ual awarding body chief examiner’s report 2017/18 ... · 2015–2016 2016–2017 2017–2018...

UAL Awarding Body Chief Examiner’s Report 2017/18

—

Performing and Production ArtsQualification TitlesLevel 1 Diploma in Music, Performing and Production ArtsLevel 2 Diploma in Performing and Production ArtsLevel 3 Diploma in Performing and Production ArtsLevel 3 Extended Diploma in Performing and Production Arts

Contents—

Introduction 4

Chief Examiner Summary 5

Section 1: Overview of Qualifications 7Section 2: Centre Type, Approval and Registration 9Section 3: Qualification Support 16Section 4: Equal Opportunities 21Section 5: External Moderation 34Section 6: Commentary on Assessment Evidence 37

Actions and Recommendations 43

Benchmark Data and Statistical Analysis 45Level 1 Diploma in Music, Performing and Production Arts 46Level 2 Diploma in Performing and Production Arts 53Level 3 Diploma in Performing and Production Arts 60Level 3 Extended Diploma in Performing and Production Arts 68

UAL Awarding Body—

UAL Awarding Body believes in transformative education. We design and award creative qualifications that empower and inspire educators to help students reach their potential.

UAL Awarding Body is regulated by Ofqual, CCEA and Qualifications Wales. We currently offer qualifications in art and design, fashion, creative media, music and performing and production arts. We are also the UK’s leading provider of the Diploma in Art and Design – Foundation Studies. Our qualifications have high retention and achievement rates because they are flexible, responsive and relevant to industry needs, and facilitate student progression.

University of the Arts London (UAL) is Europe’s largest specialist art and design university, comprising six renowned Colleges:

Camberwell College of ArtsCentral Saint MartinsChelsea College of ArtsLondon College of CommunicationLondon College of Fashion Wimbledon College of Arts.

www.arts.ac.uk/awarding

Qualifications that reward creativity.

4 UAL Awarding Body

Performing and Production Arts —Chief Examiner’s Annual Report 2017/18

http://www.arts.ac.uk/awarding

This annual report charts and evaluates the fourth‑year delivery of UAL Awarding Body Performing and Production Arts qualifications across every level and will provide an overview of trends in provision and a summary of national benchmarks.

2017/18 evidenced another year of sustained growth and qualification expansion within UAL Awarding Body. There is clearly a continued enthusiasm from centres (and their delivery teams) to introduce Performing and Production Arts qualifications (across every level) into their department’s curriculum offer. For the fourth continual year centre registrations have steadfastly increased, with this report documenting a substantial 50% growth of registrations since 2015/16

As this report demonstrates, UAL Awarding Body continues to provide bespoke advisory support and guidance to all new centres delivering these qualifications for the first time to ensure that they experienced a smooth transition introducing this qualification to their teaching teams. This report will provide a summary of the outcomes of these advisory visits and highlight the full range of support events that occur throughout the academic cycle. This report provides a summary of the qualification’s external moderation activities and refers to the feedback observed from our team of Senior and External Moderators within centres. External Moderation is a large‑scale piece of work for UAL Awarding Body and this report will provide an overview of moderators’ observations against centres assessment evidence.

This report confirms that each level of the qualification is fulfilling its primary objective of supporting student achievement across an

array of specialist pathways in performance and production arts whilst encouraging students to become innovative and skilled practitioners. The report notes the positive feedback received from centres on all aspects of the qualification structure and the opportunity it provides for students to progress internally onto Level 1–2, Level 2–3 creative programmes and for Level 3 students to progress onto degree level study or Conservatoire training.

This report will mention and celebrate two major UAL Awarding Body events – the annual cross‑arts conference that took place at Shoreditch Town Hall and the student showcase ‘Origins Creative Arts Festival’, that was held at the Bargehouse, OXO Tower Wharf. UAL Awarding Body also continues to foster links with industry and once again worked in partnership with the Barbican on this year’s Barbican Box, that was hosted at Home in Manchester.

UAL Awarding Body have also started to develop a suite of qualifications at Level 4, two of which were piloted during 2017/18. These two new Level 4 Professional Diplomas are in ‘Technical and Production Practice for the Creative Industries’ and ‘Creative Enterprise’. These qualifications are now widely available to all of our centres with a new Level 4 qualification in ‘Performance’ being piloted in the next academic year 2018/19.

Chief Examiner Summary —

5 UAL Awarding Body


The qualifications have been designed to incorporate a strong element of vocational learning to provide young people with the understanding, knowledge and skills identified as necessary for future progression and employment. This is underpinned by the broad transferable skills that will enable learners to demonstrate qualities of adaptability, self‑reliance, collaboration, dependability, imagination and creativity.

The qualifications deliberately draw upon approaches to teaching and learning in music performance and production that have proven successful in targeting students that enjoy and learn through practical activity, and have had difficulty with prior academic learning. Through an immersive and demanding curriculum, students are supported as they make the transition from general to more specialised study, delivered in a further education setting.

Emphasis is placed on providing an experience, which draws on the realities of the creative industries with students being treated as young professionals, and encouraged to take increasing responsibility for their own learning. Study for the qualification is not time constrained but is normally over a period of one year, which attracts those seeking to complete a period of practical study as an alternative to a more academic study route.

The structure of the qualification, with units linked to provide coherence, allows learners to develop practical skills, theoretical understanding and, through a process of reiteration and reinforcement, develop effective

working practices that will provide support for creativity across a range of stimulating and increasingly demanding activities.

The final unit requires the students to demonstrate the ability to use their skills, knowledge and understanding to successfully complete a collaborative assignment that requires greater self‑direction in preparation for study at a more advanced level.

Section One —Overview of Qualifications

7 UAL Awarding Body


Students participating at the Barbican Box workshop at Origins Creative Arts Festival 2018

The tables on the following page demonstrate a sustained, healthy increase of student registrations across every level over the past three‑year period. The growth of student registrations has naturally increased in accordance with the growth of UAL Awarding Body in performing and production arts. Application for centre and qualification approval during this academic period was incredibly high and evidences that the qualification is having a significant positive impact within this subject domain and an unrivalled reputation within the sector.

The tables below also demonstrate the spread of students across types of centre and charts that the majority of students being registered are from Colleges of Further Education, with a smaller percentage registered in Sixth Form Colleges or Private Training Providers. This academic year has further seen an increased number of student registrations that are derived from Schools.

