14-19 Qualification Reforms and their Implications for HE David MacKay Head of Stakeholder Relationships (Higher Education) 28 March 2017 1

Content 1. Level 3 vocational qualifications BTEC progression data er’s Name (Credit in white type) Content 1. Level 3 vocational qualifications BTEC progression data The current BTEC Nationals Approach to the review of BTEC Nationals Changes to BTEC Nationals Level 3 academic qualifications AS/A levels Core Maths GCSEs Other qualifications International qualifications HNCs/HNDs Pearson HE communications strategy

1. Level 3 vocational qualifications

Data on BTEC progression to HE

UCAS/HESA data on entry to HE 24.29% of students entered university in 2015-16 with a BTEC compared with just 13.33% in 2008 This fell slightly to 24.22% in 2016-17 The fastest growing route to HE is those with a BTEC/A level mix – increased again in 2016-17 to 7.92% The proportion of students entering HE with a BTEC is higher in areas with a low rate of entry The proportion of BTEC students coming from disadvantaged backgrounds is higher than for A levels students The proportion of BTEC students coming from black and minority ethnic groups is higher than for A levels students

Students by qualification type (UCAS data)

Students by qualification type (UCAS data) 2008 % 2015 2016 A level only 246115 66.79% 242155 56.09% 241530 55.59% BTEC only 39575 10.74% 71990 16.68% 70835 16.30% A level plus BTEC 9540 2.59% 32860 7.61% 34405 7.92% Other 73260 19.88% 84685 19.62% 87745 20.19% Total acceptances 368490 100.00% 431690 434515 Overall BTEC total 49115 13.33% 104850 24.29% 105240 24.22%

Socio-economic group of students by qualification type The report Vocational Progression to Selecting Universities Comparisons and Trends 2010-2013 published by the Western Vocational Progression Consortium in September 2014 had similar findings. It also reported:   "in addition, ‘BTEC students’ were also highly likely to come from a family without any parental experience of HE (42.1%).”

Ethnicity of university entrants

Jo Johnson, Minister for Universities and Science: targets for widening participation “Our universities should be open to everyone who can benefit from them, regardless of family background or ability to pay. The Prime Minister is committed to doubling the entry rate from disadvantaged backgrounds by 2020, compared to 2009 levels. We also want to see a 20% increase in the number of black and minority ethnic students going to university by 2020, with matched improvements in their completion rates and progression into work. Young people with a Caribbean heritage will need special attention as part of this work …” Speech at Universities UK Annual Conference, University of Surrey 9 September 2015

Most popular degree subjects for BTEC students 2010-11 2013-14 Change Students % Creative Arts and Design (incl. Performing Arts) 19504 22.90% 20154 19.10% 3% Business and Management 13047 15.30% 17021 16.10% 30% Biological Sciences (incl. Psychology & Sport) 11325 13.30% 16576 15.70% 46% Mathematics and Computer Sciences 8907 10.50% 10720 10.20% 20% Subjects Allied to Medicine (incl. Nursing) 6491 7.60% 8478 8.00% 31% Social Studies (incl. Economics & Geography) 4506 5.30% 7440 7.10% 65% Education Studies 4151 4.90% 5548 34% Communication Studies (incl. Media Studies) 3701 4.40% 4566 4.30% 23% Engineering 3963 4.70% 4302 4.10% 9% Law 1611 1.90% 2806 2.70% 74% Physical Sciences 1580 2017 28% Architecture, Building & Planning 2171 2.60% 1793 1.70% -17% Veterinary Science and Agriculture 1549 1.80% 1190 1.10% -23% Technologies 1478 1135 Linguistics and Classics (incl. English Lang & Lit) 418 0.50% 839 0.80% 101% Historical and Philosophical Studies 358 0.40% 562 57% European Languages and Literature 87 0.10% 128 47% Other Languages and Literature 50 114 130% Combined 109 67 -38% Medicine and Dentistry 18 0.00% 15 Total 85022 100% 105473 24%

Courses to which BTEC Health & Social Care students progress In 2008 70% of BTEC students progressed to a degree subject close to their BTEC subject: this fell to 61% in 2012 Trend was consistent against all subject areas except engineering where over 80% of learners progressed to a degree in engineering

