14-19 Qualification Reforms

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Date 22/09/2009

Sandra Stalker Head 14-19 Curriculum & General Qualifications

Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualifications and Curriculum Authority. © QCA 2009

Reform Priorities….

• “… a greater focus on the basics – locking into all qualification routes the functional skills needed for everyday life, demonstrated through real application”

• “… better curriculum choice, with young people able to achieve valued qualifications through following routes which combine general education with practical experience to give them a broad education for further progression in learning as well as into employment”

• “… more stretching options and activities which extend young people, backed by greater flexibility for young people to accelerate through the system, or to take longer to achieve higher standards”

• “… new ways to tackle disengagement and to ensure that those in danger of dropping out can be motivated to stay in learning”

14-19 Education and Skills Implementation Plan

Four Key Qualification Suites

Functional Skills

Foundation Learning

GCSEs,

A Levels

The Diploma

Apprenticeships

Timetable for changes to GCSEs

• New GCSEs (except English, English Literature, ICT, mathematics and science) have been accredited (summer 2008) and first teaching will begin in September 2009.

• Greater consideration of equalities and diversity issues in design of criteria and specifications

• New GCSEs in English, English language, English literature, ICT and mathematics will be available in November 2009 for first teaching in 2010.

• A new linked pair of Mathematics GCSEs will be piloted from 2010

• The new GCSEs will deliver functionality; there will be no requirement to take a separate assessment.

• Coursework has been replaced by Controlled Assessment

GCSE 2009: Controlled assessment

The GCSE qualification criteria state that the assessment arrangements :

• ensure that, where controlled assessment is required, specifications make clear how reliability and fairness are to be secured, by setting out requirements that ensure the robustness of each stage of the internal assessment, i.e.– setting of tasks– extent of supervision in carrying out of tasks– conditions under which assessment takes place – marking of the assessment and internal standardising

procedures – any moderation process

• Proportion of external assessment set in subject criteria at either 100%, 75% or 40% per subject .

GCSE 2009: Controlled assessment

Subjects with 100% external assessment

Classical Greek

Economics

Latin

Law

Religious studies

Sociology

Psychology

Subjects with 75% external assessment

Business studies

Classical civilisation

Geography

History

Humanities

Statistics

Subjects with 40% external assessment

Applied business H&C

Art and design L&T

Citizenship Manufacturing

Construction Media studies

Dance MFL

D&T Music

Drama PE

Engineering

Expressive arts

Health and SC

Home economics

GCSE Science

• QCDA is leading the review of criteria for GCSE science qualifications, working closely with the subject community, learned societies, subject associations and teachers.

• We have been consulting on the criteria from mid-June to mid-September and submit the revised criteria to the regulators for approval in the autumn.

• Specifications based on the revised criteria will be accredited by September 2010 for first teaching in September 2011.

• The current GCSE science criteria will be replaced by six separate criteria: biology, chemistry, physics, science, additional science and additional applied science.

GCSE Mathematics

• QCDA has commissioned a pilot of two linked GCSE maths qualifications for first teaching alongside the revised 'live' GCSE in September 2010. The two GCSEs form a 'linked pair' and cover the programme of study and additional content when taken together. One is titled 'applications of mathematics', the second, 'methods in mathematics'.

• The pilot will run for at least two cohorts in up to 300 centres. Awarding bodies will invite centres to take part in the pilot shortly.

Review of GCE AS/A Levels

• Changes introduced September 2008.• Stretch and Challenge

– Assess quality of written communication through extended writing– More challenging questions in all A2 assessments– Introduction of A* grades for all A levels (not AS) - Summer 2010

• Also reduction of the number of units from 6 to 4 in most subjects (except for music and the sciences)

• No structural changes made to the applied A levels – only incorporation of stretch and challenge at A2 and A*

• Proposals for Mathematics qualifications to be revised for first teaching 2012- but include A* from Summer 2010

Review of mathematics• Feedback from consultation

– Majority preferred a choice of applications units– Balance of views on 4 units for mathematics– Concern about A level use of mathematics

• Revised proposals:– 4 units for maths with choice of applications – All qualifications to be introduced in 2012

• Further consultation in autumn: focus groups

Withdrawal of applied A levels

• Ministers plan to withdraw applied A levels by 2013, expecting that demand will be met by new Diplomas

• We are carrying out research to establish the impact of this

• Identifying any potential gaps in provision or learner cohorts which may not be catered for

• Following this we will offer advice to ministers regarding future requirements for a full range of provision for all learners who wish to pursue applied learning at level 3

Applied GCSEs aligned with Diplomas

• Part of DCSF 14-19 strategy to ensure a suitable qualification provision

• Applied GCSEs or successor qualifications are expected to provide applied learning opportunities for learners on a GCSE programme

• We are looking at where the subjects already align with Diploma principal learning and where gaps or significant overlaps exist

• Full alignment is intended to support complimentary study and progression across different qualification routes

Functional Skills - pilots

• Functional skills in English/ Maths/ ICT pilot began in September 2007.

• 11 awarding bodies engaged in piloting activity across all types of centres.

• Over 4000 centres currently involved in pilot including Diploma Gateway Consortia and Foundation Learning pilots.

• Key skills and basic skills qualifications remain at least until the functional skills qualifications are fully available.

