATION Distinction Merit Pass ESW/ WKS (6 at Level 2/3) 4 + at Level 3 at least 2 ESW 3 at level 3 at least 1 ESW 4 + at level 3 with at least 2 ESW 3 at level 3 at least 1 ESW 4 or more at level 3 at least 2 ESW 3 at level 3 at least 1 ESW OVERALL WBQ CORE GRADE A*AABBC

2% A 14% B 31% C 43% Fail 10% Grades based on Summer 2012 What % achieving each grade can be expected?

A* comparisons WJEC A Level Results 2012 SubjectNumber candidates A*AFail Average76,3855.2%16.5%1.3% Media Studies9,3811.5%9.6%0.6% Geography3, %22.3%1.0% English Lit7,0909.2%16.6%0.5% WBQ10,0012.0%16.0%10%

How can high levels of achievement be explained? Profile of the entry - large number of gifted and talented candidates entered? Enthusiastic/committed centres & candidates? Candidates exploiting personal interests, know, und & skills from other areas? Projects aimed at/linked to HE aspirations? Effective delivery arrangements – staffing, resources, teaching and learning programmes

Range of delivery methods – timetabled lessons, individual or group tutorials, seminars Use of specialist staff for Level 3 ESW in ICT, AON, Communication Skills development programme for Individual Investigation – embedded in WBQ programme or through workshop approach Teaching and Learning Programme

Attendance of key staff at WJEC events Use of WJEC guidance – website Cascading of information – internal CPD Access support from WJEC Regional Support Officers Support and CPD

Use of staff with expertise appropriate for Individual Investigation Team approach Internal moderation arrangements Internal CPD Use of WJEC support Assessment

Expectations of achievement /school performance Expectations of students/parents/governors Higher Education Delivery arrangements - timetabling Staff deployment and training Resources – ICT? Expectations

Likely to demand opportunity to achieve highest grades Centres need to manage expectations & claims of entitlement i.e. opportunity to do at least two ESW at Level 3 Impact on student/ parent expectations

Oxford 99% Cambridge 99% Imperial College, London 96% LSE 93% Durham 85% Bristol 85% UC London 82% Warwick 81% Exeter 74% Bath 69% Top 10 Universities with students with AAB entry grades Impact of grading on Higher Education Offers Universities may now make a grade offer rather than a UCAS tariff offer Could lead to less/no 120 point tariff offers Russell Group may ask for high grades

Curriculum models, timetables and delivery arrangements General nature and characteristic of the cohort – is it changing? The academic profile of the group – what are the estimated performance levels? Current curriculum models, staffing, resources – are changes to current arrangements needed? Options for change - what other delivery models are out there? Individual centre factors - split sites, collaborative arrangements etc.

Changing nature of the cohort *Increasing number of boys All year groups weighted in favour of boys. One school

Changing nature of the cohort Increasing number of students whose first language is not English or Welsh

Increasing numbers entitled to free school meals Changing nature of the cohort

Predicted Advanced profile No of students OptionsWBQ L2 Entry Requirements 103 AS subjects. Mix of AS and vocational qualifications. Re-sit for Maths/English Flexibility to complete Advanced or Intermediate WBQ? 6 GCSEs (C)73 AS subjects. Mix of AS and vocational qualifications. Re-sit for Maths /English 7 GCSEs (B – C)343 AS subjectsB/C in Advanced WBQ 8 GCSEs (A – C)844 AS Subjects A/B in Advanced WBQ 10+ GCSEs (A* or A) 314 AS Subjects * and A in Advanced WBQ FFT Data Academic profile the cohort

Model A WXYZQ Option WBQ Option WBQ Option WBQ Option WBQ Option WBQ Option WBQ Option WBQ Option WBQ

In this model WBQ lessons are timetabled at the same time. Key factor is availability of specialist staff or effective staff training and use of awarding body approved support and activities Subject Option WBQ Option 1 Group the candidates and employ specialist staff to deliver the L3 ESW & Investigation to those aiming for the A*. Option 2 Use a carousel system so that specialist staff can deliver to the whole cohort. Option 3 Use a carousel system so that those who wish to can opt for Level 3 Model A - discrete WBQ Option block

WXYZQ Option AON/ICT L3 WBQ Model B

Option 1 A* option will only be available in certain block/s Ensure specialist staff for Level 3 AON in X ICT in Y Other groups do L2. Option WBQ with ICT WBQ with AON WBQ Option AON /ICT L3 WBQ Option 2 Add discrete ICT/AON lessons to one block Link L2 & 3 to the same topic/activity so learners would not need to attend those particular lessons in the other blocks

Model C WXYZQ Option WBQ Option WBQ

Provide vision, leadership and resources (funding) Participate actively and visibly throughout Communicate – promote change and manage resistance Create mechanisms for change – deal with practicalities Support deliverers ensure training & expertise Encourage contribution/ownership Key factors for success in WBQ Senior managers:

Going forward Change in education is not new. It has often been extensive, seems to be happen quickly and impact on the whole school. Change has also often meant meeting revisiting or revising past policies and building on good practice. Some of the latest developments could mean some new and possibly radical approaches are needed. What are the challenges for your school/college?