Section Two—Centre Type, Approval and Registration

9 UAL Awarding Body


Section Two–

Centre Type, Approval and Registration

Centre type

UAL Level 1 Diploma in Music, Performance & Production Arts

2015–2016 2016–2017 2017–2018

Centre Type Total % Total % Total %

College of Further Education 40 100.0% 189 100.0% 233 100.0%

Total 40 189 233

2015 – 2016 2016 – 2017

Number of students

2017 – 2018

Num

ber

of A

pp

rove

d C

entr

es

250

200

150

100

50

0

10 UAL Awarding Body


Section Two–


UAL Level 2 Diploma in Performing and Production Arts

2015–2016 2016–2017 2017–2018



Sixth Form College 33 3.4% 21 2.2% 23 2.2%

School 0.0% 9 0.9% 18 1.7%

Total 960 965 1034

College of FurtherEducation

Sixth FormCollege

School

1000

800

600

400

200

0

Num

ber

of R

egis

tere

d S

tud

ents

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8



Section Two–



2015–2016 2016–2017 2017–2018




Private Training Provider 1 0.1% 0.0% 13 0.6%

Total 1391 1696 2163


Sixth FormCollege

School

2000

1500

1000

500

0

Num

ber

of R

egis

tere

d S

tud

ents

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8



Section Two–


UAL Level 3 Extended Diploma in Performing and Production Arts

2015–2016 2016–2017 2017–2018




School 0.0% 0.0% 254 13.1%

Private Training Provider 33 3.0% 56 4.0% 22 1.1%

Total 1099 1406 1932


Sixth FormCollege

School

2000

1500

1000

500

0

Num

ber

of R

egis

tere

d S

tud

ents

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8

Private Training Provider

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8



Section Two–


National Benchmark Data

2015–2016 2016–2017 2017–2018

Retention Achievement Success Retention Achievement Success Retention Achievement Success

Performing & Production Arts 96.9% 84.1% 81.5% 96.6% 85.7% 82.8% 96.2% 88.4% 85.1%

UAL Level 1 Award in Music, Performing and Production Arts

83.3% 93.3% 77.8% 84.6% 86.4% 73.1%

UAL Level 1 Diploma in Music, Performing & Production Arts

87.5% 88.6% 77.5% 95.8% 78.5% 75.1% 97.9% 82.0% 80.3%

UAL Level 2 Award in Performing and Production Arts

100.0% 50.0% 50.0% 92.9% 92.3% 85.7% 86.0% 74.4% 64.0%


96.8% 83.5% 80.8% 96.3% 84.1% 81.0% 96.3% 86.8% 83.6%


97.4% 86.2% 84.0% 98.4% 88.2% 86.8% 97.4% 87.4% 85.2%


96.5% 81.7% 78.9% 95.0% 84.4% 80.1% 95.1% 92.4% 87.9%

UAL Level 4 Professional Diploma in Creative Enterprise

100.0% 100.0% 100.0%

UAL Level 4 Professional Diploma in Technical & Production Practice for

Creative Industries

100.0% 100.0% 100.0% 68.4% 76.9% 52.6%



Students perform at Emerge Festival 2017

Delivery GroupsUAL Awarding Body held two delivery group meetings during the month of June at UAL’s High Holborn campus for all new centres delivering UAL Awarding Body qualifications for the first time. The event is designed to support and consider innovative delivery models, which in turn informs the planning of the academic year and encourages delivery teams to create engaging and bespoke assessment materials. The event is also a chance for attendees to network and share ideas with other arts educationalists; the meeting consisted of discussions and workshops around the following topics:> Project based approach> Plan your first project> On‑going formative assessment> Tracking progress > Yearly Planner

The feedback received from the attendees’ evaluation forms remained highly positive and scored a high rating between 90–96% regarding the structure, organisation and expectations of the event.

‘Extremely welcoming, forward‑thinking and creative. Looking forward to delivering UAL qualifications next year’

‘Information was delivered clearly and concisely and it was great to get a chance to ask questions and review my proposed curriculum’

‘It was good to have a clear insight into the way UAL Awarding Body work and how we are expected to deliver the course’

‘It was great to talk to other practitioners about their concerns and their thought on how to deliver’

‘Very well organised and structured’

‘It was very useful and we planned the whole next academic year thanks to it’

‘Positive, meaningful discussions about ideas for future planning’

Section Three—Qualification Support



Advisory visitsDuring the period of Sept 2017–Feb 2018, UAL Awarding Body carried out over 30 advisory visits for new centres, across all levels. A full advisory report was completed with copies held centrally at UAL Awarding Body and sent to the relevant centre representative. These visits are an extension of the delivery group meeting and are designed to further support new centres/delivery teams with the curriculum structure, delivery and assessment of performing and production arts qualifications.

Centres who deliver both levels 2 and 3 receive two advisory visits, the first visit takes place in the first term with a focus on delivery models and formative assessment, which is followed by a second visit (in the second term) that has a firm focus on ensuring the centre is moderation ready. Whenever possible, the student voice is represented allowing students to speak openly about the delivery, access to resources and feedback they receive. The advisory visit reports on how the centre is managing the transition period onto UAL Awarding Body qualifications and highlights both good practice and any areas that require additional support.

A common recommendation that occurred throughout this advisory period was for delivery teams to embrace the holistic approach that the qualifications offer and to merge units together in order to create exciting and innovative projects. Delivery teams migrating from BTEC programmes are often used to staff delivering singular units that have a specific focus on certain assessment criteria; UAL Awarding Body recommend that delivery teams work together on projects thus adopting a wider course team delivery approach that encompass a wider range of units.

Another key recommendation was for delivery teams to make stronger use of the exemplification matrix throughout the formative units and to use this specific resource to provide students with feedback that provides a progressive steer towards achieving higher grades. The formative units are pass only, but the delivery team are encouraged to reference the exemplification matrix when providing students with both formative and summative feedback.

Another common question that is often asked by new centres during the advisory visit is about the design and format of assignment briefs. UAL Awarding Body does not stipulate a particular design format and recommends that all resource materials should be written and designed with the student firmly in mind in order to engage, inform and guide them as they develop both their academic and practical understanding. It is also recommended that assignment briefs should be reflective of professional practice and designed in conjunction with the context of the project. With that in mind, delivery teams are encouraged to create ‘project briefs’ as opposed to ‘assignment briefs’.



Standardisation eventsUAL Awarding Body hosted two standardisation events during the academic year. The first in the Autumn term was held at City of Wolverhampton College and the other in the Spring term at Northbrook Metropolitan College. These events provided centres with the opportunity to sample externally moderated work, discuss assessment methodologies and agree a National standard, across all levels.

The samples are introduced by the centre’s assessment team in order to communicate the context of the project and field any questions during and after reviewing the work and discuss the grades awarded. Attendees from centres across the country were then invited to discuss and share their views on the assessment processes and interrogate the level of grades awarded based on student evidence across a range of grades and levels.