The current QCF BTEC Nationals

Current structure of the BTEC Nationals At level 3, five different sizes are available (QCF titles): BTEC Certificate (180 glh) – usually 3 units BTEC Subsidiary Diploma (360 glh) – usually 6 units BTEC 90-Credit Diploma (540 glh) – usually 9 units BTEC Diploma (720 glh) – usually 12 units BTEC Extended Diploma (1080 glh) – usually 18 units Current model is made up mainly of 60 glh (10 credits) units Core (most subjects ~30-40%) and option model 100% internally assessed through assignments set and marked by teachers (guidance is provided by Pearson) with external verification by Pearson No compensation within or across units – students must pass all units and all learning outcomes

BTEC National registrations Registrations by size (2015) of BTEC Nationals that are mainly used for progression to HE: Extended Diploma: 107,000 (equivalent to 321,000 A levels) Diploma: 44,000 (equivalent to 88,000 A levels) Subsidiary Diploma: 114,000 In total c550,000 A level equivalents (cf 850,000 A level results)

BTEC National subjects with the highest uptake The main subjects taken at level 3 are: Business Sport Health and Social Care ICT/Computing Applied Science Performing Arts/Music Engineering Creative and Media Art and Design Public Services

Grading the QCF BTEC Nationals Units are graded pass, merit and distinction To achieve a pass, students must pass all units To grade the qualification: the unit grades are converted to points (points per credit: P = 7, M = 8, D = 9) the points are added up across the qualification the qualification grade is read off on a continuous scale The grades for the Subsidiary Diploma are: pass (P), merit (M), distinction (D), distinction* (D*) The grades for the Extended Diploma are: PPP, MPP. MMP, MMM, DMM, DDM, DDD, D*DD, D*D*D, D*D*D*

Grade scale for the QCF Extended Diploma Points range Grade Unit grade combinations to achieve minimum points 1260-1299 PPP 18P 1300-1339 MPP 4M + 14P 1340-1379 MMP 8M + 10P 1380-1419 MMM 12M + 6P 1420-1459 DMM 16M + 2P 1460-1499 DDM 2D + 16M 1500-1529 DDD 6D + 12M 1530-1559 D*DD 9D + 9M 1560-1589 D*D*D 12D + 6M 1590 and above D*D*D* 15D + 3M

Factors influencing the review of the BTEC Nationals

Factors influencing the review of the BTEC Nationals Pearson has revised the BTEC National suites of qualifications for first teaching in 2016. The development has been informed by: Pearson’s research undertaken over the past four years DfE criteria for inclusion of vocational qualifications in 16- 19 Performance Tables External Stakeholder Advisory Groups with membership from HE, employers and professional bodies

1. Pearson research feedback from HE HE indicated that the strengths of BTEC National students were: Teamwork Project work Practical skills Independent learning skills Oral and presentation skills Concerns raised by HE about BTEC National students were: The ‘resit culture’ Poor ability to prepare for examinations Insufficient factual knowledge Lack of maths and/or English (writing) skills in some subjects

HE entry requirements for BTEC students Most university courses accept the BTEC Level 3 Extended Diploma on its own with grades equivalent to A level grades in terms of UCAS points equivalence Some require specific units. For example: Some engineering degree courses require the optional unit Further Mathematics for Engineering Technicians Some science degree courses require specific optional biology and/or chemistry units Some selective degree courses now require an A level alongside the BTEC National qualification. For example: A level mathematics for engineering and computing programmes An A level science for some science degree programmes Some selective courses now require BTEC grades that are higher than the UCAS Tariff equivalent for A levels Some selective courses do not accept BTEC Nationals

2. DfE categories of level 3 vocational qualifications “Applied General qualifications are level 3 (advanced) qualifications that provide broad study of a vocational area. They are recognised by at least three Higher Education Institutions. Some employers and professional/trade bodies have also pledged support.” “Tech Levels are level 3 (advanced) qualifications for students wishing to specialise in a technical occupation or occupational group. They are recognised by a relevant trade or professional body or at least five employers. Many higher education institutions have also pledged support.”

