14 19 Reform and progression to higher education

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14 19 Reform and progression to higher education

• David Stephen
• 14-19 Reform Group

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The Governments aims

• Getting young people to stay in learning now,
  getting them on the right courses, keeping them
  there, getting them to achieve Raising
  Attainment now
• Reforming curriculum and qualifications so that
  more young people are motivated and engaged and
  so what they learn is a better preparation for
  life Curriculum and Qualifications Reform
• Creating the infrastructure (professional
  development, providers, facilities, local
  partnerships and arrangements) capable of
  delivering the curriculum and qualifications
  entitlement 14-19 Local Delivery

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The changes include

• A-levels
• Introduction of extended project
• Introduction of Diplomas
• Functional skills
• Apprenticeships
• GCSE

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Some of the things HEIs have said they most want
from a curriculum and qualifications reform are

• Students with better generic skills and no need
  of remedial support
• Students with more experience of in-depth,
  extended study
• Less atomised and more synoptic assessment
• More help with differentiation
• Qualifications and curriculum designed with their
  needs in mind ie better articulation between HE
  and pre-HE curricula
• Help to widen participation

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14-19 Reform the challenge for HE

• Changed pre-HE curriculum has implications for
• the skills and knowledge of incoming students
• the HE curriculum what is being taught and how
  it is assessed
• patterns of demand for subjects in HE
• Therefore
• Likely to be an impact on entry requirements

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Changes to GCE AS/A Levels

• Reduction of the number of units from six to four
  in most subjects
• Introduction of A
• The inclusion of coursework only where it is the
  most valid way of assessing an aspect of the
  subject
• No optional coursework
• Revisions of content where appropriate
• Stretch and challenge incorporated into A2 units
• No structural changes to mathematics (new
  approaches to be piloted) and the applied A levels

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A Levels latest

• Formula for calculating A agreed
• A/B boundary will remain at same point
• A awarded to students achieving 90 UMS score on
  A2 units only
• Based on current achievements, likely to be
  awarded to about 5 of those achieving grade A
• Over 240 A-level specifications have been
  re-written and re-accredited by QCA

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Extended Project (1)

• An extended piece of work in an area that they
  are already studying or in which they already
  have a particular interest.
• The EP aims to provide
• stretch and challenge to learners at Level 3.
• higher education institutions with evidence of a
  learners ability to plan, research evaluate and
  reflect on a project and to use a range of skills
  appropriate to study in higher education.
• Integral component of Diplomas, optional at GCE
  level
• Will be a funded qualification (unlike the AEA)
• Will attract UCAS tariff points

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Extended Project (2)

• Will be approximately equal to half an A-level in
  size
• Largely free choice to students on topic chosen
• The outcome can be
• A dissertation presenting an argument
• An investigation/field study
• A performance
• An artefact

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DIPLOMA

• 146 Gateway consortia approved to deliver Phase 1
  diplomas from September 2008
• Variation in numbers of lines each will deliver
• 9 consortia will teach all five
• Larger numbers one or two
• Maximum 9000 learners at Advanced level
• Therefore lt9000 likely to progress to HE in 2010
• Phase 2 announcements March 19th

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DIPLOMAS

• Diploma titles
• Foundation Diploma in XXX (Level 1)
• Higher Diploma in XXX (Level 2)
• Advanced Diploma in XXX (Level 3)
• Progression Diploma in XXX (Level 3)
• Phase 1 Principal Learning and Project
  Accreditation completed
• Specifications available via QCA and awarding
  body websites
• Phase 2 Lines of learning criteria published QCA
  website 2 August

