1. 14-19 Qualification Reforms and their Implications for HE David MacKay 11 June 2015

2. Level 3 academic qualifications 1. AS/A levels 2. Core mathematics 1 14-19 Qualification Reforms and their Implications for HE2

3. AS/A levels

4. AS/A level developments: key decisions The following will apply to AS/A levels in England: A levels and AS levels to be fully linear AS levels to be stand-alone and at same level as at present The content of the AS may be a subset of the A level content No common elements of assessment – i.e. scores on the AS assessments will not contribute to the A level Removal of the January series from 2014 onwards External assessment as the default method of assessment Inclusion of non-exam assessment to be considered on a subject-by-subject basis 14-19 Qualification Reforms and their Implications for HE4

5. Specific proposals in the Ofqual consultation – AS and A level standards “The grading standard of the new A levels and AS qualifications will not be different from that of the current versions and despite the changes, we are proposing A levels and AS qualifications will remain substantially the same qualifications as at present.” Likely consequence: there will be ‘comparable outcomes’ for the new A levels with similar grade profiles to current ones 14-19 Qualification Reforms and their Implications for HE5

6. A level review timeline Subjects for phase 1 (first teaching September 2015, first assessments 2017): Art and design; Biology; Business; Chemistry; Computer science; Economics; English language; English literature; English language and literature; History; Physics; Psychology; Sociology. Subjects for phase 2 (first teaching from September 2016, first assessments 2018): Languages; Geography; Dance; Drama; Music; Religious studies; PE. Subjects for phase 3 (first teaching from September 2017, first assessments 2019): Mathematics; Further Mathematics; Design and Technology; Ofqual consulted on the remaining subjects to complete the new A/AS suite from 4 June to 30 July 2014 (see decisions on later slides) 14-19 Qualification Reforms and their Implications for HE6

7. A Level Content Advisory Board (ALCAB) ALCAB was created to advise and inform DfE of the views of Russell Group institutions, and others within the Higher Education Sector, on the content of A levels. The guidance from this group focused on the subjects categorised by the Russell Group as ‘facilitating’ for entry to leading universities. Its task was to review Geography, Mathematics, Further Mathematics and Languages. It has been closed down for the time being. Details of panel members and their reports at: http://alcab.org.uk/reports/ Facilitating subjects to be reviewed by ALCAB MathematicsPhysics Further MathematicsGeography English LiteratureHistory BiologyModern Languages ChemistryClassical Languages 14-19 Qualification Reforms and their Implications for HE7

8. Phase 3 AS and A level subjects approved by Ofqual to reform Accounting Ancient History Archaeology Classical civilisation Critical thinking (AS only) Electronics Environmental science Film studies General studies Geology Government and politics History of art ICT Law Media studies Philosophy Quantitative methods Statistics 14-19 Qualification Reforms and their Implications for HE8

9. AS and A level subjects that will not be reformed – last exams summer 2018 Anthropology Applied art and design Applied business Applied ICT Applied science Citizenship studies Communication and culture Economics and business Home economics (Food, nutrition and health) Human biology Humanities Leisure studies Media: communication and production Performance studies* Performing arts* Pure mathematics Science in society Travel and tourism Use of mathematics (AS) * Last exams summer 2017 14-19 Qualification Reforms and their Implications for HE9

10. Possible phase 3 AS and A level subjects – still under review Creative writing Health and social care International development Music technology 14-19 Qualification Reforms and their Implications for HE10

11. AS/A levels in Wales and Northern Ireland AS/A levels are being revised in Wales and Northern Ireland: o Wales – modular, first teaching 2015 o Northern Ireland – will be mainly modular, first teaching 2016 WJEC is also producing linear AS/A levels for England 14-19 Qualification Reforms and their Implications for HE11