2. DfE criteria for level 3 vocational qualifications Characteristic Applied General criteria (2018) Tech Level criteria (2018) A. Purpose – progression to… ... range of subjects at a higher level or to employment ... work in specific vocational areas – directly or via HE B. Size Min 150 glh Min 300 glh C. Recognition 3 HEIs 5 employers/1 PB D. Appropriate content Min 60% mandatory Min 40% mandatory E. External Assessment Min 40% Min 30% F. Synoptic Assessment  G. Grading H. Employer involvement Delivery/assessment I. Progression J. Proven Track Record Take-up in first 2 yrs

3. External Stakeholder Advisory Groups Both AG and TL developments were informed by External Stakeholder Advisory Groups, which had membership from: Higher Education (a wide range of university types) employers professional bodies. These groups: Advised on subject content and scheme of assessment Reviewed final drafts of specifications and assessments

Changes made to the BTEC Nationals

Changes to assessment requirements in the current BTEC Nationals – now implemented New rules introduced for all learners starting BTEC Firsts and Nationals courses in September 2014, providing much clearer guidance on what is and is not allowed There are restrictions on: resubmissions – one only undertaken by the learner independently, with no further guidance retakes (available as QCF requires all units to be passed) – one only with new task/assignment limited to pass only

Pearson’s approach to the review of the BTEC Nationals Most of the main BTEC National titles were redeveloped for first teaching in 2016 (progression to HE in 2018). Approach taken: They were redeveloped as ‘BTECs’ and fitted against AG or TL criteria as appropriate Whether AG or TL, developments were informed by Higher Education, employers and professional bodies. Letters of recognition were obtained from Higher Education Institutions, employers and professional bodies for both AG and TL qualifications

Features of the revised BTEC Nationals External assessment – at least 40% in AG and at least 33% in TL Larger core of mandatory units – at least 60% in AG and at least 50% in TL Most units still 60 glh but externally assessed units 90 or 120 glh Synoptic assessment Students must pass all externally assessed units and most or all of the mandatory units One resit only for externally assessed units One resubmission/one retake for internally assessed units More emphasis on research skills Strengthening and embedding of mathematics and/or English (writing) requirements

Examples of external assessments The external assessments are set and marked by Pearson and a part of them is carried out under supervised conditions. They may assess a wide range of skills and include: Written examinations Initial activity followed by supervised task, for example: researching a scenario followed by a supervised written task a practical investigation followed by a supervised written task A supervised task extending over several sessions, for example: given a scenario, preparing a rationale and then a plan for a marketing campaign for a given product or service (done over a number of supervised sessions) designing, creating and evaluating software to meet the requirements of a brief (done over a number of supervised sessions)

BTEC Nationals – QCF/RQF titles & grading QCF BTEC Level 3 qualifications New RQF BTEC Nationals A level equivalence Pearson BTEC Level 3 Certificate in ... (QCF) (graded P, M, D, D*) National Certificate in ... 0.5 x A level Subsidiary Diploma in ... (QCF) National Extended Certificate in ... 1.0 x A level 90-credit Diploma in ... (QCF) (graded from PP to D*D*) National Foundation Diploma in ... 1.5 x A levels Diploma in ... (QCF) National Diploma in ... 2.0 x A levels Extended Diploma in ... (QCF) (graded from PPP to D*D*D*) National Extended Diploma in ... 3.0 x A levels

Grading the RQF BTEC Nationals Units are graded pass, merit and distinction To achieve a pass on the Extended Diploma, students must pass all externally assessed units most/all of the mandatory units Units making up a total of 900 glh out of the total of 1080 glh Internally assessed units are mainly 60glh (a few are 90 glh) Externally assessed units are either 90 or 120 glh The number of units in the Extended Diploma varies from 12-15 with the vast majority having 13 units Therefore it is more difficult to indicate how many distinction grades will be required to achieve a particular qualification grade

Points allocation for RQF unit grades Internally assessed units Externally assessed units Unit size 60 GLH 90 GLH U Pass 6 9 Merit 10 15 Distinction 16 24 Unit size 90 GLH 120 GLH U Pass 9 12 Merit 15 20 Distinction 24 32

Grade scale for the RQF BTEC Nationals Points threshold Grade U 108 PPP 124 MPP 140 MMP 156 MMM 176 DMM 196 DDM 216 DDD 234 D*DD 252 D*D*D 270 D*D*D*

