Are A levels a good preparation for university? Julia Winterson March 2008

Understanding the transition from school to university in music and related subjects literature review interviews with education bodies, teachers and lecturers observation of practice in schools and colleges analysis of current specifications and modules staff and student questionnaires suggesting changes to university curricula and teaching methods

Are A levels intended to be a preparation for university?

Curriculum 2000 The aims of the QCA Subject Criteria were that A levels should encourage life-long learning help HE institutions and employers know what has been studied and assessed Progression to Higher Education is not mentioned Universities no longer have a role in determining the content of A level

Interviews with teachers league tables mean courses are more exam-driven two sets of exams - AS and A2 – cuts down teaching time no time to introduce the kinds of pedagogy that students will encounter at university most teachers interviewed looked for a broadening out of music degrees.

Observation of practice in schools and colleges friendly, informal groups unlike large university lectures students well-prepared for their A Level exams - spoon fed classes teacher dependent and teacher led no preparation for independent thinking and independent study they will encounter at university.

Generic overview of transition Problems for students study skills time management independent learning large lectures off-putting new learning styles This was clearly reflected in the student survey.

Lectures and seminars Students in all subjects prefer the smaller groups and discussions associated with seminars. Large lectures were not popular- some students find it difficult to take all the information in.

Do high A level grades lead to a high degree classification?

Entry and exit qualifications There does not appear to be a correlation between the total number of UCAS points and the final degree classification There does appear to be a correlation between A level grades for the degree subject and the degree classification

Are there any aspects of the course that you have felt particularly well-prepared for? Music Technology Recording and aspects of computer compositions Music Performance English Specific modules in relation to A level

Had A levels prepared the students for these aspects of their courses?

BTEC ND v A level MT BTEC students are better prepared for MT degrees BTEC students have more guided learning hours a wide choice of options spend much more time in the recording studio are taught by people from the music industry Upsurge of popularity in MT has meant that schools often unprepared in terms of staff and equipment students often left to work on their own and teach themselves

Music outside school 93% of MT students had been involved in extra- mural activity 72% found that it had helped them with their university course Some students blunt about shortcomings of A Level – e.g. ‘Most of the preparation I had was from my own learning because I was interested in music technology.’

National Curriculum in Music This reflects changes in cultural, social and educational attitudes increased emphasis on accessibility across full ability range jazz, popular, world music and film music are included alongside Western Classical music This broader approach is welcomed by most teachers. Not reflected in university degrees

Which aspects of the course were not what you expected them to be? MT students expected more recording and performance less technical, mathematical or computer based Music students expected more performance less musicology English students expected the degree to be more like A level Is there a gulf between student expectations and the reality of course content?

Questions At pre-university level there is a huge diversity in experiences. Given that students have different starting points would it be better to adopt a clean sheet approach? Is there a mismatch between undergraduate music and the National Curriculum?. Rather than bemoaning the extent to which students are prepared at school for university, would it be better to identify their strengths and modify the university curriculum accordingly?