The feedback received from the attendees’ evaluation forms remained positive and scored a rating between 91–100% regarding the structure, organisation and expectations of the event. The overall rating of the event scored 100% good or excellent. The commentary gleaned from the attendees’ evaluation forms noted how essential and valuable these types of events are for assessors. Below are some direct quotations from the event’s evaluation forms:

‘Extremely informative and engaging’

‘Really useful to see the standards expected and all the evidence the students need to produce’

‘Really helped me to see the standards expected for Pass, Merit and Distinction level work’

‘Useful to gain clarity amongst grading and use effective examples of work’

‘It was really informative to listen to the discussions taking place and has helped me to feel more secure in delivery’

‘Really useful to be able to look at sample work. As a new centre to UAL Awarding Body, the grading exercises and discussions were extremely beneficial and reassuring’

‘Really good and supportive and informative to help our delivery’

‘Well organised with a range of examples of work and helpful stuff’

‘Great event and really enjoying UAL teaching’



Conference 2018Our annual conference takes place every February and provides staff from all UAL Awarding Body Centres with the opportunity to meet in London and hear more about our latest updates on creative education and how we can work together to achieve positive outcomes.

Delegates have the chance to network with colleagues and learn about the latest regulatory and sector developments and hear about innovative delivery models. Over the years we have had many high‑profile and inspirational speakers including Grayson Perry, Helen Marriage, Posy Simmonds, Ofqual and Global Radio. Past UAL Awarding Body students are invited to the conference to share their experience of receiving a UAL Awarding Body qualification and how it has helped them achieve their creative ambitions.

Our last annual conference was held in 2018 and attended by over 430 delegates and is expected to continue growing to reflect the increasing number of Centres we work with.

Origins Creative Arts FestivalOur annual creative arts festival is a celebration of the huge diversity of work UAL Awarding Body students have produced at their Further Education institutions. Students from UAL Awarding Body Centres are invited to submit work for the chance to exhibit or perform at our festival in the summer.

Successful applicants gain the valuable experience of representing their institution as they exhibit their work in a Central London location. Origins provides students with the unique opportunity to present their work to the public and network with industry professionals.

In 2018, Origins Creative Arts Festival took place at the Bargehouse, OXO Tower Wharf and showcased over 160 pieces of student work from all of our disciplines. The exhibition was complemented by a programme of music and performing arts. Performing arts students were given the unique opportunity to participate in a Barbican Box workshop facilitated by Complicité and tutors had the chance to attend a CPD event delivered in partnership with the Design Museum.

Works selected by the chief examiners for outstanding achievement, were awarded prizes, and included the following Foundation students:

James Hopwood, Conservatoire East, West Suffolk College, Maya Knight, Buckinghamshire College Group and William Ireton, Harlow College for demonstrating exceptional commitment to their Performing Arts work.



Students performing at Emerge Festival 2017

The tables in Benchmark Data and Statistical Analysis demonstrate that the gender balance this year is beginning to shift with the female ratio now being noticeably higher than male,

especially at Level 3. The exception to this is at Level 1 where the male ratio is slightly higher. The majority of registered students, across all levels, are under 19.


