Sixth Form Update Sylvia King January 2015

New A Levels (First Information) All current AS and A level subjects will be reformed by 2017, or will be discontinued. This reform is happening across three phases: First teaching 2015: Art and design, biology, business, chemistry, computer science, economics, English language, English literature, English language and literature, history, physics, psychology, sociology. First teaching 2016: Modern and classical languages, geography, dance, drama, music, religious studies, PE. First teaching 2017: Mathematics and further mathematics, design & technology; other subjects are still to be confirmed – Ofqual has consulted on proposals.

Revised plans, December 2014 AL maths and further maths delayed another year; teaching will now start in 2017 – so pupils will have done new reformed GCSE. new Chemistry A-level, due to be taught from 2015, has yet to be accredited, but likely to proceed No more AS and AL in  Applied art and design  Applied business  Human biology  Economics and business

New content January 2015 Dance Drama PE

Vocational qualifications technical certificates occupationally-specific level 2 qualifications for post-16 students, enabling entry to employment at intermediate level applied general qualifications (AGQs) a broader study of a vocational area or discipline tech levels occupationally-specific level 3 qualifications for year olds, enabling entry to employment at a higher level and contributing to the TechBacc performance measure

Summary: Additional measures The Tech Bacc. Remaining as a measure to recognise performance in three areas: an approved L3 Tech Level qualification; an approved maths qual and the Extended Project L3 Maths achievement. Intended to show the % of learners who have progressed from an A*-C grade at GCSE to a recognised L3 maths qual AAB achievement in facilitating A’ levels This has now been reduced to achievement in two rather than three such subjects for entry to ‘top’ universities A’ level attainment. This will show the average grade of students taking A’ level only (no AS) programmes and will be based on points scored in the best 3 divided by 3 Achieving at a higher level of learning. Potentially an important measure for many schools as it will show the % of learners who gain a higher qual than at KS4 and where significantly “moving from an academic L2 qual at age 16 to a substantive VQ at L2 would also be counted as progress” Attainment in quals below L3. This will be added once the data has been developed Substantial quals at L2. Included as both a headline and a wider measure to show the uptake of L2 VQs Traineeships. Performance measure yet to be developed Progression Internships for special needs. A measure to be used to show how many young people with special educational needs have completed such programmes

Performance measures

P16 League tables from 2016 The DfE has published detailed guidance on accountability measures.guidance on accountability measures The new accountability measures apply to students starting two-year courses in September 2014, whose 2016 examination results will be reported in January The guidance is to be reviewed in 2015 after a trial run. Five headline measures will be published in the 16 to 18 performance tables in 2016: Progress Attainment progress in English and maths retention destinations There is much detail, including the important aspect that students completing AS courses will be counted as retained even if they do not progress to A- level.

P16 Progress A VA progress measure for academic and AGQs A completion and attainment measure for Tech levels and L2 voc quals Separate values for:  Level 3 academic programmes  Level 3 Applied General programmes  Level 3 Tech Level programmes  Level 2 Substantial Vocational Qualification programmes For L3 academic qualifications progress measure, students’ prior attainment will be based on their average attainment in GCSEs only. For the level 3 AGQ progress measure, students’ prior attainment will be based on all qualifications achieved at key stage 4. For level 3 Tech Levels and L2 voc quals, a combined completion and attainment measure to be used Floor standards Minimum standards will be set separately for level 3 academic and Applied General qualifications using the respective school or college value added scores and associated confidence intervals.

P16 Attainment The attainment measure will show the average grade that students attain. APS per entry will be calculated and expressed as a grade. Separate average grades will be shown for level 3 academic, Applied General, Tech Level and Substantial Vocational Qualifications at level 2. Outcomes will only be reported where a student has entered for an examination. Unlike the completion and attainment measure, withdrawals will not be counted as a fail.

P16 English & maths For illustrative purposes, assume that nationally students who have previously achieved a GCSE grade E make on average 1 grade of progress (equivalent to achieving a D grade). Example: if an individual student moves from an E to a C they would receive a VA score of +1 as they have made one grade’s progress more than the national average. If the student moves from an E to a D they would receive a value added score of 0 as they had made average progress (average progress is always expressed as 0). apply a cap to the measure so that one grade worse than the baseline is the maximum negative VA score applied to an individual student:  A student who enters with a D grade but achieves an F grade when they retake will be treated as if they achieved an E grade;  A student who enters with a F grade but does not sit the exam will be treated as if they achieved a G grade. Stepping stone qualifications such as functional skills and free standing maths will be taken into account when calculating the progress made by students, but will not attract as many points as good GCSE grades

P16 Retention The retention measure will show the proportion of students who are retained to the end of the ‘core aim’ (or main learning aim) of their study programme. The retention measure will show separate values for: a) level 3 academic programmes b) level 3 Applied General programmes c) level 3 Tech Level programmes d) level 2 Substantial Vocational Qualification programmes An overall retention value will not be shown at this stage

P16 Retention Alongside the headline retention measure there will be a number of supporting pieces of retention data published in the performance tables: Level 3 students returning in year 13: % of students who return to the same provider in year 13 to continue their L3 programmes. Any student who is retained to the end of a level 3 programme in year 12 will be included in this measure. Students who are retained but not assessed: This will show the percentage of students who are successfully retained to the end of their course but do not appear in the attainment measure. These are students who reach the end of their programme of study but do not enter for the final exam. Students transferring onto lower level aims: This will show the number of students who have transferred out of a substantive aim in order to continue study at a lower level at the same provider.