12. Implications of the changes to AS/A levels for HE Possible patterns of behaviour in schools and colleges: Students may continue to take exams in 4 AS levels in year 1 and 3 A levels in year 2 Students may study 4 AS levels in year 1, but enter the exams only in the one to be dropped, and take 3 A levels in year 2 Students may take 3 A levels and no AS levels Possible implications for HE: Students may have less breadth in their AS/A level programmes HE providers may receive less AS results data Most students entering HE in 2017 and 2018 will have a mixture of modular and linear A levels Revised AS/A levels in Wales and Northern Ireland will continue to be modular (WJEC is also producing linear AS/A levels for England) 14-19 Qualification Reforms and their Implications for HE12

13. Level 3 Core Maths

14. The post-16 mathematics review Government is working towards a definition of purpose for different types of level 3 mathematics qualifications: A level Mathematics – primarily for those wanting to study mathematics, computing, engineering, economics and the sciences at HE A level Further Mathematics – aimed at those wanting to study mathematics and physics at HE Core Mathematics (new) – for those studying courses where mathematics is important, such as geography, business and the social sciences 14-19 Qualification Reforms and their Implications for HE14

15. Core mathematics Intended for all who have achieved GCSE maths A*- C Equivalent in size to at least half an A level (180 glh) Linear qualifications Significant element of synoptic assessment – 25% At least 80% external assessment To be supported by Core Maths Support Programme 2014: early adoption – first awards in 2016 2015: first teaching of new specs – first awards 2017 14-19 Qualification Reforms and their Implications for HE15

16. Objectives of the core maths qualifications Objective 1: Deepen competence in the selection and use of mathematical methods and techniques Objective 2: Develop confidence in representing and analysing authentic situations mathematically and in applying mathematics to address related questions and issues Objective 3: Build skills in mathematical thinking, reasoning and communication 14-19 Qualification Reforms and their Implications for HE16

17. Core maths 6 qualifications are now accredited and approved for use as ‘core maths quals’ in 16-19 Performance Tables Current UCAS points confirmed: Pearson core maths qualification: – Pearson Edexcel Level 3 Certificate in Mathematics in Context – Content: applications of statistics, probability, linear programming, sequences and growth 14-19 Qualification Reforms and their Implications for HE GradePoints A60 B50 C40 D30 E20 17

18. Level 3 vocational qualifications 1. BTEC progression data 2. Review of the BTEC Nationals 2 14-19 Qualification Reforms and their Implications for HE18

19. Data on BTEC progression to HE

20. UCAS data on entry to HE – 2014 End of Cycle Report 23.4% of students entered university in 2014-15 with a BTEC compared with just 13.5% in 2008 Only 26 large providers took fewer than 5% of their intake from BTEC holders in 2014-15 compared with almost double that number (47) in 2008 Disadvantaged young people over 10% more likely to enter HE than they were a year ago Entry rates for young people from all ethnic groups increased The proportion of students entering HE with a BTEC is higher in areas with a low rate of entry 14-19 Qualification Reforms and their Implications for HE20

21. BTEC and social mobility 14-19 Qualification Reforms and their Implications for HE21 40% of BTEC students, compared to 20% of A level students, come from the bottom 4 socio economic groups ( groups 5 to 8) For black students this rises to 45% of students The report Vocational Progression to Selecting Universities Comparisons and Trends 2010-2013 published by the Western Vocational Progression Consortium in September 2014 had similar findings. It reported: “… despite significant increases in the number of ‘BTEC students’ in HE, the widening participation background had remained stable.” "In addition, ‘BTEC students’ were also highly likely to come from a family without any parental experience of HE (42.1%).”

