1. 14-19 Update David MacKay 16 October 2014

2. Content of presentation 1. Academic qualification reforms: a) GCSE review b) AS/A level review for England c) Core Mathematics development d) UCAS Tariff changes 2. Review of BTECs a) Review of level 3 BTEC Nationals b) Level 2 Technical Awards for use pre-16 c) Substantial vocational qualifications at level 2 for use post-16 3. Performance measures and study programmes 4. Web guidance on progression of BTEC students to HE 14-19 update2

3. GCSE review 14-19 update3

4. GCSE review – timetable for GCSE subjects First teaching 2015/first results 2017 English language, English literature and mathematics First teaching 2016/first results 2018 The sciences, history, geography and languages – requirements published by DfE Religious studies, design & technology, art & design, drama, dance, music, physical education, computer science and citizenship studies – DfE and Ofqual to consult on the content, structure and assessment First teaching 2017/first results 2019 Ofqual currently consulting on the remaining subjects in suite 14-19 update4

5. 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 1–9 grading scale, with 9 being the top level 14-19 update5

6. The new grading system and the GCSE standard Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above. Broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A and above. For each exam, the top 20 per cent of those who get grade 7 or above will get a grade 9 – the very highest performers. The bottom of grade 1 will be aligned with the bottom of grade G. Grade 5 will be positioned in the top third of the marks for a current grade C and bottom third of the marks for a current grade B. This will mean it will be of greater demand than the present grade C, and broadly in line with what the best available evidence tells us is the average PISA performance in countries such as Finland, Canada, the Netherlands and Switzerland. 14-19 update6

7. 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 update7

8. Arrangements for the 2015 subjects English language: o untiered o fully assessed by an external exam o as now, a speaking assessment that will be reported separately English literature: o untiered o assessed by external exam only Mathematics: o Tiered with an improved overlapping tiers model – foundation tier covering grades 1-5 and higher tier covering grades 4-9 o assessed by external exam only, as now 14-19 update8

9. AS/A Level review 14-19 update9

10. A level developments: key decisions A levels and AS to be fully linear AS levels to be stand-alone and at same level as at present The content of the AS could 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 update10

11. A level review timeline Subjects for phase 1 (first teaching from September 2015): 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): Mathematics; Further mathematics; Languages; Geography; Dance; Drama; Music; Design and technology; Religious studies; PE. Subjects for phase 3 (first teaching from September 2017) Ofqual currently consulting on the remaining subjects to complete the new A/AS suite 14-19 update11

12. Assessment arrangements for phase 1 subjects SubjectCurrent % courseworkProposedAdditional assessment Biology20–30%100% examYes of practical skills Chemistry20–30%100% examYes of practical skills Physics20–30%100% examYes of practical skills PsychologyNone100% examNo English Language15–40%80% exam, 20% non-examNo English Literature15–40%80% exam, 20% non-examNo English Lang. and Literature15–40%80% exam, 20% non-examNo History15–20%80% exam, 20% non-examNo Geography (now phase 2)None80% exam, 20% non-examNo Art and design100%100% non-examNo BusinessNone100% examNo Computing15–40%80% exam, 20% non-examNo EconomicsNone100% examNo SociologyNone100% examNo 14-19 update12

13. Ofqual requirements – question types “Taken together, assessments should include questions or tasks which allow learners to: (a) provide extended responses (b) demonstrate their ability to draw together different areas of knowledge, skills and/or understanding from across a full course of study for that qualification, and that learners are appropriately rewarded for doing so.” “An ‘extended response’ is evidence generated by a Learner which is of sufficient length to allow that Learner to demonstrate the ability to construct and develop a sustained line of reasoning which is coherent, relevant, comprehensive and logically structured.” 14-19 update13

14. 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.” 14-19 update14

15. Process and timeline for phase 2 ● Facilitating subjects (geography, mathematics, further mathematics, modern and classical languages)– content reviewed by the A Level Content Advisory Board (ALCAB) ● Other subjects (dance, drama, design & technology, music, physical education and religious studies) – content to be reviewed by awarding bodies working collaboratively and liaising with HE 14-19 update15

16. A Level Content Advisory Board (ALCAB) ALCAB will advise and inform Ofqual 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 will focus on the subjects categorised by the Russell Group as facilitating for entry to leading universities. Its first task was to review Geography, Mathematics, Further Mathematics and Languages 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 update16

17. UCAS proposals for the new Tariff New Tariff system to be introduced for admissions in 2017 Qualification information profiles (QIPs) being written for qualification types (e.g. BTEC Nationals) – will include apprenticeship frameworks and international qualifications There will be a metric to compare qualifications in terms of size (glh on the Ofqual Register) and grade (top and bottom pass grades will usually equate to A* and E at A level) AS level to receive 40% of the points for an A level BTEC Nationals and Extended Project aligned as at present Addition of new qualifications to the Tariff in future will be HEI-led Web link: http://www.ucas.com/how-it-all-works/advisers- and-referees/tariff-2017http://www.ucas.com/how-it-all-works/advisers- and-referees/tariff-2017 14-19 update17

