The Future of Post-16 Education

1. The Future of Post-16 Education David MacKay QCA

2. “… standards in writing and mathematics are declining because young people are spending too much time… … listening to the gramophone.” The Times 1912

3. Ponder point Who said: “My chemistry experience at school was not stimulating. … Potassium permanganate and Bunsen burners. That was about it. It never excited me. It was so unrelated to everyday life.” Heston Blumenthal TES 18 January 2008

4. Forthcoming changes post-16 • Changes to AS/A levels – Sept 2008 • Introduction of the Extended Project – Sept 2008 • Introduction of the Diplomas • phase 1 Sept 2008 • phase 2 Sept 2009 • phase 3 Sept 2010 • phase 4 Sept 2011 • Extended Diplomas for all lines Sept 2011

5. The Review of GCE AS/A Levels The following changes have been implemented: • Reduction of the number of units from 6 to 4 in most subjects • 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 and the applied A levels

6. Internal Assessment The GCE qualification criteria state that the assessment arrangements in GCEs must: • ensure that, where internal assessment is included, specifications make clear how reliability and fairness are to be secured, by setting out requirements that ensure the robustness of each stage of the internal assessment, i.e. • setting of tasks • extent of supervision in carrying out of tasks • conditions under which assessment takes place • marking of the assessment and internal standardising procedures • any moderation process

7. Stretch and Challenge A2 assessments will be made more challenging by involving: • An emphasis on developing thinking and problem solving skills to help motivate pupils • A broad range of question types to assess a wide range of skills • A requirement for extended writing to enable pupils to demonstrate a breadth of knowledge and understanding • Synoptic assessment to test understanding as a whole.

8. Synoptic Assessment Synoptic assessment will be in all A2 assessments. It will require that candidates demonstrate that they can: • Effectively use the relevant “tool kit” of techniques, concepts and theories relevant to the particular subject. • Identify from across the programme of study the knowledge, understanding and skills that are required to address a particular task. • Demonstrate a high level of independent performance, across a range of contexts, some of which may be new and unfamiliar.

9. Recognising and reporting high achievement • Stretch and challenge will be recognised, rewarded and reported through an additional A* grade • The A* grade will be awarded for the A level qualification only (not for the AS qualification or at unit level) • The A* grade will be awarded to candidates who have achieved • A grade A overall (ie 80% of the maximum uniform marks for the whole A level qualification) • 90% of the maximum uniform marks on the aggregate of the A2 units • The A* grade will be awarded for all A levels, including mathematics and the applied A levels

10. Science A levels • Revised A levels in biology, chemistry, physics, electronics and geology: • consist of 6 units • have one unit at AS and A2 involving the assessment of practical skills through internal assessment, allowing a wider range of practicals to be assessed • contain stretch and challenge questions/tasks at A2 • include ‘How science works’ (HSW) integrated into the subject content set out in the subject criteria

11. GCE A Level Sciences • Science A levels ‘must build on the skills, knowledge and understanding set out in the GCSE (subject) criteria for science’ • The subject appendices constitute at least 60% of the specification, the remainder being further consideration of the applications and implications of science, together with the development of scientific ideas, determined by the awarding body • Specifications include ‘a range of contemporary and other contexts’

12. Extended Project The Extended Project is a qualification that • comprises a single piece of work, of the student’s choosing, that shows evidence of: planning, preparation, research and autonomous working • involves a taught element • may involve group projects • is equivalent to about half the size of an A level programme • will be graded on a six point scale of A* to E. • may include: a design; a report; a dissertation; an artefact, or, a performance • will involve a presentation of outcomes • is a standalone qualification/compulsory part of a Diploma at Level 3 • will provide a ‘tool kit’ of skills that better prepare students for higher education and employment

13. Issues to be addressed • Ensuring the assessment system is robust • Management in centres of large numbers of students taking the project • Comparability between different project types • Ensuring the support of higher education • Convincing A level students and their teachers of the benefits of taking the extended project (diploma students will all take it as part of their programme) • Staff development to ensure effective delivery of the project