• Consultation on the draft qualification and skills criteria for the new functional skills qualifications ended August 2009.

• Criteria will be finalised November 2009

• Specifications will be available April 2010

• National implementation in September 2010

Advanced Bridging Courses

• Currently 49.8% of young people achieve level 3 by age 19. Aim is to increase the attainment level to 54% by 2012.

• 83 per cent of young people who progress to level 3 with English and mathematics at level 2 will achieve a level 3 qualification by the age of 19

• 57 per cent of young people who progress to level 3 without English and mathematics at level 2 will achieve a level 3 qualification by the age of age 19.

• Schools and colleges have developed learning programmes to develop the English and mathematics skills needed for success at level 3 -‘Bridging the gap’

Shenfield high school, Essex:• Over 70 per cent of learners apply to higher education and further

education institutions at the end of year 13, having completed the year 12 English and mathematics bridging courses

• the majority of successful learners in post-16 English and mathematics

GCSE programmes increase their attainment by one grade from a D to a C, but it is not unheard of for learners to increase their score by two grades, from a D to a B

• in mathematics, following diagnostic assessment based on learners’

past GCSE papers, 75 per cent of those with a grade D who start their

post-16 GCSE programme in September achieve grade C by November

of that academic year.

Post-16 Advanced Bridging Courses: what can be

achieved…

Advanced Bridging Courses

Guidance

• Principles for designing and implementing successful ABC.

• DVD examples from schools and colleges delivering advanced bridging courses as part of a full and motivated package of learning.

• Distributed to centres and is now available online www.qca.org.uk/advancedbridgingcourses

The Diploma – where are we now?

• Phase one and two Diplomas are being taught in schools and colleges and have received an enthusiastic response from teachers and learners.

• Specifications for phase three Lines of Learning are now available – alongside Diploma curriculum guidance.

• Line of Learning criteria have been accredited for phase four Diplomas and curriculum guidance is also under development.

• The development of extended Diplomas has begun.

Benefits for learners

Diploma learning allows learners to experience:

– rich and varied learning environments

– different ways of learning including the use of new technologies and collaborative, problem-based approaches

– playing a central role in planning and reviewing their own learning

– interactions with a variety of others, particularly those with experience of working in relevant sectors of contexts.

The Diploma and its pedagogy (QCA – Oct 08)

The Diploma

“ Students have some difficult decisions to make sure about whether to stick with traditional qualifications or try something new, and it has been good to see some of our more able students see the value of an academic and vocational mix in their portfolio.”

Headteacher of a school in a

Diploma consortium

“ The Diploma is fabulous learning for the students, is an advocate for learning, and students are able to see the advantages to undertaking a Diploma. There is genuine passion amongst the heads, and undertaking a Diploma encourages independence, and gets the student “thinking”. Students can also see their future in terms of educational learning”

Headteacher, Salford

Projects

A new qualification at 3 levels• Range of outcomes e.g. report of an investigation, dissertation,

artefact, performance• All include written component outlining research, justifying

decisions and evaluating outcomes• Students produce presentation of findings

Extended Project is a qualification that• is equivalent in size to about half an A level• will provide a ‘tool kit’ of skills that better prepare students for

higher education and employment• Carries UCAS points, i.e. A* 70 points, A 60 points, B 50 points etc

Teachers’ involvement in the delivery of projects

Teachers' involvement is:

• to deliver the taught element, including the teaching of research skills, critical thinking skills, ethical issues, etc, and advising on project management

• to support students in scoping the project to ensure that they will meet the criteria

• to monitor student progress to ensure that they remain on target to complete the project by the due date

• to mark the project (externally moderated by awarding body)• to authenticate the work as that of the student

Examples of extended projects

• An investigation of the changes in architecture that took place over the years at Lilleshall Abbey

• Choreography based on slavery• Creating a database with an automatic ordering facility when stocks

reach a certain level• Evolution of women’s fashion & changing views of female figure• How does Irish folk music reflect the social, political and economic

history of Ireland? (CD of 10 pieces)• How has English affected the German language?• Origins of animal life - God or Science?• Performing - Elton John (The student planned and put on a

performance of Elton John's work, writing his own arrangements for performance by various ensembles)

• Are Darwinism and Marxism Related?• Is Schizophrenia Genetic?”

Development of extended project qualification

• Building on the successes of the pilot and first year of provision for the extended project

• 5,094 entries in 2009 • 11.7% achieved A*• 90.3% gained A-E

• The qualification has proved very popular with higher education

• DCSF are considering whether to roll this out as a full entitlement for all learners

• QCDA are involved in researching the viability of this and supporting the implementation to ensure there is sufficient information, advice and guidance for all users

Guidance materials• Applied learning within the Diploma

www.qcda.gov.uk/22207.aspx

• Changes to AS and A levels – information for teachers and higher education

www.qcda.gov.uk/19044.aspx

• Changes to GCSEs: including controlled assessments

www.qcda.gov.uk/22419.aspx

14-19 Learning

http://www.qcda.gov.uk/14-19• Curriculum guidance for delivering principal learning in the Diploma (Phase 3 guidance just

launched)

www.qcda.gov.uk/13470.aspx

• Delivering functional skills: Lessons learnt from the pilot

www.qcda.gov.uk/21669.aspx

• Delivering the Foundation Diploma

www.qcda.gov.uk/21887.aspx