22. 22 The student sample (HESA data 2008/9): ethnicity Higher proportion of black students progress to university with BTEC 14-19 Qualification Reforms and their Implications for HE

23. The student sample by qualification type (HESA data) 14-19 Qualification Reforms and their Implications for HE23

24. Courses to which BTEC students progress - comparison 2008 and 2012 In 2008 70% of BTEC students progressed to a degree subject close to their BTEC subject : this fell to 61% in 2012 Trend was consistent against all subject areas except engineering where over 80% of learners progressed to a degree in engineering 14-19 Qualification Reforms and their Implications for HE24

25. Popular degree subjects for BTEC students – 2012 Degree subjectLearners% (C6) Sport & exercise science58929.8% (W2) Design studies38626.4% (N1) Business studies38296.4% (I1) Computer science34905.8% (B7) Nursing26514.4% Engineering (total)22923.8% (W4) Drama20363.4% (P3) Media studies18803.1% (N8) Hospitality, leisure, sport, tourism & transport18153.0% (W6) Cinematics & photography16512.7% (W3) Music15752.6% (L3) Sociology15692.6% (N2) Management studies15612.6% (X3) Academic studies in education15292.5% (C8) Psychology15262.5% (L5) Social work13522.2% (X1) Training teachers12522.1% (N4) Accounting12022.0% (N5) Marketing10611.8% (I2) Information systems9261.5% 14-19 Qualification Reforms and their Implications for HE25

26. Review of the BTEC Nationals 14-19 Qualification Reforms and their Implications for HE26

27. Changes to assessment requirements in the current BTEC Nationals – now implemented New rules introduced for all learners starting BTEC Firsts and Nationals courses in September 2014, providing much clearer guidance on what is and is not allowed There are restrictions on: o resubmissions – one only undertaken by the learner independently, with no further guidance o retakes (available as QCF requires all units to be passed) – one only with new task/assignment limited to pass only 14-19 Qualification Reforms and their Implications for HE27

28. The review of the BTEC Nationals Pearson is currently revising the BTEC National suites of qualifications for first teaching in 2016. The development is informed by: Pearson’s research undertaken over the past four years Pearson’s World Class Qualifications principles External Stakeholder Advisory Groups with membership from HE, employers and professional bodies DfE criteria for inclusion of vocational qualifications in 16- 19 Performance Tables 14-19 Qualification Reforms and their Implications for HE28

29. DfE categories of level 3 vocational qualifications Tech Levels are for 16-year-old students who have a clear idea about the occupation they wish to pursue. They are vocational and equip students with the specialist knowledge they need to for a specific recognised occupation, such as engineering, computing, accounting or hospitality. They are rigorous advanced (level 3) technical qualifications on a par with A Levels and recognised by employers and higher education institutions. They cover jobs and careers where employers employ people with a specific level 3 qualification or where a level 3 qualification is needed before students can progress to a related higher education course. 14-19 Qualification Reforms and their Implications for HE29

30. DfE categories of level 3 vocational qualifications Applied General qualifications are for 16-year-old students who wish to continue their education by learning about a vocational area rather than a single occupation, for example applied science, business or sport. They are rigorous advanced (level 3) qualifications that allow 16 to 19 year old students to develop transferable knowledge and skills. They allow entry to a range of higher education courses, either by meeting the entry requirements in their own right or being accepted alongside and adding value to other qualifications at level 3 such as A levels. 14-19 Qualification Reforms and their Implications for HE30

31. DfE criteria for level 3 vocational qualifications Characteristic Interim (2016- 2017) Full criteria Applied General (2018) Full criteria Tech Level (2018) A. Purpose – progression to…... range of subjects at a higher level or to employment... work in specific vocational areas – directly or via HE B. Size Min 150 glhMin 300 glh C. Recognition 3 HEIs5 employers/1 PB D. Appropriate contentMin 60% mandatoryMin 40% mandatory E. External AssessmentMin 40%Min 30% F. Synoptic Assessment G. Grading H. Employer involvementDelivery/assessment I. Progression J. Proven Track RecordTake-up in first 2 yrs 14-19 Qualification Reforms and their Implications for HE31

32. BTEC Nationals Most existing BTEC National titles across sectors and sizes are being redeveloped They are being redeveloped as ‘BTECs’ and will fit against AG or TL criteria as appropriate External Stakeholder Advisory Groups (for both AG and TL), which have membership from HE (wide range of university types), employers and professional bodies. These groups: o Advise on subject content and overall scheme of assessment o Review draft specifications and assessments The BTEC Nationals will be accredited to the NQF to facilitate the inclusion of external assessment 14-19 Qualification Reforms and their Implications for HE32