14. Diploma Structure – three main sections

15. Sector related theme • Determines Diploma title • Applied/general • learning Diploma Structure – three main sections

16. Sector related theme • Determines Diploma title • Applied learning • Extended Project • 10 days’ work experience • Functional skills • Personal Learning and Thinking skills Diploma Structure – three main sections

17. Sector related theme • Determines Diploma title • Applied learning • Extended Project • 10 days’ work experience • Functional skills • Personal Learning and Thinking skills • Specialisation • Complementary • Optional units • Choice Diploma Structure – three main sections

18. High Apprenticeships Functional Skills Diplomas NVQs Employer Verified Curriculum Employability Low A-Levels GCSEs Low High University Verified Curriculum

19. Diploma rollout timetable

20. Additional Diploma lines – Phase 4 • The following new Diploma lines of learning will be introduced from 2011 • Science • Languages • Humanities

21. What does a Diploma look like?

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

23. additional and/or specialist learning generic learning principal learning functional skills: English, maths, ICT sector-related complementary learning, adding breadth or depth mandatory personal, learning and thinking skills 50% applied progression pathways work experience (min. 10 days) newly-developed, unitised qualification choice project Qualification model: components

24. 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

25. additional and/or specialist learning 360 GLH generic learning 180 GLH principal learning 540 GLH 9 mandatory units functional skills at level 2 x 3 (prerequisite) GCE A-level in mathematics and/or physics extended project qualification (120 GLH) or Level 3 qualification in mathematics for engineers 10 days work experience personal, learning and thinking skills (60 GLH) (examples) Qualification model: components Advanced Diploma in engineering 1080 guided learning hours (GLH)

26. Advanced Diploma in Engineering – mandatory units • Investigating Engineering Business and the Environment (E) • Applications of Computer Aided Designing (I) • Selection and Application of Engineering Materials (I) • Instrumentation and Control Engineering (I) • Maintaining Engineering Plant, Equipment and Systems (I) • Investigating Modern Manufacturing Techniques used in Engineering (I) • Innovative Design and Enterprise (I) • Mathematical Techniques and Applications for Engineers (E) • Principles and Application of Engineering Science (I)

27. Selection and Application of Engineering Materials Learning outcomes: • Know about the structure and their effects on the mechanical properties of engineering materials • Know about the forms of supply, applications and the selection of engineering materials • Know about the impact of processing on the structure of engineering materials • Know about the effects of loading, modes of failure and carry out testing of engineering materials Assessed through assignments

28. Mathematical Techniques and Applications for Engineers Learning outcomes: • Know how to use algebraic methods to solve engineering problems • Be able to use trigonometric methods to solve engineering problems • Be able to use statistical methods to display engineering data • Know how to apply elementary calculus techniques to solve engineering problems Assessed through external examination

29. The Extended Diploma at level 3 • The Extended Diploma will be available from 2011 • It will be designed to extend each of the 17 Diploma lines • It is expected to be equivalent to 4.5 A Levels • It will offer a more in-depth grounding, and more opportunity for research-intensive, independent study in each subject for those Advanced level students who want the challenge offered by a larger programme of learning • It will feature an extended core, recognising achievement of English and mathematics, and an extra block of Additional and Specialist Learning

30. Funding • £140m package for Science, Technology, Engineering and mathematics includes • £31m for recruitment and retention of teachers • £50m for continuing professional development through regional science learning centres and the National Centre for Excellence in the Teaching of Mathematics • £34m to help boost the number of young people studying STEM subjects post-16 • £9m to improve pupils' learning experience through enhancement and enrichment activities (eg science clubs)

31. What help can be provided? • Support in delivery of science A levels and of principal learning • Development of materials • Development of teaching resources • Giving access to equipment • Support in the delivery of the extended project

32. The future • Until 2013, there will be a mix at level 3 post-16 of: • AS/A level programmes • Advanced Diplomas • Apprenticeships • In 2013, there will be a review of A levels