Transcript Slide 1

14-19 Qualification Reforms
Sandra Stalker
Head 14-19 Curriculum & General Qualifications
Date 22/09/2009
Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualifications and Curriculum Authority. © QCA 2009
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Reform Priorities….
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“… a greater focus on the basics – locking into all qualification routes the
functional skills needed for everyday life, demonstrated through real
application”
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“… better curriculum choice, with young people able to achieve valued
qualifications through following routes which combine general education with
practical experience to give them a broad education for further progression in
learning as well as into employment”
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“… more stretching options and activities which extend young people, backed by
greater flexibility for young people to accelerate through the system, or to take
longer to achieve higher standards”
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“… new ways to tackle disengagement and to ensure that those in danger of
dropping out can be motivated to stay in learning”
14-19 Education and Skills Implementation Plan
Four Key Qualification
Suites
GCSEs,
A Levels
The
Diploma
Functional Skills
Foundation Learning
Apprenticeships
Timetable for changes to
GCSEs
• New GCSEs (except English, English Literature, ICT,
mathematics and science) have been accredited
(summer 2008) and first teaching will begin in
September 2009.
• Greater consideration of equalities and diversity issues
in design of criteria and specifications
• New GCSEs in English, English language, English
literature, ICT and mathematics will be available in
November 2009 for first teaching in 2010.
• A new linked pair of Mathematics GCSEs will be piloted
from 2010
• The new GCSEs will deliver functionality; there will be no
requirement to take a separate assessment.
• Coursework has been replaced by Controlled
Assessment
GCSE 2009: Controlled
assessment
The GCSE qualification criteria state that the assessment
arrangements :
• ensure that, where controlled assessment is required, 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
• Proportion of external assessment set in subject criteria at either
100%, 75% or 40% per subject .
GCSE 2009: Controlled
assessment
Subjects with 100%
external assessment
Classical Greek
Economics
Latin
Law
Religious studies
Sociology
Psychology
Subjects with 75%
external assessment
Business studies
Classical civilisation
Geography
History
Humanities
Statistics
Subjects with 40% external
assessment
Applied business
H&C
Art and design
L&T
Citizenship
Manufacturing
Construction
Media
studies
Dance
MFL
D&T
Music
Drama
PE
Engineering
Expressive arts
Health and SC
Home economics
GCSE Science
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QCDA is leading the review of criteria for GCSE science
qualifications, working closely with the subject community, learned
societies, subject associations and teachers.
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We have been consulting on the criteria from mid-June to midSeptember and submit the revised criteria to the regulators for
approval in the autumn.
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Specifications based on the revised criteria will be accredited by
September 2010 for first teaching in September 2011.
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The current GCSE science criteria will be replaced by six separate
criteria: biology, chemistry, physics, science, additional science and
additional applied science.
GCSE Mathematics
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QCDA has commissioned a pilot of two linked GCSE maths
qualifications for first teaching alongside the revised 'live' GCSE in
September 2010. The two GCSEs form a 'linked pair' and cover the
programme of study and additional content when taken together.
One is titled 'applications of mathematics', the second, 'methods in
mathematics'.
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The pilot will run for at least two cohorts in up to 300 centres.
Awarding bodies will invite centres to take part in the pilot shortly.
Review of GCE AS/A
Levels
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Changes introduced September 2008.
Stretch and Challenge
– Assess quality of written communication through extended writing
– More challenging questions in all A2 assessments
– Introduction of A* grades for all A levels (not AS) - Summer 2010
Also reduction of the number of units from 6 to 4 in most subjects
(except for music and the sciences)
No structural changes made to the applied A levels – only
incorporation of stretch and challenge at A2 and A*
Proposals for Mathematics qualifications to be revised for first
teaching 2012- but include A* from Summer 2010
Review of mathematics
• Feedback from consultation
– Majority preferred a choice of applications
units
– Balance of views on 4 units for mathematics
– Concern about A level use of mathematics
• Revised proposals:
– 4 units for maths with choice of applications
– All qualifications to be introduced in 2012
• Further consultation in autumn: focus
groups
Withdrawal of applied
A levels
• Ministers plan to withdraw applied A levels by 2013,
expecting that demand will be met by new Diplomas
• We are carrying out research to establish the impact of this
• Identifying any potential gaps in provision or learner cohorts
which may not be catered for
• Following this we will offer advice to ministers regarding
future requirements for a full range of provision for all
learners who wish to pursue applied learning at level 3
Applied GCSEs aligned
with Diplomas
• Part of DCSF 14-19 strategy to ensure a suitable
qualification provision
• Applied GCSEs or successor qualifications are expected to
provide applied learning opportunities for learners on a
GCSE programme
• We are looking at where the subjects already align with
Diploma principal learning and where gaps or significant
overlaps exist
• Full alignment is intended to support complimentary study
and progression across different qualification routes
Functional Skills - pilots
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Functional skills in English/ Maths/ ICT pilot began in September 2007.
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11 awarding bodies engaged in piloting activity across all types of
centres.
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Over 4000 centres currently involved in pilot including Diploma
Gateway Consortia and Foundation Learning pilots.
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Key skills and basic skills qualifications remain at least until the
functional skills qualifications are fully available.
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Consultation on the draft qualification and skills criteria for the new
functional skills qualifications ended August 2009.