2015–2016 2016–2017 2017–2018

Age band Total % Total % Total %

Over 19 7 17.5% 22 11.6% 38 16.3%

Under 19 33 82.5% 167 88.4% 195 83.7%

Total 40 189 233

Student registrations by age

2015 – 2016 2016 – 2017

College of Further Education

2017 – 2018

Num

ber

of R

egis

tere

d S

tud

ents

250

200

150

100

50

02015 – 2016 2016 – 2017

School

2017 – 2018

Over 19

Under 19

Section Four—Equal Opportunities



Section Four–

Equal Opportunities


2015–2016 2016–2017 2017–2018


Over 19 111 11.6% 91 9.4% 93 9.0%

Under 19 849 88.4% 874 90.6% 941 91.0%

Total 960 965 1034

2015 – 2016 2016 – 2017


2017 – 2018

Num

ber

of A

pp

rove

d C

entr

es

1200

1000

800

600

400

200

02015 – 2016 2016 – 2017

School

2017 – 2018

Over 19

Under 19



Section Four–

Equal Opportunities


2015–2016 2016–2017 2017–2018


Over 19 182 13.1% 207 12.2% 200 9.2%

Under 19 1209 86.9% 1489 87.8% 1963 90.8%

Total 1391 1696 2163

2015 – 2016 2016 – 2017


2017 – 2018

Num

ber

of A

pp

rove

d C

entr

es

2500

2000

1500

1000

500

02015 – 2016 2016 – 2017

School

2017 – 2018

Over 19

Under 19



Section Four–

Equal Opportunities


2015–2016 2016–2017 2017–2018


Over 19 313 28.5% 352 25.0% 356 18.4%

Under 19 786 71.5% 1054 75.0% 1576 81.6%

Total 1099 1406 1932

2015 – 2016 2016 – 2017


2017 – 2018

Num

ber

of A

pp

rove

d C

entr

es

2000

1500

1000

500

02015 – 2016 2016 – 2017

School

2017 – 2018

Over 19

Under 19



Section Four–

Equal Opportunities


2015–2016 2016–2017 2017–2018

Gender Total % Total % Total %

Female 19 47.5% 93 49.2% 94 40.3%

Male 20 50.0% 96 50.8% 139 59.7%

Not Set 1 2.5% 0 0.0% 0 0.0%

Total 40 189 233

Gender

150

120

90

60

30

0

Num

ber

of R

egis

tere

d S

tud

ents

Female Male Not set Female Male Not set Female Male Not set

2015 – 2016 2016 – 2017 2017 – 2018



Section Four–

Equal Opportunities


2015–2016 2016–2017 2017–2018


Female 524 54.6% 543 56.3% 583 56.4%

Male 422 44.0% 420 43.5% 450 43.5%

Not Set 14 1.5% 2 0.2% 1 0.1%

Total 960 965 1034

600

500

400

300

200

100

0

Num

ber

of R

egis

tere

d S

tud

ents


2015 – 2016 2016 – 2017 2017 – 2018



Section Four–

Equal Opportunities


2015–2016 2016–2017 2017–2018


Female 813 58.4% 984 58.0% 1411 65.2%

Male 574 41.3% 707 41.7% 750 34.7%

Not Set 4 0.3% 5 0.3% 2 0.1%

Total 1391 1696 2163

1500

1200

900

600

300

0

Num

ber

of R

egis

tere

d S

tud

ents


2015 – 2016 2016 – 2017 2017 – 2018



Section Four–

Equal Opportunities


2015–2016 2016–2017 2017–2018


Female 574 52.2% 832 59.2% 1179 61.0%

Male 523 47.6% 572 40.7% 751 38.9%

Not Set 2 0.2% 2 0.1% 2 0.1%

Total 1099 1406 1932

1200

1000

800

600

400

200

0

Num

ber

of R

egis

tere

d S

tud

ents


2015 – 2016 2016 – 2017 2017 – 2018



Section Four–

Equal Opportunities


2015–2016 2016–2017 2017–2018

Ethnicity Total % Total % Total %

BME 22 55.0% 85 45.0% 121 51.9%

White 6 15.0% 37 19.6% 42 18.0%

Not Known/Not Provided 12 30.0% 67 35.4% 70 30.0%

Total 40 189 233

BAME

BME White Not known/not provided



2015 – 2016 2016 – 2017 2017 – 2018

150

120

90

60

30

0

Num

ber

of R

egis

tere

d S

tud

ents



Section Four–

Equal Opportunities


2015–2016 2016–2017 2017–2018


BME 646 67.3% 651 67.5% 634 61.3%

White 102 10.6% 149 15.4% 218 21.1%


Total 960 965 1034

800

700

600

500

400

300

200

100

0

Num

ber

of R

egis

tere

d S

tud

ents




2015 – 2016 2016 – 2017 2017 – 2018



Section Four–

Equal Opportunities


2015–2016 2016–2017 2017–2018


BME 1111 79.9% 1054 62.1% 1260 58.3%

White 153 11.0% 287 16.9% 486 22.5%


Total 1391 1696 2163

1500

1200

900

600

300

0

Num

ber

of R

egis

tere

d S

tud

ents




2015 – 2016 2016 – 2017 2017 – 2018



Section Four–

Equal Opportunities


2015–2016 2016–2017 2017–2018


BME 860 78.3% 1037 73.8% 1016 52.6%

White 45 4.1% 223 15.9% 511 26.4%


Total 1099 1406 1932

1200

1000

800

600

400

200

0

Num

ber

of R

egis

tere

d S

tud

ents




2015 – 2016 2016 – 2017 2017 – 2018



All external moderation (across every level) was undertaken and completed between May and July with the visits coordinated by UAL Awarding Body’s operations team. Due to the qualification’s increased growth, UAL Awarding Body expanded the volume of External Moderators in this subject area. To further ensure academic processes and quality assurance systems remained robust, UAL Awarding Body hosted a number of recruitment and training events for External Moderators throughout the academic year, with new moderators being supported by Senior External Moderators during their initial moderation visits. UAL Awarding Body continue to monitor all internal systems supporting external moderation to ensure operational processes remain a positive, robust experience for our centres.

Centres were advised to prepare all candidate evidence in preparation for the external moderation whereupon the External Moderator identifies a sample of student work across a range of grades. Centres are also required to ensure that all students complete and sign the Candidate Authentication Form and that this is made available for the moderation visit. External moderation reports note that some centres were not fully prepared for their moderation visit this year as they had not uploaded the proposed grade sheets onto Quartz, which is required in advance of the moderation visit. To ensure all centres conform to this requirement, UAL Awarding Body will produce additional support measures to reinforce this message to Centres so they are fully aware and compliant with this moderation requirement in the next academic cycle.

It must also be highlighted that centres inform UAL Awarding Body in the first instance if they intend to work with subcontracted partners, as

any such arrangements are subject to further approval processes and scrutiny from the quality team.

As per the previous academic year, there was a slight increase in special considerations this year, but the majority were reasonable adjustments instead of special considerations. Reasonable adjustments are adjustments made to the delivery or assessment of a qualification and these are normally identified at recruitment or induction stage and are internally addressed at the centre. The flexibility of UAL qualifications makes it easily adaptable to support individual needs.

Special consideration is given to a student to allow for the extension of the original agreed time‑frame for the completion of the assessment, this is normally due to unforeseen circumstances and an application form should be completed and submitted to UAL Awarding Body as soon as possible. All applications should be submitted and agreed before external moderation takes place. Full details of both reasonable adjustment and special considerations can be found in the centre handbook which is available on the UAL website.

The moderation process itself involves a wide team of external moderators who sample a range of summatively assessed student work. Once the samples have undergone moderation the centre receives immediate verbal feedback from the External Moderator who acknowledges good practice and outlines recommendations or actions for the delivery team’s deliberation and implementation. A formal external moderation report is then completed for all cohorts and forwarded to UAL Awarding Body to be checked by a senior member of the UAL Awarding

Section Five—External Moderation



Body team of moderators prior to being sent to the centre.

External Moderator reports from this academic year largely observed (and reported) that centres who have been delivering UAL Awarding Body qualifications for the past three or four years are now wholly confident with their curriculum models and assessment strategies and are being far more adventurous with the design and implementation of the extended project. This in turn has had a positive impact of students achieving higher grades. The following quotes from External Moderator reports highlight the excellent work being produced within centres across every level:

‘The centre is producing work of integrity and the teaching team is committed and passionate about the learners and the work produced. This is a clearly focused team aiming for high achievement through a well‑structured approach to the process, delivery and assessment.’

‘Projects, especially the final project, are innovative and challenging with some level 2 students achieving well in advance of what would be expected of a learner at this level. Links with the community, the opportunity to realise a very exciting Shakespeare Festival were impressive and the Course Leader is to be commended for his energy and commitment to providing a quality experience for all students.’

External Moderator reports also mention that student feedback (and associated resources) is another key area that has evidenced excellent practice, with the following External Moderator quotes upholding that student feedback is both robust and individualised:

‘Another area of good practice is the design and content of the assessment feedback sheets for each learner. All criteria achieved clearly validated the requirements of the exemplification matrix but general feedback is also provided. This feedback is tailored to the individual and commends achievements but also offers advice regarding how these can be improved upon in the future. The feedback was inspirational for what that learner could go on to achieve.’

‘Of particular note is the teams approach to assessment and feedback. An assessment panel and standardisation meeting has provided a robust means of assessment and has ensured that all learner contributions/evidence has been considered in the arrival at an assessment decision. As such, the centre has created a rich body of feedback for each learner which is highly specific to the range of disciplines captured in the production.’

In short, there were many examples of good practice highlighted by the External Moderators this year, across all levels, with a number of centers kindly volunteering to host standardisation events in the following academic year to share their experiences, assessment methodologies and practices.



ContextExternal Moderator reports highlighted areas of good practice in centres that had supported students to create workable and purposeful proposals that analyse the requirements and parameters of both their collaborative and extended project.

However, some External Moderator reports also noted inconsistencies regarding the structure of the proposal forms used and were advised to refer to the UAL Awarding Body specification where there is a useful guidance for students section.

Centres that provoked students with challenging projects tended to provide a level of challenge that enabled students to achieve the higher grades boundaries. Higher achieving students also produced a range of evidence that demonstrated a depth of enquiry into their chosen project.