33. Pearson approach to the review of BTEC Nationals Pearson’s World Class Qualifications programme has a panel of experts from around the world, chaired by Sir Michael Barber, to uphold internationally benchmarked standards. Our approach is based on four principles that define a World Class Qualification (applied to AS/A levels and GCSEs as well): o Demanding o Rigorous o Inclusive o Empowering Review of the BTEC development process undertaken by Professor Dr Ursula Renold who leads the research centre for comparative education system at the Swiss Federal Institute of Technology and is Chairman of the University Board of the University of Applied Sciences and Arts 14-19 Qualification Reforms and their Implications for HE33

34. Features of the revised BTEC Nationals External assessment (most subjects have at least one written examination) – at least 33% Larger core of mandatory units – at least 50% Synoptic assessment Development of research skills Strengthening and embedding of mathematics and English requirements Recognition by HE, employers and professional bodies for both AG and TL qualifications 14-19 Qualification Reforms and their Implications for HE34

35. Reviewing the grading of the BTEC Nationals We have consulted with HE and employers on the grading As a result of the feedback received, we will: Retain the grades P, M, D and D* for the qualifications Retain the use of double and triple grades for the two larger sizes Use one grade for the Foundation Diploma (1.5 A levels) Review the algorithm used to determine the qualification grades to assess the need to increase demand at the top end 14-19 Qualification Reforms and their Implications for HE35

36. BTEC Nationals – QCF and new NQF titles QCF BTEC Level 3 qualifications New NQF BTEC NationalsA level equivalence Pearson BTEC Level 3 Certificate (graded P, M, D, D*) Pearson BTEC Level 3 National Certificate (graded P, M, D, D*) 0.5 x A level Pearson BTEC Level 3 Subsidiary Diploma (graded P, M, D, D*) Pearson BTEC Level 3 National Extended Certificate (graded P, M, D, D*) 1.0 x A level Pearson BTEC Level 3 90-credit Diploma (graded from PP to D*D*) Pearson BTEC Level 3 National Foundation Diploma (graded P, M, D, D*) 1.5 x A levels Pearson BTEC Level 3 Diploma (graded from PP to D*D*) Pearson BTEC Level 3 National Diploma (graded from PP to D*D*) 2.0 x A levels Pearson BTEC Level 3 Extended Diploma (graded from PPP to D*D*D*) Pearson BTEC Level 3 National Extended Diploma (graded from PPP to D*D*D*) 3.0 x A levels 14-19 Qualification Reforms and their Implications for HE36

37. Timeframe The revised BTEC Nationals in most titles will be introduced for first teaching in September 2016 Students with these qualifications will progress to HE in autumn 2018 14-19 Qualification Reforms and their Implications for HE37

38. Implications of the changes to BTEC Nationals for HE Larger core – there will be commonality of content covered by BTEC students who progress to; HE may no longer need to stipulate a requirement for certain units in entry requirements BTEC students should be better prepared for progression to HE courses through: o inclusion of external assessment o where appropriate, strengthening of mathematics content, e.g. in engineering, previously optional mathematics content now included in the core o strengthening of writing skills – accurate use of technical language and clearly written reports o development of research skills 14-19 Qualification Reforms and their Implications for HE38

39. GCSEs 3 14-19 Qualification Reforms and their Implications for HE39

40. Changes to be made to GCSEs A fully linear structure Exams as the default method of assessment, except where they cannot provide valid assessment of the skills required Inclusion of non-exam assessment to be considered on a subject-by-subject basis Tiering to be used only in exceptional cases – it will be decided on a subject-by-subject basis A new 9-1 grading scale, with 9 being the highest grade 14-19 Qualification Reforms and their Implications for HE40