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Roll out timetable
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Delivery of the Diplomas where are we now?
2008
2009
2010
ASL Development
September 2011 All Diplomas being taught
TEACH AND LEARN
Phase One
Sept 08 - First teach
Consortia preparing for first teaching
TEACH AND LEARN
Phase Two
July 08 - Accreditation
Phase 2 Curriculum guidance issued
Sept 09 - First teach
Consortia preparing for first teaching (12 months)
TEACH AND LEARN
Write and accredit Principal Learning and Project
qualifications.
Line of Learning Criteria developed (4 months)
Phase Three
July 09 - Accreditation
Phase 3 Curriculum guidance issued
April 08 Lines of Learning statements published
Sept 10 - First teach
DDP Set-Up and Line of Learning Statement
Developed (10 months)
Consortia preparing for first teaching
Write and accredit Principal Learning and Project
qualifications.
Phase four
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The Advanced Diplomaqualification components
1080 GLH
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Advanced Diploma in construction and the built
environment
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Advanced Diploma in society, health and
development
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Advanced Diploma in engineering
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Diploma grading scale
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Marking and grading
B
B
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Marking and grading
All components are required to achieve Diploma
grade
B
B
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Diploma grading UCAS tariff

• Advanced Level Tariff points
• Principal and generic learning maximum 300 points
  (grade A)
• Additional and specialist learning e.g.120 points
  (grade A, A level)
• Total 420 points

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Diploma assessment

• mix of internal and external
• assessment criteria set out within qualification
  specifications (outlined on NDAQ)
• awarding bodies set internal assessment
  requirements
• work ongoing to develop standards around local
  assessment models

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Assessment

• NAA remit to develop strategy to secure high
  standards in internal assessment of the diploma
• Developing good practice guide for centres
• Developing 2 key roles to support assessment at
  consortia / centre level
• Domain Assessor for each diploma line to ensure
  quality and consistency
• Lead Assessor at consortia level to ensure
  rigour across diploma lines
• Training package to support these roles delivered
  from May 08, integrated as far as possible with
  Awarding Body training

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Finding detailed Diploma information

• The National Database of Accredited
  Qualifications (www.ndaq.org.uk) provides
  information on
• Principal learning units
• Extended project qualification
• Additional learning qualifications (A-levels,
  AS-levels, VR qualifications)
• Specialist learning qualifications available to
  date

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Main timeframes for HE from 2007

• publish indicative admissions policies for new
  and revised qualifications to inform school and
  college planning late Autumn 2007(UCAS netupdate
  now has appropriate fields to populate)
• examine specifications in detail to inform
  curriculum planning and admissions policies
• 2009 prospectuses published February 2008,
  indications of policies

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Main timeframes for HE 2008

• Agree detailed admissions requirements for new
  and revised qualifications for 2010 entry
• Publish indicative and, where possible, detailed
  entry requirements to inform school and college
  advisors (inc Phase 1 Diplomas)

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Main timeframes for HE 2009

• Publish detailed admissions requirements for new
  and revised qualifications for 2010 entry
• Publish indicative entry requirements Phase 2
  Diplomas

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How HE is being asked to help to implement the
14-19 reforms.

• Universities and colleges of HE, have a very
  strong pull effect and influence strongly the
  choices that 14-19 year olds make
• Providing strong support at strategic and
  practical levels for the new Diplomas to
  reinforce the support and engagement in the
  design
• Involvement at a local level in a 14-19
  partnership
• Benefits will include higher attainment, better
  preparation for university in generic skills,
  wider participation

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On a practical level

• Actively engaging by
• Responding to consultation on new Diploma
• Accepting invitations to join diploma delivery
  partnerships discussions e.g. through HEA subject
  groups
• Offering resources to local students undertaking
  extended projects
• Giving early positive indications of
  acceptability in prospectuses and website