‘The context and concept of the project . . . was creative and inspiring for the learners. It was well thought through and the learners successfully took ownership of the entire project. The word‑processed proposals were articulate, suitably comprehensive and evidenced the previous learning that had taken place during the formative units. The Harvard Referenced bibliographies reflected the depth of research individual learners completed. These were very accurately measured in the assessment decisions.’

ResearchIt was noted in the External Moderator reports that research was being successfully utilised by students to engage with the chosen projects context and also their own artistic exploration. Centres have also supported students with

an array of field trips to theatres, museums, galleries etc. which have further bolstered student’s grasp of the wider artistic community and its relevance to meaningful research.

‘Research activities are varied and appropriate to each discipline, including the development of technical skills and learning repertoire, reviewing past productions, and exploring ideas for costume/makeup.’

To achieve the higher‑grade boundaries, students need to evidence how their research has informed their interpretation and this tended to prove the most challenging learning outcome for students to fulfil. The correlation between research findings and their actual practical activity sometimes lacked the required synthesis of interpretation. Research can be experimental and higher achieving students evidenced their practical primary research whilst critically reflecting upon its usefulness in order to measure their individual development.

‘Research is clearly linked to the development of work and underpins the understanding of context. Learners were able to make creative informed decisions on interpretation. At a higher‑level, learners were able to provide an extensive critical analysis on a range of perspectives, with clear understanding of relevance. Furthermore, learners could extend ideas to support the work in progress; moving towards final performance.’

The majority of the Level 3 External Moderator reports noted that students whom engaged with the chosen projects’ contexts and artistic explorations were using research successfully. In the most successful examples it was clearly evident how research was directly stimulating

Section Six—Commentary on Assessment Evidence



practice and helping to form an underlying and on‑going process of evaluation and analysis.

Problem solvingIt was noted in the External Moderator reports that students are highly engaged with the extended project and that their enthusiasm is sustained throughout the process. The holistic nature of the qualification allows problem solving to span across every area of their practice.

‘The project firmly steers the group towards a holistic experience where the students are allowed to collectively develop their performance and at the same time be able to monitor and develop their individual experiences.’

The unforeseen provided a level of challenge that students (across all levels) seemed to enjoy resolving and often proved useful in developing their critical and reflective skills. The need to collaborate and work with others is also tested and External Moderators report the following:

‘Students had been very involved in decision making, evidenced in the ‘pitching’ exercise which was recorded on video. The ability of the students to adapt to unforeseen circumstances was magnificently exemplified by their work having to move from a purpose‑built stage – into a marquee environment when inclement weather forced the open‑air performance to move undercover.’

External Moderators also observed a variation in the breadth of research, development and problem solving from students who transferred onto the Extended Diploma from other qualifications (APL). The most successful centres demonstrated a holistic approach to planning closely integrating it with the students’ research and individual artistic development.

Planning and productionExternal Moderator reports, across all levels, state that the overall planning of productions is proving to be largely successful with students designing, following and adapting to the requirements of the project’s goal. Centres are wisely producing detailed timelines (with interim check‑points) to ensure all students are individually supported through the creative process.

‘Students achieving the higher grades provided coherent self‑directed planning and negotiation strategies, subject engagement and commitment. These students put in place very detailed rehearsal and/or productions plans with targets that were met and reflected on.’

Most centres chose to use the collaborative project of the Level 3 Diploma as a mini extended project. These consisted mostly of themed devised work for general performing arts programmes, but some acting and musical theatre pathways using the flexible parameters of the unit to collaborate on a published performance text.

The opportunity to forge links with the community is another aspect that provides excellent opportunities for ‘live’ planning and production.

‘There was much evidence of collaborative work – not only as a group of learners, but also through their engagement with the wider community who sponsored and supported the Festival in numerous practical ways. Clear planning and preparation was evident with the more able students revealing a great deal of self‑direction.’

Student portfolios generally showed an excellent awareness of the production process



including budgeting and other pragmatic issues. Log‑books/rehearsal diaries evidence students’ positive approach to experimentation in their work and how secure planning is supporting their artistic endeavors. Level 2 portfolios demonstrated forward‑looking and supportive measures to ensure secure progression on to Level 3 qualifications.

‘Student portfolios include schedules, meeting records and plans appropriate to each project. Stronger students include justification for actions taken and measure progress against plans, which is excellent preparation for progression to higher level study. A ‘hands‑on’ approach to learning helps to instill practical expertise to allow students to begin to take a level of ownership of each production.’

Practical skillsAcross every level, External Moderator reports noted that students’ practical and presentation skills were largely dependent on the ambitions of the project that they were engaged with. Some delivery teams expectations for extended projects are pitched at a low level with the selection of performance materials providing limited opportunities for students to fully flourish. Centres must ensure that students’ are engaged with projects that encourage creative experimentation and reward innovation.

Higher achieving students adapted a distinctive individualised approach to their learning, using the extended project to further refine and define their artistic ambitions.

Practical work is of a high standard, both in terms of production and performance roles. The project has been delivered in such a way that learners have had the opportunity to explore the disciplines which particularly interest them under

the umbrella of the chosen production. As such, the assessment of their achievement is highly individualised.

Level 2 External Moderator reports observe an impressive range of technical skills being evidenced across the delivery of programmes, which firmly support students’ technical progression onto level 3 programmes. In many cases students were skilfully using the technical skills that they had carefully built up and developed over the duration of the programme confidently within a performance environment. It was observed from the majority of external moderator reports that centres designed their Unit 9 delivery as a ‘Final Major Project’ and a celebration of the students’ year’s achievements.

It was often noted in Level 3 External Moderator reports how the higher‑grade bands of student practical work were often in harmony with their ability to be able to evidence their engagement with research, critical reflection and production planning and confidently report how it had enriched and directly stimulated their end‑result.

‘Students achieving the higher grades demonstrated an in‑depth understanding of their discipline, highly developed skills and creative solutions. The production students executed their roles to a very high standard.’

External Moderator reports also noted that the summative unit captures and rewards all the work undertaken during the formative units:

PresentationThe presentation and organisation of student work was varied in format with an increased use of e‑portfolios and Vlogging. External Moderators continue to report (across all levels) that centres need to ensure that all supporting



notes (in whatever format) are easy for the external moderators to navigate.

‘The presentation of the supporting work was clearly guided but still allowed the work to have a sense of individuality and independence in realisation. Various strategies were explored and considered within the prescribed constraints.’

Supporting presentational resources for performance such as programmes and headshots have been reported as appearing highly professional, and aligning student work with industry practices and standards. Specialist pathways also noted that students enjoyed the agility of the extended project to explore performing to a diverse range of audiences whilst sustaining the appropriate level of autonomy throughout the process.