Timeframe The revised BTEC Nationals in most titles have been introduced for first teaching in September 2016 Most students with these qualifications will progress to HE in autumn 2018 (it is possible that some may take a 1-year programme and apply in 2017 but the numbers will be very low) NB: In 2018 and 2019, some students will be applying to Higher Education with the old QCF BTECs (particularly those taking the Extended Diploma) and some with the new revised BTEC Nationals. However, the titles will be easily distinguishable. For example: Pearson BTEC Level 3 Extended Diploma in Business (QCF) Pearson BTEC Level 3 National Extended Diploma in Business

Timeframe The revised BTEC Nationals in most titles have been introduced for first teaching in September 2016 Most students with these qualifications will progress to HE in autumn 2018 (it is possible that some may take a 1-year programme and apply in 2017 but the numbers will be very low) NB: In 2018 and 2019, some students will be applying to Higher Education with the old QCF BTECs (particularly those taking the Extended Diploma) and some with the new revised BTEC Nationals. However, the titles will be easily distinguishable. For example: Pearson BTEC Level 3 Extended Diploma in Business (QCF) Pearson BTEC Level 3 National Extended Diploma in Business

Timeframe Subjects available for first teaching 2016 (first main awards 2018) Subjects available for first teaching 2017 (first main awards 2019) Animal Management Applied Science Art & Design Business Children’s Play, Learning & Development Computing Creative Digital Media Production Engineering Enterprise and Entrepreneurship Health & Social Care Information Technology Music Technology Performing Arts Sport Sport & Exercise Science Applied Law Construction & the Built Environment Equine Management Forensic & Criminal Investigation Music Production Arts Travel & Tourism Agriculture Countryside Management Forestry & Arboriculture Horticulture Public Services (probably 2018)

Impact on student achievement Whenever a new qualification is introduced, there tends to be a dip in student achievement as teachers get used to delivering the new specifications and the qualifications bed in. This is particularly the case where the changes are extensive. For the BTEC Nationals, there are: Significant changes to the content The introduction of a large proportion of external assessment Changes to the assessment criteria for internally assessed units Pearson is undertaking modelling work to estimate the likely impact on grade profiles and will share findings with Higher Education to help inform the setting of entry requirements

2. Level 3 academic qualifications

AS/A levels

AS/A level developments: key points The following will apply to AS/A levels in England: A levels and AS levels to be fully linear AS levels to be stand-alone and at same level as at present The content of the AS may be a subset of the A level content No common elements of assessment – i.e. scores on the AS assessments will not contribute to the A level External assessment as the default method of assessment Inclusion of non-exam assessment to be considered on a subject-by-subject basis Separate practical endorsement for A level Biology, Chemistry and Physics (graded pass/not classified)

Ofqual statements on the AS and A level standards Ofqual stated: “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.” Ofqual has indicated that it will ensure that there are ‘comparable outcomes’ for the new AS/A levels The overall grade profile for each subject in the new AS/A levels will be similar to the current ones There may be changes in outcomes for individual schools and colleges according to how successfully they implement the new linear approach There could be different outcomes for individual students

A level review timeline Subjects for phase 1 (first teaching September 2015, first assessments 2017): Art and design; Biology; Business; Chemistry; Computer science; Economics; English language; English literature; English language and literature; History; Physics; Psychology; Sociology. Subjects for phase 2 (first teaching from September 2016, first assessments 2018): French; German; Spanish; Geography; Dance; Drama; Music; Religious studies; PE. Subjects for phase 3 (first teaching from September 2017, first assessments 2019) These include Mathematics, Further Mathematics and Design & Technology that were delayed from earlier phases

Full list of Phase 3 AS and A level subjects approved by Ofqual to reform Accounting Ancient history Archaeology Chinese Classical civilisation Design & technology Electronics Environmental science Film studies Further mathematics Geology History of art Italian Law Mathematics Media studies Music technology Philosophy Politics Russian Statistics Other languages – 2018

AS and A level subjects that will not be reformed – last exams summer 2018 Anthropology Applied art and design* Applied business* Applied ICT Applied science Citizenship studies Communication and culture Creative writing Critical thinking Economics and business* Engineering General studies Global development (AS) Health & social care Home economics (Food, etc) Human biology* Humanities ICT Leisure studies Media: comms & production Moving image arts Performance studies† Performing arts† Pure mathematics Quantitative methods (AS) Science (AS) Science in society Travel and tourism Use of mathematics (AS) World development * Last exams summer 2016 † Last exams summer 2017

