Transcript Slide 1

The changes to Post-16
education and the
implications for student
guidance
CAP Conference 18th September 2014
Content of presentation
2
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The context of recent reviews – the big picture
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Where we are now with developments
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What aspects still have to be finalised
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The possible implications for Post-16 providers
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The possible implications for HE progression
The proposed changes to A levels and their implications for providers– 6.11.13
Future of A Levels – Steve Dann
Study Programmes
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Alison Wolf’s review in 2011
outlined the need for a broader
and more individualised
curriculum offer for 16-19 year
olds
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Change in funding to allow
providers to create flexible
programmes based around 600
GLH rather than on quantity of
qualifications
Future of A Levels – Steve Dann
Academic, Applied General and Technical
qualifications
Classification and statement of purpose
Future of A Levels – Steve Dann
Future of A Levels – Steve Dann
The Govean view
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Exams are the most rigorous
form of assessment
Coursework is unreliable
Modular learning is not deep
learning and encourages
students to discard key
knowledge
Opportunities to re-sit exams
devalue the qualification
Universities should have a say
on appropriate content
Future of A Levels – Steve Dann
Which means…
Review of the STRUCTURE
2. Review of the ASSESSMENT
3. Review of the CONTENT
1.
Each with separate input,
consultation & phased introduction
Future of A Levels – Steve Dann
Applied General – list published Sept 2015, to start
2016
To be recognised as an Applied General qualification and be
compared to others in official performance tables, a qualification must:
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Be a level 3 qualification (ie, the same as A levels)
Provide broad study of a vocational area without being linked to a
specific occupation & have the official backing of 3 universities
Main changes are to assessment
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Increased rigour – reduced ‘revisiting or upgrading’ opportunities
Increased external assessment
Future of A Levels – Steve Dann
Purpose of A Levels
Future of A Levels – Steve Dann
Future of A Levels – Steve Dann
And the rest?
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Future of some current A Levels after the Second
Phase is in doubt
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All ‘legacy’ AS qualifications and A levels will be
withdrawn or reformed
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If they are withdrawn, this will be from 2017 (meaning
the last award will be 2018). If they’re reformed, they’ll
be for first teaching in 2017 (meaning the first award
will be in 2019).
Future of A Levels – Steve Dann
Structure - AS and A Level ‘de-coupling’
AS
• 200 UMS
• Jan and June
exam
A2
• 200 UMS
• Jan and June
exam
AS A Grade = 80% of 200
(160 UMS)
A2 E Grade = 40% of 400
(160 UMS)
Introduction of A* - applies only to A2
Future of A Levels – Steve Dann
The new structure
A Level – 2 Years
AS Level 1 Year
Separate qualification –
marks do not build to A
Level
Exam at the end of 1 year
Content must be capable of
co-teaching with A Level
14 A Level Reform – Steve Dann
Linear assessment – all
content covered must be
assessed in the second
year
Coursework would be in the
second year
Assessment - Rigour not standards
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“The grading standard of the new A levels and AS
qualifications will not be different from that of the current
versions and despite the changes, we are proposing A
levels and AS qualifications will remain substantially the
same qualifications as at present. The exam boards that
are already recognised to award A levels and AS
qualifications will therefore continue to be recognised to
award the new versions of the qualifications.” (OFQUAL)
15 The proposed changes to A levels and their implications for providers– 6.11.13
Key Changes - Assessment
Subject
Current % coursework
New
Additional assessment
Biology
20–30%
100% exam
Yes of practical skills
Chemistry
20–30%
100% exam
Yes of practical skills
Physics
20–30%
100% exam
Yes of practical skills
Psychology
None
100% exam
No
English Language
15–40%
80% exam, 20% non-exam No
English Literature
15–40%
80% exam, 20% non-exam No
English Lang. and Literature
15–40%
80% exam, 20% non-exam No
History
15–20%
80% exam, 20% non-exam No
Geography
None
80% exam, 20% non-exam No
Art and design
100%
100% non-exam
No
Business
None
100% exam
No
Computing
15–40%
80% exam, 20% non-exam No
Economics
None
100% exam
No
Sociology
None
100% exam
No
16 The proposed changes to A levels and their implications for providers– 6.11.13
Assessment – question types
“Taken together, assessments should include questions or tasks which
allow learners to:
(a) provide extended responses
(b) demonstrate their ability to draw together different areas of
knowledge, skills and/or understanding from across a full course of
study for that qualification, and that learners are appropriately
rewarded for doing so.”
“An ‘extended response’ is evidence generated by a Learner which is
of sufficient length to allow that Learner to demonstrate the ability to
construct and develop a sustained line of reasoning which is coherent,
relevant, comprehensive and logically structured.”
17 The proposed changes to A levels and their implications for providers– 6.11.13
Key Changes - Content
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Computing now ‘Computer Science’ – computational thinking skills
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English Literature – A level requires study of a minimum of 8
texts: at least 3 pre-1900 works (1 Shakespeare play); a post-2000
work; unseen text – AS 4 texts, one pre-1900
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Geography – ‘coursework’ added; new annex of quantitative skills
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History – A level students to study topics from a chronological range
of at least 200 years (including one 100-year period); 20% British
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Biology, Chemistry, Physics, Psychology – mathematical
requirements revised with exemplifications; appendix of
requirements for working scientifically
18 The proposed changes to A levels and their implications for providers– 6.11.13
Content - A Level Content Advisory Board (ALCAB)
The ALCAB will seek to advise and inform Ofqual of the views of Russell Group
institutions, and others within the Higher Education Sector, on the content of
A levels.
The guidance from this group will focus on the subjects categorised by the
Russell Group as facilitating for entry to leading universities. Its first task will
be to review Maths, Further Maths and Languages
It will contribute to the Ofqual annual review of A levels.
Facilitating subjects to be reviewed by ALCAB
Mathematics
Physics
Further Mathematics
Geography
English Literature
History
Biology
Modern Languages
Chemistry
Classical Languages
19 The proposed changes to A levels and their implications for providers– 6.11.13
Possible changes to the curriculum offer and its
delivery – Study Programmes
Possible approaches by providers to AS/A level:
1.
Carry on as at present, with students being entered
for 4 AS levels at the end of year 1 and taking their
best 3 for A level
2.
Students to take 4 subjects in year 1 and be entered at
AS for the subject they intend to drop
3.
Students to take 3 subjects at A level and none at AS
Additional – EPQ, Core Maths, GCSE Maths/English
20 The proposed changes to A levels and their implications for providers– 6.11.13
Implications for Higher Education
progression – loss of AS
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Biggest impact for University of Cambridge which uses
UMS from AS levels to inform selection
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Other universities use them as part of a broad range of
evidence, placing a varying amount of importance on
them
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Universities may look more at GCSE performance –
changes to these may make them less clear as
predictors
21 The proposed changes to A levels and their implications for providers– 6.11.13
Implications for Higher Education
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Expectations of programme size – 3 and a half or 3 A
Levels
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Accuracy of predicted grades
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Review of UCAS Tariff – AS proposed as 40% of A
Level
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Status of Facilitating Subjects, other A Levels, non-A
Levels?
Future of A Levels – Steve Dann