Evaluation and reflectionExternal Moderator reports, across every level, continue to report that critical reflection remains an area that a large percentage of performing and production arts students struggle to fully embrace. Centres are strongly advised to build evaluation into their existing curriculum models more securely from the outset in order to support students with the quality (and often quantity) of their on‑going reflective practice. Higher achieving students see the advantages of on‑going evaluation and how it links to their wider practice.

‘Research and reflection have been effectively combined with learners identifying research on a weekly basis, linking this to their ongoing reflections on the development of the process.’

Successful evaluations had a firmer correlation with the identified parameters of the production

as it provided students with a purposeful context to measure their progress against.

Centres have allowed students to complete on‑going diaries in various forms (Blogs, Vlogs, Facebook Pages, Written/Audio/Visual Diaries etc.) UAL Awarding Body is happy for centres to decide what format they wish students to use in order to enable them to realise the importance of critical reflection throughout the duration of the qualification.

Assessment methodologiesOverall, assessment methodologies and grading were applied confidently and consistently across centres. This national consistency was good to see as the qualification is only in its fourth year of delivery and demonstrates that centres are accurately and assuredly assessing and standardising student work. It is interesting to note that the benchmark data for the Level 3 Diploma and Extended Diploma evidences a sustained increase over the past three years of students achieving the Merit and Distinction grade boundaries. However, it is recommended that centres continue to attend standardisation and sharing good practice events as frequently as possible to continue with this upward trend.

The moderation team reported that most centres had robust internal verification processes with performances often standardised by the wider teaching team.

Some of the issues highlighted by the External Moderators in their reports included:

A need for more evidence of on‑going informal and formal feedback to students

‘There is no fixed delivery method for this but centres must ensure students are supported



individually. Some centres used video and audio feedback whilst others used electronic submissions with the lecturer adding their own annotations or comments. Feedback should also use the terminology used within the specification and exemplification matrix.’

Candidate proposed grades not uploaded on to quartz in advance of external moderation.

‘All candidate proposed grades must be uploaded onto quartz in advance of external moderation. Forms are available to downloaded from the UAL Awarding Body website. Alternatively, centres can contact UAL Awarding Body to request an electronic copy of the form.’

It is also important that the delivery team read and become familiar with the specification and centre handbook. Most of the issues highlighted above are covered in these two documents along with the exemplification matrix.

Large and Medium sized centres running UAL Awarding Body qualifications tend to recruit students onto pathways, such as ‘Musical Theatre’, ‘Dance’, ‘Acting’ and ‘Stage Management’. These centres often have the added capability (and resource) to create and deliver more bespoke pathways in, for example, ‘Acting for TV and Film’, ‘Community Arts’ and ‘Make‑up for stage and screen’. Student recruitment in these types of centres is therefore more specific as it allows students to choose to specialise in a distinctive discipline from the outset of their training.

Smaller centres tend to run diagnostic programmes across every level, with students using the Level 3 Extended Diploma to elect to specialise within a discipline that they intend to pursue at a higher level.

Main ObservationsThe feedback from both the centres and UAL Awarding Body’s team of External Moderators has been highly positive, marking a successful fourth year for the qualification. The flexibility of the qualification has allowed delivery teams to create engaging, agile and dynamic curriculum models with a firm focus on industry standards. Larger centres that programme an array of pathways have benefited from the flexibility of the qualifications as they allow students to travel between disciplines as they discover and define their own artistic voice.

UAL Awarding Body’s academic support system for centres is proving effective with advisory visits for new centres’ providing essential early support and reassurance. The opportunity for staff to meet colleagues from other centres and courses to discuss and share best practice is highly regarded and valued.

Feedback from centres reports that the qualifications, across all levels, continue to help support the varying levels of student. The qualifications were found to be accommodating for late starters and other at‑risk students because they are less prescriptive in content and clearer in assessment requirements, allowing for a more sensitive, holistic curriculum.

The quality of students’ work has been encouraging, but centres are still encouraged to be more daring and innovative with the selection of performance materials for the extended project. As mentioned above, the more ambitious projects tended to produce a level of challenge for students to enable them to meet the higher‑grade boundaries.

UAL Awarding Body is keen to build up a national picture of students’ progression onto



higher level study after completing the UAL Level 3 Diploma Performing and Production Arts qualification and would therefore welcome centres progression data in the Autumn term.



Actions and recommendations implemented from previous Chief Examiner Report

Actions and recommendations identified for implementation 2017/18

Revise standardisation events with a firmer focus on sampling

Completed – please see section standardisation section, p12

Revise external moderation recruitment and training

Completed – please see external moderation, p21

Confirm with centres the Centre Co‑ordinator Completed – centres now provide UAL Awarding Body with a ‘super‑user’ contact

Centres to provide UAL Awarding Body with progression data

On‑going – centres do not currently forward their progression data to UAL Awarding Body

Publish examples of project briefs on UAL Awarding Body website

On‑going – the resource section on the UAL Awarding Body website has been under‑development and the resource section updated for 2018/19. The ‘Extended Project in Action’ short‑film is readily available for centres to view.



Centres to ensure that they inform UAL Awarding Body of any subcontracting arrangements

Centres to upload proposed grades on to quartz in advance of the moderation visit

Centres to provide UAL Awarding Body with progression data

Centres to ensure Music students are registered on Music Performance and Production qualifications if studying Music and not Performing and Production Arts

Actions and Recommendations –



Student at Westminster Kingsway College. © Liz Carrington

Benchmark Data and Statistical Analysis–

Level 1 Diploma in Music, Performing & Production Arts

Level 2 Diploma in Performing and Production Arts

Level 3Diploma in Performing and Production Arts

Level 3Extended Diploma in Performing and Production Arts

This information is based upon data collected from the qualifications and learning management system Quartz, please note the not achieved figure includes both withdrawals and fails and therefore impacts on the percentage achievement rate shown.




