14-19 Update
David MacKay
16 October 2014
Content of presentation
1.
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b)
c)
d)
2.
a)
b)
c)
2
Academic qualification reforms:
GCSE review
AS/A level review for England
Core Mathematics development
UCAS Tariff changes
Review of BTECs
Review of level 3 BTEC Nationals
Level 2 Technical Awards for use pre-16
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 update
GCSE review
3
14-19 update
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
4
14-19 update
Changes to be made to GCSEs
5
•
A fully linear structure
•
Exams as the default method of assessment, except
where they cannot provide valid assessment of the skills
required
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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 update
The new grading system and the GCSE standard
6
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Broadly the same proportion of students will achieve a grade 4 and
above as currently achieve a grade C and above.
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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 update
Comparison of new and old scales
New grading scale
Old grading scale
9
20% of those achieving grade 7 & above
8
7
A
6
5
B/C
4
C
3
2
1
7
14-19 update
G
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
8
14-19 update
AS/A Level review
9
14-19 update
A level developments: key decisions
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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
10 14-19 update
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
11 14-19 update
Assessment arrangements for phase 1 subjects
Subject
Current % coursework
Proposed
Additional assessment
Biology
20–30%
100% exam
Yes of practical skills
Chemistry
20–30%
100% exam
Yes of practical skills
Physics
20–30%
100% exam
Yes of practical skills
Psychology
None
100% exam
No
English Language
15–40%
80% exam, 20% non-exam No
English Literature
15–40%
80% exam, 20% non-exam No
English Lang. and Literature
15–40%
80% exam, 20% non-exam No
History
15–20%
80% exam, 20% non-exam No
Geography (now phase 2)
None
80% exam, 20% non-exam No
Art and design
100%
100% non-exam
No
Business
None
100% exam
No
Computing
15–40%
80% exam, 20% non-exam No
Economics
None
100% exam
No
Sociology
None
100% exam
No
12 14-19 update
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.”
13 14-19 update
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 14-19 update
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
15 14-19 update
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
Mathematics
Physics
Further Mathematics
Geography
English Literature
History
Biology
Modern Languages
Chemistry
Classical Languages
16 14-19 update
UCAS proposals for the new Tariff
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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/advisersand-referees/tariff-2017
17 14-19 update
Core Maths
18 14-19 update
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
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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
19 14-19 update
Core mathematics
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Intended for all who have achieved GCSE maths grade C
or better
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Equivalent in size to at least half an A level (180 glh)
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Linear qualifications
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Significant element of synoptic assessment – 25%
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At least 80% external assessment
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2015 – first teaching of new specifications
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2017 – first awards of the new qualifications
20 14-19 update
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
21 14-19 update
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-mathsqualifications-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-mathsqualifications-technical-guidance
22 14-19 update
Pearson Edexcel Level 3 Certificate in Mathematics
in Context
The content areas covered are:
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applications of statistics
probability
linear programming
sequences and growth
Assessment (1005 external assessment):
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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
23 14-19 update
Review of BTEC Nationals
24 14-19 update
DfE criteria for level 3 vocational qualifications
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 glh
Min 300 glh
C. Recognition

3 HEIs
5 employers/1 PB
D. Appropriate content
Min 60% mandatory
Min 40% mandatory
E. External Assessment
Min 40%
Min 30%
F. Synoptic Assessment


G. Grading


Characteristic
H. Employer involvement
I. Progression
J. Proven Track Record
25 14-19 update
Delivery/assessment
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
Take-up in first 2 yrs Take-up in first 2 yrs
Review of BTEC Nationals – for first teaching 2016
for 2018 Performance Tables
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Being reviewed to meet all 10 criteria for 2018 Performance Tables
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Revised qualifications will be on the NQF with larger core
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Applied General/Tech Level depending on size/sector
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External Sector Advisory Group set up for each subject – employer,
HE, professional body and teacher representation
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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
26 14-19 update
Review of 14-16 level 2
vocational qualifications
27 14-19 update
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:
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At least 120 guided learning hours (size of one GCSE)
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At least 25% external assessment (rising to 40% for new
qualifications for 2018 Performance Tables)
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Synoptic assessment
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Content that will develop a broad and comprehensive
understanding of a vocational sector, with limited inclusion of
specialist knowledge and/or practical skills
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Equivalent to one GCSE in Performance Tables, whatever size
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Provide progression route to level 3 vocational quals post-16
28 14-19 update
Review of post-16 level 2
vocational qualifications
29 14-19 update
Review of 16-19 level 2 vocational qualifications
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These are called Substantial Vocational Qualifications at level 2
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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.
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In some cases, they provide a ‘licence to practise’ or exemption from
professional exams.
30 14-19 update
Criteria for Substantial Vocational Qualifications at
level 2
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Must have clear statement of purpose
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Size: at least 150 glh – must relate to purpose
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Recognition – by employers, professional/trade bodies, or national
licensed professional registration schemes
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A minimum of 40% mandatory content
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A minimum of 25% external assessment
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Must contain synoptic assessment
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Must be graded
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Employer involvement in the delivery and/or assessment
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Evidence of progression 2 years after first awards
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Evidence of appropriate levels of take-up
31 14-19 update
Web links
DfE technical guidance for 16-19 vocational qualifications:
https://www.gov.uk/government/publications/16-to-19-vocationalqualifications-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
32 14-19 update
Performance Measures
and
16-19 Study Programmes
33 14-19 update
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
34 14-19 update
Post-16 accountability
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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
35 14-19 update
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
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Combined attainment / completion (Tech Level and
Substantial level 2)
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Attainment
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English and maths GCSE (for students without at least a
grade C GCSE at 16)
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Retention
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Destinations
36 14-19 update
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:
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Those with a grade D will only be funded if they are put
on a GCSE course
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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
37 14-19 update
Guidance website:
BTEC Progressing to HE
Pearson BTEC Progression to HE website:
www.btec.co.uk/progressingtoHE
38 14-19 update
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