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Criteria will be finalised November 2009
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Specifications will be available April 2010
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National implementation in September 2010
Advanced Bridging
Courses
• Currently 49.8% of young people achieve level 3 by age
19. Aim is to increase the attainment level to 54% by
2012.
• 83 per cent of young people who progress to level 3 with
English and mathematics at level 2 will achieve a level 3
qualification by the age of 19
• 57 per cent of young people who progress to level 3
without English and mathematics at level 2 will achieve a
level 3 qualification by the age of age 19.
• Schools and colleges have developed learning
programmes to develop the English and mathematics
skills needed for success at level 3 -‘Bridging the gap’
Post-16 Advanced Bridging
Courses: what can be
achieved…
Shenfield high school, Essex:
• Over 70 per cent of learners apply to higher education and further
education institutions at the end of year 13, having completed the year
12 English and mathematics bridging courses
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the majority of successful learners in post-16 English and mathematics
GCSE programmes increase their attainment by one grade from a D to a
C, but it is not unheard of for learners to increase their score by two
grades, from a D to a B
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in mathematics, following diagnostic assessment based on learners’
past GCSE papers, 75 per cent of those with a grade D who start their
post-16 GCSE programme in September achieve grade C by November
of that academic year.
Advanced Bridging
Courses
Guidance
• Principles for designing and implementing
successful ABC.
• DVD examples from schools and colleges
delivering advanced bridging courses as part of a
full and motivated package of learning.
• Distributed to centres and is now available online
www.qca.org.uk/advancedbridgingcourses
The Diploma – where
are we now?
• Phase one and two Diplomas are being taught in schools
and colleges and have received an enthusiastic response
from teachers and learners.
• Specifications for phase three Lines of Learning are now
available – alongside Diploma curriculum guidance.
• Line of Learning criteria have been accredited for phase
four Diplomas and curriculum guidance is also under
development.
• The development of extended Diplomas has begun.
Benefits for learners
Diploma learning allows learners to experience:
– rich and varied learning environments
– different ways of learning including the use of new technologies and
collaborative, problem-based approaches
– playing a central role in planning and reviewing their own learning
– interactions with a variety of others, particularly those with experience
of working in relevant sectors of contexts.
The Diploma and its pedagogy (QCA – Oct 08)
The Diploma
“ Students have some difficult decisions to make sure about whether
to stick with traditional qualifications or try something new, and it has
been good to see some of our more able students see the value of
an academic and vocational mix in their portfolio.”
Headteacher of a school in a
Diploma consortium
“ The Diploma is fabulous learning for the students, is an advocate for
learning, and students are able to see the advantages to
undertaking a Diploma. There is genuine passion amongst the
heads, and undertaking a Diploma encourages independence, and
gets the student “thinking”. Students can also see their future in
terms of educational learning”
Headteacher, Salford
Projects
A new qualification at 3 levels
• Range of outcomes e.g. report of an investigation, dissertation,
artefact, performance
• All include written component outlining research, justifying
decisions and evaluating outcomes
• Students produce presentation of findings
Extended Project is a qualification that
• is equivalent in size to about half an A level
• will provide a ‘tool kit’ of skills that better prepare students for
higher education and employment
• Carries UCAS points, i.e. A* 70 points, A 60 points, B 50 points etc
Teachers’ involvement in
the delivery of projects
Teachers' involvement is:
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to deliver the taught element, including the teaching of research
skills, critical thinking skills, ethical issues, etc, and advising on
project management
to support students in scoping the project to ensure that they will
meet the criteria
to monitor student progress to ensure that they remain on target to
complete the project by the due date
to mark the project (externally moderated by awarding body)
to authenticate the work as that of the student
Examples of extended projects
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An investigation of the changes in architecture that took place over
the years at Lilleshall Abbey
Choreography based on slavery
Creating a database with an automatic ordering facility when stocks
reach a certain level
Evolution of women’s fashion & changing views of female figure
How does Irish folk music reflect the social, political and economic
history of Ireland? (CD of 10 pieces)
How has English affected the German language?
Origins of animal life - God or Science?
Performing - Elton John (The student planned and put on a
performance of Elton John's work, writing his own arrangements for
performance by various ensembles)
Are Darwinism and Marxism Related?
Is Schizophrenia Genetic?”
Development of extended
project qualification
• Building on the successes of the pilot and first year of
provision for the extended project
• 5,094 entries in 2009
• 11.7% achieved A*
• 90.3% gained A-E
• The qualification has proved very popular with higher
education
• DCSF are considering whether to roll this out as a full
entitlement for all learners
• QCDA are involved in researching the viability of this and
supporting the implementation to ensure there is sufficient
information, advice and guidance for all users
Guidance materials
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Applied learning within the Diploma
www.qcda.gov.uk/22207.aspx
Changes to AS and A levels – information for teachers and higher education
www.qcda.gov.uk/19044.aspx
Changes to GCSEs: including controlled assessments
www.qcda.gov.uk/22419.aspx
14-19 Learning
http://www.qcda.gov.uk/14-19
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Curriculum guidance for delivering principal learning in the Diploma (Phase 3 guidance just
launched)
www.qcda.gov.uk/13470.aspx
Delivering functional skills: Lessons learnt from the pilot
www.qcda.gov.uk/21669.aspx
Delivering the Foundation Diploma
www.qcda.gov.uk/21887.aspx