Approved Centre

2015–2016 2016–2017 2017–2018

No Of Approved Centres 6 17 26

No Of Registered Students 40 8.7% 189 40.9% 233 50.4%

Level 1 Diploma in Music, Performing & Production Arts

2015 – 2016 2016 – 2017 2017 – 2018

Num

ber

of A

pp

rove

d C

entr

es

Num

ber

of S

tud

ents

30

25

20

15

10

5

02015 – 2016 2016 – 2017 2017 – 2018

250

200

150

100

50

0




Student Registration – Centre Type

2015–2016 2016–2017 2017–2018



Total 40 189 233

2015 – 2016 2016 – 2017 2017 – 2018

Num

ber

of R

egis

tere

d S

tud

ents

250

200

150

100

50

0

100% College of Further Education




Student Registration – Age Band

2015–2016 2016–2017 2017–2018

Age Band Total % Total % Total %

Over 19 7 17.5% 22 11.6% 38 16.3%

Under 19 33 82.5% 167 88.4% 195 83.7%

Total 40 189 233

2017 – 2018

2015 – 2016 2016 – 2017


2017 – 2018

Num

ber

of R

egis

tere

d S

tud

ents

250

200

150

100

50

02015 – 2016 2016 – 2017

School

2017 – 2018

Over 19

Under 19

12% Over 19

88% Under 19




Student Registration – Centre type – Age Band

2015–2016 2016–2017 2017–2018

Centre type Age Band Total % Total % Total %


Over 19 7 17.5% 22 11.6% 38 16.3%

Under 19 33 82.5% 167 88.4% 195 83.7%

Totals: 40 189 233

2015 – 2016 2016 – 2017


2017 – 2018

Num

ber

of R

egis

tere

d S

tud

ents

300

250

200

150

100

50

02015 – 2016 2016 – 2017

School

2017 – 2018

Over 19

Under 19




Student Registration – Gender

2015–2016 2016–2017 2017–2018


Female 19 47.5% 93 49.2% 94 40.3%

Male 20 50.0% 96 50.8% 139 59.7%

Not Set 1 2.5% 0 0.0% 0 0.0%

Total 40 189 233

150

120

90

60

30

0

Num

ber

of R

egis

tere

d S

tud

ents


2015 – 2016 2016 – 2017 2017 – 2018

49% Male

51% Female




Student Registration – Ethnicity

2015–2016 2016–2017 2017–2018


BME 22 55.0% 85 45.0% 121 51.9%

White 6 15.0% 37 19.6% 42 18.0%


Total 40 189 233

100

80

60

40

20

0

Num

ber

of R

egis

tere

d S

tud

ents




2015 – 2016 2016 – 2017 2017 – 2018

6% BME

33% White

60% Not known/not provided




Achievement Grade

Please note the fail total includes withdrawals

2015–2016 2016–2017 2017–2018

Grade Total % Total % Total %

Distinction 3 7.5% 19 10.1% 31 13.3%

Merit 11 27.5% 56 29.6% 67 28.8%

Pass 17 42.5% 67 35.4% 89 38.2%

Fail 9 22.5% 47 24.9% 46 19.7%

Total 40 189 233

2015 – 2016 2016 – 2017 2017 – 2018

90

60

30

0

Num

ber

of R

egis

tere

d S

tud

ents

Dist Merit Pass Fail Dist Merit Pass Fail Dist Merit Pass Fail

7% Distinction

26% Fail

27% Merit

40% Pass




Approved Centre

2015–2016 2016–2017 2017–2018




2015 – 2016 2016 – 2017 2017 – 2018

Num

ber

of A

pp

rove

d C

entr

es

Num

ber

of S

tud

ents

10

8

6

4

2

02015 – 2016 2016 – 2017 2017 – 2018

150

120

90

60

30

0





2015–2016 2016–2017 2017–2018




School 0.0% 9 0.9% 18 1.7%

Total 960 965 1034

1000

800

600

400

200

0

Num

ber

of R

egis

tere

d S

tud

ents


Sixth FormCollege

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8

School15

–16

16–1

7

17–1

8


3% School

95% Sixth Form College





2015–2016 2016–2017 2017–2018


Over 19 111 11.6% 91 9.4% 93 9.0%

Under 19 849 88.4% 874 90.6% 941 91.0%

Total 960 965 1034

2015 – 2016 2016 – 2017 2017 – 2018

1000

800

600

400

200

0Under 19 Over 19 Under 19 Over 19 Under 19 Over 19

Num

ber

of R

egis

tere

d S

tud

ents

8% Over 19

92% Under 19





2015–2016 2016–2017 2017–2018

Centre type Age band Total % Total % Total %


Over 19 111 11.6% 91 9.4% 92 8.9%

Under 19 816 85.0% 844 87.5% 901 87.1%

Totals: 927 935 993

School Under 19 0 0.0% 9 0.9% 18 1.7%

Totals: 0 9 18

Sixth Form College Over 19 0 0.0% 0 0.0% 1 0.1%

Under 19 33 3.4% 21 2.2% 22 2.1%

Totals: 33 21 23

Totals: 960 965 1034

Num

ber

of R

egis

tere

d S

tud

ents

1000

800

600

400

200

0

Over 19

Under 19


Sixth FormCollege

School

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8





2015–2016 2016–2017 2017–2018


Female 524 54.6% 543 56.3% 583 56.4%

Male 422 44.0% 420 43.5% 450 43.5%

Not Set 14 1.5% 2 0.2% 1 0.1%

Total 960 965 1034

600

500

400

300

200

100

0

Num

ber

of R

egis

tere

d S

tud

ents


2015 – 2016 2016 – 2017 2017 – 2018

1% NS

43% Male

56% Female





2015–2016 2016–2017 2017–2018


BME 646 67.3% 651 67.5% 634 61.3%

White 102 10.6% 149 15.4% 218 21.1%

Not Known/Not Provided

212 22.1% 165 17.1% 182 17.6%

Total 960 965 1034

800

600

400

200

0

Num

ber

of R

egis

tere

d S

tud

ents




2015 – 2016 2016 – 2017 2017 – 2018


20% BME

64% White




Achievement Grade


2015–2016 2016–2017 2017–2018


Distinction 146 15.2% 169 17.7% 209 20.5%

Merit 288 29.9% 265 27.8% 320 31.4%

Pass 343 35.7% 339 35.5% 322 31.6%

Fail 185 19.2% 181 19.0% 167 16.4%

Total 962 954 1018

350

300

250

200

150

100

50

0

Num

ber

of R

egis

tere

d S

tud

ents

2015 – 2016 2016 – 2017 2017 – 2018


13% Fail

21% Fail

27% Merit

39% Pass




Approved Centre

2015–2016 2016–2017 2017–2018




2015 – 2016 2016 – 2017 2017 – 2018

Num

ber

of A

pp

rove

d C

entr

es

Num

ber

of R

egis

tere

d S

tud

ents

80

60

40

20

02015 – 2016 2016 – 2017 2017 – 2018

2500

2000

1500

1000

500

0





2015–2016 2016–2017 2017–2018