AS/A levels in Wales and Northern Ireland AS/A levels are being revised in Wales and Northern Ireland: Wales – modular, AS 40% of A level, first teaching 2015/2016 Northern Ireland – modular, AS 40% of A level, first teaching 2016 WJEC is also producing linear AS/A levels which meet the Ofqual/DfE requirements and may be used by schools and colleges in England – these qualifications are offered under the brand name of Eduqas

Implications of the changes to AS/A levels Possible patterns of behaviour in schools and colleges: Students may continue to take exams in 4 AS levels in year 1 and 3 A levels in year 2 Students may study 4 AS levels in year 1, but enter the exams only in the one to be dropped, and take 3 A levels in year 2 Students may take 3 A levels and no AS levels

Ofqual Statistical Release – Summer 2016 Entries for A levels decreased by 2% Largest increases: computing (+15%), religious studies (+6%), economics (+5%), health & social care (+5%) Largest decreases: critical thinking (-50%); general studies (-35%); leisure (-15%); performing/expressive arts (-15%); ICT (-10%) Entries for AS levels fell by 14% Year 1/year 12 entries for the reformed linear subjects fell by 22% Largest decreases: English language & literature (-32%); history (-29%); English literature (-28%); art & design (-26%); English language (-24%) Increases for: further mathematics(+1%); politics (+8%); health & social care (+5%); other modern languages(+1%)

Level 3 Core Maths

The post-16 mathematics review Government has created a definition of purpose for different types of level 3 mathematics qualifications: A level Mathematics – primarily for those wanting to study mathematics, computing, engineering, economics and the sciences at HE A level Further Mathematics – aimed at those wanting to study mathematics and physics at HE Core Maths (new) – for those studying courses where mathematics is important, such as geography, business and the social sciences

Core mathematics Intended for all who have achieved GCSE maths A*- C Equivalent in size to at least half an A level (180 glh) Linear qualifications Significant element of synoptic assessment – 25% At least 80% external assessment To involve selecting and applying mathematical methods and techniques to solve unfamiliar problems and to build skills in mathematical thinking, reasoning and communication 2015: first teaching of new specs – first awards 2017 (some early adopters have first awards in 2016)

Core maths 6 qualifications are now accredited and approved for use as ‘core maths quals’ in 16-19 Performance Tables – list found at: https://www.gov.uk/government/news/launch-of-new-high-quality-post-16-maths-qualifications They attract the same UCAS points as AS levels: Pearson core maths qualification: Pearson Edexcel Level 3 Certificate in Mathematics in Context Content: applications of statistics, probability, linear programming, sequences and growth Grade Points – old scale Points – new scale A 60 20 B 50 16 C 40 12 D 30 10 E 6

3. GCSEs

Changes to be made to GCSEs A fully linear structure Exams as the default method of assessment, except where they cannot provide valid assessment of the skills required Inclusion of non-exam assessment to be considered on a subject-by- subject basis A new 9-1 grading scale, with 9 being the highest grade Tiering to be used only in exceptional cases – so far, tiers are used in mathematics and the sciences only Foundation tier: grades 1-5 (previously G-C) Higher tier: grades 4-9 (previously D-A*)

GCSE review – timetable for GCSE subjects First teaching 2015/first assessment 2017 English language, English literature and mathematics First teaching 2016/first assessment 2018 Biology, chemistry, physics, combined science (double award), history, geography, languages, art & design, citizenship studies, computer science, dance, drama, food preparation & nutrition, music, physical education and religious studies First teaching 2017/first assessment 2019 Design & technology plus other subjects

Phase 3 GCSE subjects approved by Ofqual to reform Ancient history Astronomy Business Classical civilization Design & technology Economics Electronics Engineering Film studies Geology Media studies Psychology Sociology Statistics

GCSE subjects that will not be reformed – last exams summer 2018 Applied business Applied ICT Applied science Business & communication systems Business communications Business studies & economics Environmental & land-based science Environmental science General studies Health and social care Home economics (child development) Home economics (textiles) Hospitality ICT Law Leisure and tourism Manufacturing

GCSE subjects that will not be reformed Last exams summer 2017 Additional applied science Additional science Catering Design and technology (food technology) Expressive arts Further additional science Home economics (food and nutrition) Hospitality and catering Human health and physiology Humanities Performing arts Last exams summer 2016 Applications of mathematics Digital communication Methods in mathematics

Old & new grade scales: broad equivalences

Changes to be made to GCSEs A new 9-1 grading scale, with 9 being the highest grade There will be comparable outcomes with current GCSEs and the following grades will be aligned: Grade 1 = grade G Grade 4 = grades C Grade 7 = grade A Currently under consideration is the proposal that the % of those achieving grade 7 and above to achieve grade 9 is calculated by applying the following formula: 7% + 0.5x(% of those awarded grade 7 or above) This is designed so that around 20% of the national cohort achieving grade 7 and above will achieve grade 9.

