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14 – 19 Reform and progression to higher education. David Stephen 14-19 Reform Group. The Government’s 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

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14 19 reform and progression to higher education

14 – 19 Reform and progression to higher education

David Stephen

14-19 Reform Group


The government s aims

The Government’s 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


The changes include

The changes include:

  • A-levels

  • Introduction of extended project

  • Introduction of Diplomas

  • Functional skills

  • Apprenticeships

  • GCSE


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

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


14 19 reform the challenge for he

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


Changes to gce as a levels

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


A levels latest

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


Extended project 1

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 learner’s 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


Extended project 2

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


Diploma

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 <9000 likely to progress to HE in 2010

Phase 2 announcements – March 19th


Diplomas

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


Roll out timetable

Roll out timetable


Delivery of the diplomas where are we now

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)

Write and accredit Principal Learning and Project qualifications.

Consortia preparing for first teaching

Phase four


The advanced diploma qualification components

additional and/or specialist learning

generic learning

principal learning

functional skills:

English, maths, ICT

complementary learning

sector-related

personal, learning and thinking skills

mandatory

progression pathways

work experience (min. 10 days)

newly-developed, unitised qualification

choice

extended project

The Advanced Diploma:qualification components

1080 GLH


Advanced diploma in construction and the built environment

additional and/or specialist learning

360 GLH

generic learning

180 GLH

principal learning

540 GLH

Advanced GCE in Mathematics (additional)

7 mandatory units

functional skills at

level 2 x 3 (prerequisite)

• design factors

• stages in the design and planning process

• physical and environmental influences

• health, safety and environmental influences

• management processes

• adding value to the wider community

• protecting and maintaining

extended project qualification (120 GLH)

or

Level 3 National Certificate in Housing

(specialist)

10 days work experience

personal, learning and thinking skills (60 GLH)

(example)

Advanced Diploma in construction and the built environment

15


The changes include

additional and/or specialist learning

360 GLH

generic learning

180 GLH

principal learning

540 GLH

6 mandatory units

functional skills at

level 2 x 3 (prerequisite)

BTEC National Award in Health and Social Care (additional)

• the sectors in context

• principles and values in practice

• partnership working

• communication and information sharing

• personal and professional development in the work environment

• safeguarding and protecting individuals and society

extended project qualification (120 GLH)

or

10 days work experience

GCE Advanced Level in Politics

personal, learning and thinking skills (60 GLH)

(example)

Advanced Diploma in society, health

and development

16


The changes include

additional and/or specialist learning

360 GLH

generic learning

180 GLH

principal learning

540 GLH

9 mandatory units

New 120 GLH mathematics qualification

(additional)

functional skills at

level 2 x 3 (prerequisite)

• investigating engineering business and the environment

• applications of computer aided designing

• selection and application of engineering materials

• instrumentation and control engineering

• maintaining engineering plant, equipment and systems

• investigating modern manufacturing techniques used in engineering

• innovative design and enterprise

• mathematical techniques and applications for engineers

• principles and application of engineering science

extended project qualification (120 GLH)

and

Level 3 Diploma in ICT Communications Systems

(240 GLH; additional)

10 days work experience

personal, learning and thinking skills (60 GLH)

(examples)

(examples)

Advanced Diploma in

engineering

17


Diploma grading scale

Advanced

(level 3)

Foundation

(level 1)

Higher

(level 2)

Diploma grading scale

18


Marking and grading

A

additional and/or specialist learning

generic learning

principal learning

B

functional skills: maths

unit 1

B

functional skills: ICT

functional skills: English

unit 2

C

personal, learning

and thinking skills

unit 3

qualification

B

work experience

unit 4

B

unit 5

project

unit 6

= contributes to overall Diploma grade

Marking and grading

B

B

19


Marking and grading1

A

additional and/or specialist learning

generic learning

principal learning

B

functional skills: maths

unit 1

B

functional skills: ICT

functional skills: English

unit 2

C

personal, learning

and thinking skills

unit 3

qualification

B

work experience

unit 4

B

unit 5

project

unit 6

= contributes to overall Diploma grade

Marking and grading

All components are required to achieve Diploma grade

B

B

20


Diploma grading ucas tariff

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

21


Diploma assessment

Diploma assessment

  • mix of internal and external

  • assessment criteria set out within qualification specifications (outlined on NDAQ)

  • awarding bodies set internal assessment requirements

  • workongoing to develop standards around local assessment models

22


Assessment

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


Finding detailed diploma information

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


Main timeframes for he from 2007

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


Main timeframes for he 2008

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)


Main timeframes for he 2009

Main timeframes for HE: 2009

Publish detailed admissions requirements for new and revised qualifications for 2010 entry

Publish indicative entry requirements Phase 2 Diplomas


How he is being asked to help to implement the 14 19 reforms

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


On a practical level

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


What people are saying about diplomas

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 proposals…really do give us the opportunity to fully integrate existing qualifications and the new Diploma framework. That’s 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.


What are colleagues in he currently saying in response to the reforms

What are colleagues in HE currently saying in response to the reforms?


Early indications of entry requirements

Early indications of entry requirements:

Extended projects

A* grade

Diplomas


Early indications of entry requirements1

Early indications of entry requirements:

Emerging statements on UCAS website (71 statements on diplomas as at 9 March)

Prospectus statements

Indications from research projects


Early reactions to extended projects

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


Early reactions to extended projects1

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


Early reactions to a level changes

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


Early statements about a level changes

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


Early reactions to diplomas

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


Early reactions to diplomas1

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


Early statements about diplomas

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


14 19 diplomas

14-19 Diplomas

Phase 4: Science, Languages, Humanities


Phase 4 diplomas timetable

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.


Consultations

Consultations

  • Apprenticeship Review – 28 January

  • Qualifications Strategy – 31 March


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.

The Extended Diploma


The extended diploma content

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 student’s 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).


The extended diploma equivalencies

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.


Diploma and extended diploma components

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


Being optimistic

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


Where to find out more

Where to find out more:

David Stephen

Diploma Programme Division 0114 259 3733

David.stephen@dcsf.gsi.gov.uk

Christine West

HE Engagement Project 0114 259 3759

Christine.west@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


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