Private Training Provider 1 0.1% 0.0% 13 0.6%

Total 1391 1696 2163

5000

4000

3000

2000

1000

0

Num

ber

of R

egis

tere

d S

tud

ents


Sixth FormCollege


15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8

2% Sixth Form College






2015–2016 2016–2017 2017–2018


Under 19 1209 86.9% 1489 87.8% 1963 90.8%

Over 19 182 13.1% 207 12.2% 200 9.2%

Total 1391 1696 2163

2000

1500

1000

500

0

Num

ber

of R

egis

tere

d S

tud

ents

2015 – 2016 2016 – 2017 2017 – 2018

Under 19 Over 19 Under 19 Over 19 Under 19 Over 19

12% Over 19

88% Under 19





2015–2016 2016–2017 2017–2018

Centre Type Age Band Total % Total % Total %


Over 19 182 13.1% 206 12.1% 191 8.8%

Under 19 1178 84.7% 1453 85.7% 1787 82.6%

Totals: 1360 1659 1978


Over 19 0 0.0% 0 0.0% 8 0.4%

Under 19 1 0.1% 0 0.0% 5 0.2%

Totals: 1 0 13


Under 19 30 2.2% 36 2.1% 171 7.9%

Totals: 30 37 172

Totals: 1391 1696 2163

Num

ber

of R

egis

tere

d S

tud

ents

2000

1500

1000

500

0

Over 19

Under 19


Private Training Provider Sixth FormCollege

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8





2015–2016 2016–2017 2017–2018


Female 813 58.4% 984 58.0% 1411 65.2%

Male 574 41.3% 707 41.7% 750 34.7%

Not Set 4 0.3% 5 0.3% 2 0.1%

Total 1391 1696 2163

1500

1200

900

600

300

0

Num

ber

of R

egis

tere

d S

tud

ents


2015 – 2016 2016 – 2017 2017 – 2018

1% NS

44% Male

55% Female





2015–2016 2016–2017 2017–2018


BME 1111 79.9% 1054 62.1% 1260 58.3%

White 153 11.0% 287 16.9% 486 22.5%


Total 1391 1696 2163

1500

1200

900

600

300

0

Num

ber

of R

egis

tere

d S

tud

ents




2015 – 2016 2016 – 2017 2017 – 2018

10% BME

40% White





Achievement Grade


2015–2016 2016–2017 2017–2018

Qual Grade Total % Total % Total %

Distinction 255 18.1% 292 17.1% 438 20.3%

Merit 381 27.1% 537 31.4% 696 32.3%

Pass 544 38.7% 653 38.2% 701 32.5%

Fail 225 16.0% 226 13.2% 320 14.8%

Total 1405 1708 2155

800

600

400

200

0

Num

ber

of R

egis

tere

d S

tud

ents

2015 – 2016 2016 – 2017 2017 – 2018





15% Fail

17% Distinction

30% Merit

38% Pass

12% Referred Pass

88% Pass




Approved Centre

2015–2016 2016–2017 2017–2018



Level 3 Extended Diploma in Performing and Production Arts

2015 – 2016 2016 – 2017 2017 – 2018

Num

ber

of A

pp

rove

d C

entr

es

Num

ber

of S

tud

ents

80

60

40

20

02015 – 2016 2016 – 2017 2017 – 2018

2000

1500

1000

500

0





2015–2016 2016–2017 2017–2018




School 0.0% 0.0% 254 13.1%

Private Training Provider 33 3.0% 56 4.0% 22 1.1%

Total 1099 1406 1932

2000

1500

1000

500

0

Num

ber

of R

egis

tere

d S

tud

ents


Sixth FormCollege

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8

School15

–16

16–1

7

17–1

8


15–1

6

16–1

7

17–1

8

2% Private Training Provider






2015–2016 2016–2017 2017–2018


Over 19 313 28.5% 352 25.0% 356 18.4%

Under 19 786 71.5% 1054 75.0% 1576 81.6%

Total 1099 1406 1932

2000

1500

1000

500

0

Num

ber

of R

egis

tere

d S

tud

ents

2015 – 2016 2016 – 2017 2017 – 2018

Under 19 Over 19 Under 19 Over 19 Under 19 Over 19

22% Under 19

78% Over 19





2015–2016 2016–2017 2017–2018

Centre Type Age Band Total % Total % Total %


Over 19 300 27.3% 321 22.8% 346 17.9%

Under 19 751 68.3% 1005 71.5% 1287 66.6%

Totals: 1051 1326 1633


Over 19 11 1.0% 28 2.0% 8 0.4%

Under 19 22 2.0% 28 2.0% 14 0.7%

Totals: 33 56 22

School Under 19 0 0.0% 0 0.0% 254 13.1%

Totals: 0 0 254


Under 19 13 1.2% 21 1.5% 21 1.1%

Totals: 15 24 23

Totals: 1099 1406 1932

Num

ber

of R

egis

tere

d S

tud

ents

2000

1500

1000

500

0

Over 19

Under 19



School Sixth FormCollege

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8

15–1

6

16–1

7

17–1

8





2015–2016 2016–2017 2017–2018


Female 574 52.2% 832 59.2% 1179 61.0%

Male 523 47.6% 572 40.7% 751 38.9%

Not Set 2 0.2% 2 0.1% 2 0.1%

Total 1099 1406 1932

1200

900

600

300

0

Num

ber

of R

egis

tere

d S

tud

ents


2015 – 2016 2016 – 2017 2017 – 2018

0% NS

41% Male

58% Female





2015–2016 2016–2017 2017–2018


BME 860 78.3% 1037 73.8% 1016 52.6%

White 45 4.1% 223 15.9% 511 26.4%


Total 1099 1406 1932

1200

900

600

300

0

Num

ber

of R

egis

tere

d S

tud

ents




2015 – 2016 2016 – 2017 2017 – 2018

15% BME


51% White




Achievement Grade


2015–2016 2016–2017 2017–2018


Distinction 204 20.1% 335 23.0% 455 29.8%

Merit 294 29.0% 431 29.6% 477 31.2%

Pass 302 29.8% 399 27.4% 412 26.9%

Fail 214 21.1% 289 19.9% 185 12.1%

Total 1014 1454 1529

500

400

300

200

100

0

Num

ber

of R

egis

tere

d S

tud

ents

2015 – 2016 2016 – 2017 2017 – 2018


20% Distinction

26% Fail

27% Merit

27% Pass




Collaborative Performance

Project

Extended Project

Summative Units

Num

ber

of R

egis

tere

d S

tud

ents

100

80

60

40

20

0

Referred Pass

Pass

89.5298.31

1.69

10.48



Want to find out more?—

Contact

UAL Awarding Body 272 High Holborn London WC1V 7EY

Tel: 020 7514 [email protected]

UALawardingbody UALawardingbody

Version 1.0arts.ac.uk/awarding

mailto:ual.awardingbody%40arts.ac.uk?subject=Further%20information

http://arts.ac.uk/awarding

ual awarding body chief examiner’s report 2017/18 ... · 2015–2016 2016–2017 2017–2018...

Documents