GCSE grades for performance tables/study programmes 2015 and 2016: Students are required to achieve a grade C or above for the DfE performance measures Post-16 funding is conditional on students continuing to study English and/or maths if they have not achieved a grade C in English (language or literature) and maths 2017 onwards: Students will need to achieve a grade 5 in revised GCSEs for EBacc and English & mathematics performance measures In 2017 and 2018, post-16 funding will be conditional on students continuing to study English and/or maths if they have not achieved a grade 4 – to be reviewed for 2019 Both Wales and Northern Ireland will stay with grades A*-G Which grade will HE institutions require?

4. Other qualifications

Pearson International Advanced Levels (IALs) Pearson International Advanced (and AS) Levels are currently available to international schools only There are IALs in 12 subjects: Accounting, Biology, Business Studies, Chemistry, Economics, English Language, English Literature, History, Law, Mathematics, Physics, Psychology 7 new subjects are being introduced in September 2016, namely Arabic, Applied ICT, French, German, Greek, Geography, Spanish All will continue to be modular with an AS/A2 structure Content is being revised in line with the changes to the Pearson Edexcel GCE AS/A levels The revision programmes is phased: Revised IALs for first teaching in 2015 in the subjects: English Language, English Literature, History and Psychology All other subjects to be revised for first teaching in 2016 or 2017

Pearson International GCSEs May be used by UK independent schools as well as international schools, although some subjects are only offered to international schools All will be linear All will be graded 9-1 Phased introduction of revised international GCSEs: First teaching 2016, first awards in 2018 (both UK & international schools): English language (A & B), English literature and mathematics (A & B) First teaching 2017, first awards 2019 (both UK & international schools): Biology, Business Studies, Chemistry, Chinese, Double Award Science, Economics, English as a Second Language, French, Further Pure Mathematics, Geography, German, History, Human Biology, ICT, Physics, Religious Studies, Single Award Combined Science, Spanish First teaching 2017, first awards 2019 (international schools only): Art and Design, Bangladesh Studies, Bengali, Commerce, Computer Science, Global Citizenship, Greek 1st Language, Islamiyat, Pakistan Studies, Sinhala, Swahili, Tamil All subjects have a route that is 100% external assessment but English language A and English literature have optional coursework pathways

Pearson BTEC HNCs/HNDs General features HNCs – 120 credits, 8 units (15 credits each all at level 4), 6 out of 8 units mandatory HNDs – 240 credits, 16 units (15 credits each unit, 8 at level 4, 8 at level 5), 8 of the 16 units mandatory Assessment – there will be: some externally set assignments specific criteria for merit and distinction in each unit Where appropriate, units are mapped to professional body standards and students can claim appropriate privileges/membership Subjects/timeframe First registrations September 2016 – Business with pathways in: General Business; Finance & Accounting; Operations; Human Resources; Marketing; Running a Small Business & Entrepreneurship First registrations January 2017 – Engineering First registrations September 2017 – Construction, Computing, Health & Social Care and Art & Design First registrations September 2018 – Sport / Sport and Exercise Science, Hospitality (incl. Travel and Tourism), Music, Performing Arts, Creative Media Production, Healthcare Practice, Social Care, Land-based, Public Services

Pearson communication strategy on qualification reform Presentations on the changes to qualifications (BTECs, AS/A levels, GCSEs, etc) to Higher Education including: Visits to individual Higher Education Providers Academic Registrars Council HELOA regional groups Pearson extranet is now available to HE institutions providing: General information sheets outlining the changes to BTEC Nationals, AS/A levels, GCSEs, Core Maths, International Advanced Levels, International GCSEs, HNCs and HNDs BTEC subject guides giving detailed information on the titles, structures and mandatory content of the individual subject qualifications Ongoing communications with HEIs on likely grade profiles for the new RQF qualifications