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What people are saying about Diplomas
I welcome the fact that these new diplomas will
be HE-led and anticipate that many of our
academics would welcome a role in their
development. The University strongly welcomes any
moves that will encourage young people to study
the sciences, maths and modern languages in
particular at a higher level. Geoff Parks,
director of undergraduate admissions at Cambridge
University
"If Diplomas are successfully introduced and are
delivering the mix that employers and
universities value, they could become the
qualification of choice for young people. But,
because GCSEs and A-levels are long-established
and valued qualifications, that should not be
decided by any pre-emptive government decision,
but by the demands of young people, schools and
colleges." Ed Balls
I think the proposalsreally do give us the
opportunity to fully integrate existing
qualifications and the new Diploma framework.
Thats important because I think it will it will
give us the opportunity to bring more people
through education beyond the age of 16 and into
Higher Education from a wider range of
backgrounds. Professor Michael Arthur,
Vice Chancellor, University of Leeds.
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What are colleagues in HE currently saying in
response to the reforms?
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Early indications of entry requirements

• Extended projects
• A grade
• Diplomas

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Early indications of entry requirements

• Emerging statements on UCAS website (71
  statements on diplomas as at 9 March)
• Prospectus statements
• Indications from research projects

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Early reactions to Extended projects

• general enthusiasm
• likely to be useful indicator of motivation and
  potential
• potentially useful for differentiating between
  applicants at both offer stage and clearing
• Want to know more about
• Assessment criteria
• How will be delivered
• Example projects from pilot phases
• How can ensure that students gain maximum benefit
  from the experience

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Early reactions to Extended projects

• The University welcomes the pilot underway to
  develop the extended project. Although the
  project is only being trialled in 2008, the
  University is convinced that excellent attainment
  in it may be a useful indicator of potential when
  selecting for highly competitive courses.
• University of Glasgow, Undergraduate Prospectus
  2008 entry

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Early reactions to A-level changes

• General enthusiasm but not all are aware yet
• Pleased with introduction of greater stretch and
  challenge
• Agree the A grade will help with differentiation
  at the top end
• A few may use the A in conditional offers, but
  policies only just emerging
• In first year or two most likely to be used as
  differentiator at results time
• Some confusion about differing numbers of units
  between A-level subjects
• Admissions tutors will be wary of A predictions
  in early years

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Early statements about A-level changes

• A grade for A level
• The new A grade for A level will be introduced
  for results published in August 2010. We look
  forward to using the A grade within offers. It
  will, we hope, restore a meaningful cover ratio
  in subjects other than Mathematics, where STEP
  continues to allow us to work to one. Currently
  we make approximately 1.05 offers per place. That
  said, it will take a few years before we become
  confident in using the system and for us to
  generate the sort of research that has allowed us
  to place emphasis on A attainment at GCSE and
  module scores (averaged across three subjects) at
  AS level in recent years. Until then, we envisage
  that the new grade will be used with caution.
• University of Cambridge, Advice for Teachers and
  Advisors, 2009 Entry

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Early reactions to Diplomas

• There is a higher level of awareness to the
  introduction of Diplomas, but still more work to
  do to raise awareness at all levels
• Many positive statements of acceptability already
  posted on the UCAS website
• Many like the idea of a mixture of theoretical
  and applied learning
• Tariff announcement has helped understanding of
  level of diplomas
• Are likely to want to see qualifications such as
  A-levels as additional learning especially where
  there is a specific subject requirement for entry
• Many are getting involved in delivery in their
  local areas
• Enthusiasm about Phase 4 diplomas, especially
  Science

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Early reactions to Diplomas

• There is a higher level of awareness to the
  introduction of Diplomas, but still more work to
  do to raise awareness at all levels
• Many positive statements of acceptability already
  posted on the UCAS website
• Many like the idea of a mixture of theoretical
  and applied learning
• Tariff announcement has helped understanding of
  level of diplomas
• Are likely to want to see qualifications such as
  A-levels as additional learning especially where
  there is a specific subject requirement for entry
• Many are getting involved in delivery in their
  local areas
• Enthusiasm about Phase 4 diplomas, especially
  Science

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Early statements about Diplomas