41. Comparison of new and old scales New grading scaleOld grading scale 920% of those achieving grade 7 & above 8 7A 6 5B/C 4C 3 2 1G 14-19 Qualification Reforms and their Implications for HE41

42. GCSE review – timetable for GCSE subjects First teaching 2015/first assessment 2017 English language, English literature and mathematics First teaching 2016/first assessment 2018 The sciences, history, geography, languages, art & design, dance, music, physical education, computer science, citizenship studies, food preparation & nutrition, drama & theatre and religious studies First teaching 2017/first assessment 2019 Design & technology plus other subjects 14-19 Qualification Reforms and their Implications for HE42

43. GCSE review – phase 3 subjects Subjects approved for reform Ancient history Astronomy Business Classical civilisation Economics Electronics Engineering Film studies ICT Media studies Psychology Sociology Statistics Subjects still under review Environmental and land-based science Geology Health and social care Home economics - child development 14-19 Qualification Reforms and their Implications for HE43

44. Subjects that will not be reformed Last exams summer 2018 Additional science Further additional science Applied business Applied science Business & communication systems Business studies & economics Digital communications Environmental science Home economics - textiles Hospitality and catering Law Leisure and tourism Manufacturing Last exams summer 2017 Additional applied science Catering Design and technology (Food technology route only) Expressive arts Home economics (food and nutrition route only) Human health and physiology Humanities Performing arts 14-19 Qualification Reforms and their Implications for HE44

45. Level 1 & level 2 vocational qualifications 4 14-19 Qualification Reforms and their Implications for HE45

46. 14-16 level 1/level 2 vocational qualifications (Technical Awards) 4614-19 Qualification Reforms and their Implications for HE

47. Level 1 & 2 14-16 vocational qualifications These are to be called Technical Awards from 2015 DfE criteria are as follows: At least 120 guided learning hours (size of one GCSE) At least 25% external assessment (rising to 40% for new qualifications for 2018 Performance Tables) Synoptic assessment Content that will develop a broad and comprehensive understanding of a vocational sector, with limited inclusion of specialist knowledge and/or practical skills Equivalent to one GCSE in Performance Tables, whatever size Provide progression route to level 3 vocational quals post-16 14-19 Qualification Reforms and their Implications for HE47

48. 16-19 level 2 vocational qualifications (Technical Certificates) 4814-19 Qualification Reforms and their Implications for HE

49. Review of 16-19 level 2 vocational qualifications These are Technical Certificates to be introduced September 2015 They are level 2 technical qualifications for post-16 students wishing to specialise in a specific industry, occupation or occupational group They cover occupations where employers recognise entry at level 2 or where a level 2 qualification is required before students can progress to a Tech Level (i.e. at level 3) They equip students with specialist knowledge and skills, enabling entry to an apprenticeship/employment, progression to a Tech Level In some cases, they provide a ‘licence to practise’ or exemption from professional exams Full criteria to be met for first teaching in September 2017 14-19 Qualification Reforms and their Implications for HE49

50. Full criteria for level 2 Technical Certificates Must have clear statement of purpose Size: at least 150 glh – must relate to purpose Recognition – by employers, professional/trade bodies, or national licensed professional registration schemes A minimum of 40% mandatory content A minimum of 25% external assessment Must contain synoptic assessment Must be graded Employer involvement in the delivery and/or assessment Evidence of progression 2 years after first awards Evidence of appropriate levels of take-up 14-19 Qualification Reforms and their Implications for HE50

51. Informing HE of the changes 5 14-19 Qualification Reforms and their Implications for HE51

52. Communications strategy Visits to individual universities to give a presentation to admissions and academic staff on the revised A levels, BTEC Nationals and GCSEs (October 2015 – May 2016) Presentations to relevant HE representative groups (including ARC, GuildHE, UCAS, HELOA) Production of information sheets: o a general one giving an overview of the changes across the suite o individual information sheets for each sector, including details of the structure, content and assessment 14-19 Qualification Reforms and their Implications for HE52