18. Core Maths 14-19 update18

19. 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 update19

20. Core mathematics Intended for all who have achieved GCSE maths grade C or better 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 2015 – first teaching of new specifications 2017 – first awards of the new qualifications 14-19 update20

21. 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 update21

22. Core mathematics consultation on technical guidance Link to report on DfE consultation on Core Maths (7 July 2014): https://www.gov.uk/government/publications/core-maths- qualifications-technical-guidance Link to technical guidance for awarding bodies on the development of Core Maths qualifications (7 July 2014) https://www.gov.uk/government/publications/core-maths- qualifications-technical-guidance 14-19 update22

23. Pearson Edexcel Level 3 Certificate in Mathematics in Context The content areas covered are: applications of statistics probability linear programming sequences and growth Assessment (1005 external assessment): Paper 1 (40%) 1 hr 40 mins – source booklet (available 5 days before exam) will detail two real-life contexts, one in section A and 1 in section B Paper 2 (60%) 1 hr 40 mins – source booklet will detail one themed task in section A (same as one of the contexts provided in Paper 1); section B contains 3 problem solving tasks with different themes 14-19 update23

24. Review of BTEC Nationals 14-19 update24

25. DfE criteria for level 3 vocational qualifications Characteristic Interi m (2016) 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 update25

26. Review of BTEC Nationals – for first teaching 2016 for 2018 Performance Tables Being reviewed to meet all 10 criteria for 2018 Performance Tables Revised qualifications will be on the NQF with larger core Applied General/Tech Level depending on size/sector External Sector Advisory Group set up for each subject – employer, HE, professional body and teacher representation Pearson World Class Qualification methodology being used o demanding, rigorous, inclusive, empowering o benchmarked against high performing jurisdictions o signed off by panel of experts from around the world First teaching September 2016 14-19 update26

27. Review of 14-16 level 2 vocational qualifications 14-19 update27

28. Reform of level 1 & 2 14-16 vocational qualifications Level 1 and level 2 vocational qualifications for inclusion in DfE KS4 (14-16) Performance Tables are now known as Technical Awards. 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 update28

29. Review of post-16 level 2 vocational qualifications 14-19 update29

30. Review of 16-19 level 2 vocational qualifications These are called Substantial Vocational Qualifications at level 2 They are intermediate (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 or progression to a Tech Level. In some cases, they provide a ‘licence to practise’ or exemption from professional exams. 14-19 update30

31. Criteria for Substantial Vocational Qualifications at level 2 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 update31

32. Web links DfE technical guidance for 16-19 vocational qualifications: https://www.gov.uk/government/publications/16-to-19-vocational- qualifications-technical-guidance DfE technical guidance for 14-16 vocational qualifications: https://www.gov.uk/government/uploads/system/uploads/attachment _data/file/320473/14_to_16_qualifications_- _2017_to_2018_performance_tables.pdf 14-19 update32

33. Performance Measures and 16-19 Study Programmes 14-19 update33

34. 14-16 Performance Measures The BTEC Firsts in Principles of Applied Science and Application of Science may be included in the 2016 Performance Tables in the ‘open group’ of Progress 8 and Attainment 8. From 2017 onwards, DfE is excluding from the list of qualifications included in key stage 4 performance tables, non-GCSE qualifications whose content is similar to those of English Baccalaureate (EBacc) subjects, namely maths, English, science (including computer science), geography, history and languages. This means that from 2017 the BTEC Firsts in Principles of Applied Science and Application of Science will no longer be included in Progress 8 or Attainment 8 14-19 update34

35. 14-19 update35 Post-16 accountability New approach applies to reporting of 2016 results Will cover L2 and below for the first time Builds on the division of qualifications into Academic, Applied General and Tech Level Separate reporting so that strengths and weaknesses can more easily be identified Emphasis on progress, as in KS4, but only for Academic and AG TL and L2 reporting on combined attainment and completion Reporting on maths and English achievement at L2, and achievement of maths at L3

36. 14-19 update36 Headline measures Progress – Academic and Applied General only o Academic – ‘based on average attainment in GCSEs only o Applied General – ‘based on all quals achieved at KS4 Combined attainment / completion (Tech Level and Substantial level 2) Attainment English and maths GCSE (for students without at least a grade C GCSE at 16) Retention Destinations

37. 16-19 Study Programmes: GCSE English and maths Rules for those who have not achieved A*-C in GCSE English and/or maths by age 16 and will be commencing a post-16 programme in September 2015: Those with a grade D will only be funded if they are put on a GCSE course Those with lower than grade D will be funded to take a ‘stepping stone’ qualification first but the intention must be that they will be working towards retaking their GCSE 14-19 update37

38. Guidance website: BTEC Progressing to HE Pearson BTEC Progression to HE website: www.btec.co.uk/progressingtoHE 14-19 update38