1 / 50

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. Getting young people to stay in learning now, getting them on the right courses, keeping them there, getting them to achieve – Raising Attainment now

Faraday
Télécharger la présentation

14 – 19 Reform and progression to higher education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 14 – 19 Reform and progression to higher education David Stephen 14-19 Reform Group

  2. 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

  3. The changes include: • A-levels • Introduction of extended project • Introduction of Diplomas • Functional skills • Apprenticeships • GCSE

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. Roll out timetable

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. Advanced (level 3) Foundation (level 1) Higher (level 2) Diploma grading scale 18

  19. 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

  20. 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

  21. 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

  22. 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

  23. 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

  24. 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

  25. 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

  26. 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)

  27. Main timeframes for HE: 2009 Publish detailed admissions requirements for new and revised qualifications for 2010 entry Publish indicative entry requirements Phase 2 Diplomas

  28. 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

  29. 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

  30. 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.

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

  32. Early indications of entry requirements: Extended projects A* grade Diplomas

  33. Early indications of entry requirements: Emerging statements on UCAS website (71 statements on diplomas as at 9 March) Prospectus statements Indications from research projects

  34. 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

  35. 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

  36. 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

  37. 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

  38. 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

  39. 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

  40. 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

  41. 14-19 Diplomas Phase 4: Science, Languages, Humanities

  42. 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.

  43. Consultations • Apprenticeship Review – 28 January • Qualifications Strategy – 31 March

  44. 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

  45. 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).

  46. 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.

  47. 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

  48. 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

  49. 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

More Related