A level and Curriculum Reform A changing landscape – challenges and opportunities James Seymour Director of UK Recruitment & Outreach Aston University

2014 entry – what did we learn? ► Entry to UK Universities up by 3% in 2014 to record levels ► Student Number Control: no evidence of “BBB-ABB cliff edge” ► Most UK Universities relaxed entry grades on results day ► Increased use of Clearing by nearly all of the Russell Group ► Some Universities making unconditional offers before results day ► Scholarships proved popular and awareness increased ► Competition increasing, not for places but for students ► 2014: Aston and King’s enrolled more students than ► Bounce-Back: UCAS applications steady again in 2015

ABB and SNC – Aston University position and response – %+ of Aston students at ABB+ or equivalent in ,400 “core” places (SNC) in 2014 – Aston awarded additional places Required c1,000 students with ABB+ or equivalent BTEC – all Aston students have required DDD+ since 2010 AAB+ Aston Excellence Scholarships irrespective of family income (£4,000 over 4 years inc placement year) Placement year and other unique Aston qualities Guaranteed accommodation on campus Investment in staff and facilities to meet demand from increased numbers of students Student Satisfaction in UK top quartile at 89% (2013 and 2014) 2015 UCAS applications up 17% on 2014, 40% on 2012

ABB and SNC – Aston University position and response – %+ of Aston students at ABB+ or equivalent in ,400 “core” places (SNC) in 2014 – Aston awarded additional places Required c1,000 students with ABB+ or equivalent BTEC – all Aston students have required DDD+ since 2010 AAB+ Aston Excellence Scholarships irrespective of family income (£4,000 over 4 years inc placement year) Placement year and other unique Aston qualities Guaranteed accommodation on campus Investment in staff and facilities to meet demand from increased numbers of students Student Satisfaction in UK top quartile at 89% (2013 and 2014) 2015 UCAS applications up 17% on 2014, 40% on 2012

Offer Making – more and more quickly Cap lifted for 2015 entry – no more ABB student number controls Based on predicted grades – only c10-15% predicted correctly across their base three A-level subjects Exam Boards – will % of A*- B Grades decline again in 2015, 2016, 2017? Unconditional offer schemes Make more offers in face of increased/perceived competition? Competition increasing for students, not offers

We want them…

The UK Post-16 climate in “Staying on” in education and/or training after 16 now compulsory Decline in the number of year olds until 2020 but not in all parts of the UK Sixth Forms expanding and new ones opening up GCSE English and Maths retakes required if no Grade C or above (more Maths teachers needed…) Funding challenges – larger cohorts to balance budget and still offer broad curriculum Funding per student cut but expansion easier Some schools/colleges relaxing entry criteria for sixth form GCSE grades more volatile Schools/colleges joining “academic arms race” Wales, Scotland, NI have their own issues… Pace of change rapid and uncertain…our core market

Curriculum Reform – A levels from 2015 (2017 entry) AS and A level decoupled but co-teachable AS worth 40% of an A level in UCAS tariff A level will repeat some AS topics but at a higher standard Linear A levels at end of 2 years (back to 1990s) Less coursework, more exam based assessments Subject specifications changing, some A levels disappearing More mathematics components, wider range of assessment styles No external January exams (already the case from 2014), less resits Extended Project (EPQ) more popular and with UCAS points 3 A levels plus EPQ model will be common New Core Maths qualifications in Y12-13 Separate certificate of endorsement for science practical work

Curriculum Reform

Gazing into the crystal ball…. A-level and GCSE reform Guidance/Curriculum-reform-in-England.pdf General Election …..May 2015 Reversal of reform decisions? Lifting of the fees cap …. or reduction in fees? Improved position for PGT funding for WP students? UCAS Tariff reform

Curriculum Reform – Aston’s position

Aston statement sent to Heads and Principals in October or 4 full A levels AS levels in Y12 GCSE expectations Mix of old and new subjects Vocational Quals and Mixes Core Maths EPQ Typical offers Keen to hear your views

Curriculum Reform – Aston’s position Admissions Requirements What do we accept now, what are the benefits of the reforms? Keep it simple Flexible, open, consultative with our feeder schools/colleges Statement published in October nd University to do so 4 th AS level, AS/A levels, GCSE requirements GCSE expectations from 2017 Mix of old and new subjects Vocational Qualifications and Mix Typical offers BTEC and GCSE also more rigorous for 2016, 2017 Need to protect/preserve our A level/academic intake

Curriculum Reform – Aston’s position An opportunity to look at what we do and why we do it New subject specifications and reforms may benefit our students Impact of Core Maths, EPQ, “Academic” A levels Reduction in “Strategic failure” in our students BTEC and other Vocational quals more rigorous in 2016 Developing our curriculum Assessment/coursework mix EPQ model for dissertation/placement essay? 2 nd -final year weighting Modules/retakes January exams and semesters More time for teaching and learning First year transition/retention What is the first year for? Communicating with our graduate/placement employers on what their recruits will look like

Thanks for listening Questions/comments welcome OCR Exam Board and UCAS Tariff links: resources/tariff to-qualification-reform.pdf

“….rigorous academic standards and graduates who are among the most sought-after in the UK….” Sunday Times “Aston is a small university with a big reputation. It was only when I started looking for a graduate job that I realised how true this is – every company I spoke to had hired Aston graduates in the past….” Joe Ingram, Aston Graduate, now working in New York. Thanks for listening and best of luck with your applications and exams.