• The university welcomes the new Advanced
  Diplomas as an exciting alternative to the
  traditional A level route into HE courses. We
  acknowledge the merits of applied learning and
  employer involvement, and believe that the
  development of Personal Learning and Thinking
  Skills will be of significant benefit as a
  preparation for HE level study. The Extended
  Project provides a valuable opportunity for
  in-depth work and will help to develop skills of
  independent learning. The university therefore
  welcomes applications from Advanced Diploma
  students.
• Birmingham City University, UCAS website
• We welcome applications from students with 14-19
  Diplomas, provided that the Additional or
  Specialist Learning undertaken within the Diploma
  is relevant to the subject area being studied at
  the University of Leicester.
• University of Leicester, UCAS website

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14-19 Diplomas

• Phase 4 Science, Languages, Humanities

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Phase 4 Diplomas Timetable

• Announced by Secretary of State in Oct 07.
• Expert Advisory Group meetings concluded advice
  sent to Ministers end of Jan 08.
• Establishment of Diploma Development
  Partnerships Spring 08
• Line of Learning Statement. Consultation and
  writing period March 08 to March 09.
• Accreditation criteria by late Spring 2009.
• Qualification Development DDPs and Awarding
  Bodies
• First teaching September 2011.

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Consultations

• Apprenticeship Review 28 January
• Qualifications Strategy 31 March

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The Extended Diploma

• An Extended Diploma was announced by Ed Balls on
  7 March 2008.
• The Extended Diploma will be available across all
  17 lines of learning, at Foundation, Higher and
  Advanced Levels.
• It will be introduced from 2011.
• The components of the Extended Diploma will be
  the same as for all other Diplomas Principal
  Learning, Generic Learning and Additional and
  Specialist Learning. There will also be a project
  and work experience.
• The Extended Diploma will offer learners more
  opportunities to broaden their programme of
  study, and will include increased challenge in
  English and mathematics.

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The Extended Diploma - Content

• All Extended Diplomas will have an extended core
  with more mathematics and English. The
  qualification will be broadened with more
  Additional and Specialist Learning.
• At Foundation and Higher Level (typically taken
  at KS4), the Extended Diploma will recognise a
  students achievements of the full GCSE
  programmes of mathematics and English, and more
  of the National Curriculum entitlement subjects
  (e.g., GCSE French).
• At Advanced Level, the Extended Diploma will
  require achievement of mathematics or English at
  Level 3, and will have an extra block of
  Additional and Specialist Learning (equivalent in
  size to an AS-Level).

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The Extended Diploma - Equivalencies

• At Foundation Level, we expect the Extended
  Diploma to be broadly equivalent to 7 GCSEs.
• At Higher Level, we expect the Extended Diploma
  will be broadly equivalent to 9 GCSEs.
• At Advanced Level, the Extended Diploma is
  expected to be broadly equivalent to 4.5
  A-Levels.
• Performance Table and UCAS Tariff points for the
  Extended Diploma will be determined once the
  qualification is fully developed.

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Diploma and Extended Diploma - Components
Additional and Specialist Learning
Principal Learning
Additional and SpecialistLearning
Extended Diploma components
Extended Core (Maths and English)
Generic Learning (Functional Skills, Personal
Learning and Thinking Skills)
Work Experience and Project
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Being optimistic

• The reforms will deliver better prepared students
  to higher education
• Knowledge
• Skills
• Motivation
• The reforms will allow greater differentiation
  between students
• Diplomas will become a standard route into HE
• Diplomas will be the preferred entry route to
  some programmes

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Where to find out more

• David Stephen
• Diploma Programme Division 0114 259 3733
• David.stephen_at_dcsf.gsi.gov.uk
• Christine West
• HE Engagement Project 0114 259 3759
• Christine.west_at_dcfs.gsi.gov.uk
• http//www.dfes.gov.uk/14-19
• http//www.aimhigher.ac.uk
• http//www.ucas.com
• http//www.lsc.gov.uk/National/default.htm
• http//www.info4local.gov.uk/
• http//www.qca.org.uk/
• http//www.ssda.org.uk/
• http//www.aoc.co.uk/
• http//www.specialistschools.org.uk/
• http//www.direct.gov.uk/Homepage/fs/en