P16 Destinations Destination measures show the percentage of KS 5 students going to or remaining in an education and/or employment destination.

UCAS Tariff for university entry from 2017 reflect a greater emphasis on vocational qualifications based on a ‘size’ band, based on the GLH, multiplied by the grade (3 to 14 point scale) no change to the value of full (2 year) AL, so an A* (previously 140 pts) will have 56 points (band 4 for 360 GLH and 14 for the grade) – hence three A*s would be worth 168 points. The BTec equivalency with A levels has been maintained as the GLH are the same. A BTec D* is worth the same as an A* at A Level, ie 56 points. The new standalone AS will not be deemed equivalent to 50% of an A Level as at present, but only 40%, as per QCF’s view that the AS is not equal in demand to an A level. So, currently A grade at AS is worth 60 points, the new AS will not be valued at 24 points (half of an A at A level on the new tariff) but 20 instead – ie. it has been devalued by around 17%.

AS/A level Planning

The new AS No 'stepping-stone' AS-levels AS will be a one year course whose content is the same as the first year of AL This “will allow more time for synoptic learning in the A level, minimise teaching that is focused narrowly on modular exams, and reduce the assessment burden on young people taking A levels”. AS and AL classes in same subject could be taught together. Those sitting AS may then choose to do a second year but will do a full AL and questions on year 1 will be at more challenging AL level Schools may not offer new AS unless universities start to include them in their offers. [Universities would rather keep the AS as part of the A level; they are a good predictor of A level success] The numbers opting for individual A and AS subjects will change, with consequences for both staffing and the construction of option blocks.

AS – A level – Better together? Syllabii should allow for joint teaching – it’s the assessment that is different – where to ‘pitch your lessons’ Financial implications – reduced funding Time implications Value? – UCAS, University entrance more broadly. Balance between risking 2 years and achieving nothing and losing time for AS levels.

Questions What are your plans for September? Why have you made the decisions? Have you communicated it to students? What activity needs to take place in advance?

Study Programmes Result of the Wolf Review. Provides progression to a level higher than that of their prior attainment Includes qualification(s) that are of sufficient size and rigour to stretch the student and that are clearly linked to suitable progression opportunities in training, employment or higher levels of education. Requires students who do not already have GCSE A*-C in maths and English to work towards them (or other qualifications that will act as a stepping stone for achievement of these qualifications in time) Allows for meaningful work experience related to any vocational areas of the study programme Develops employability skills and/or creates potential employment options for those who cannot do substantial vocational qualifications Includes other activities unrelated to qualifications that develop the skills, attitudes and confidence that support progression

Funding

Deadlines for returns in 2014 to 2015 (type of return) In-year monitoring ILR R04 ILR R06 ILR R10 ILR R13 All EFA-funded institutions that make ILR returns must make sure their data on the web portal is uploaded in accordance with the dates set out below: 4 December 2014 (R04 latest return date) 5 February 2015 (R06 latest return date) 4 June 2015 (R10 latest return date) 14 September 2015 (R13 latest return date) Final ILR and final claim A signed FIS final claim report; and ILR R14 (2014/15) 23 October 2015 (also R14 return date) A pdf copy of the original signed FIS funding claim report is required that matches the final ILR return for 2014/15. Where needed funding audit reports on individual funding claim returns must meet the above deadline

Large programme uplift Large A level programmes Large A level programmes will attract an uplift. A2 qualifications and the new two year linear A levels, available for teaching from academic year 2015 to 2016, will attract an uplift. AS levels do not count towards the large programme uplift. A2 levels or linear A levels in General Studies and Critical Thinking are also not included. Other than advising these two subjects are excluded, we do not expect to give detailed advice on the content or delivery of large programmes. Study programmes of 4 A levels receive a 10% uplift Students who achieve 4 full A2 or linear A level qualifications at grade B or better, in each A level, will qualify for an uplift of 10% to the full time national funding rate for the academic year in which the allocation is made. Study programmes of 5 A levels receive a 20% uplift Students who achieve 5 full A2 or linear A level qualifications at grade B or better, in each A level, will qualify for an uplift of 20% to the full time national funding rate for the academic year in which the allocation is made. A student who is enrolled on a study programme of 5 full A levels but only achieved grade B or better in 4 of them will attract the 10% uplift. If a student achieves a pass with 24 points, but does not achieve 28 points, then no uplift will be paid.

Large programme uplift Large International Baccalaureate (IB) Programmes The full level 3 International Baccalaureate Diploma is necessarily a large programme as the International Baccalaureate Organisation (IBO) stipulates that the teaching time for the IB must add up to hours across the two years of the programme. Study programmes that consist of the full International Baccalaureate level 3 Diploma will attract a 20% uplift Students who complete the full level 3 Diploma and achieve 28 or more points will attract a 20% uplift to the full time national funding rate for the year in which the allocation is made. 28 points is broadly equivalent to grade B at A level. If a student achieves a pass with 24 points, but does not achieve 28 points, then no uplift will be paid. Large TechBacc Programmes The combination of qualifications recognised by the TechBacc performance tables measure can attract an uplift. The uplift applies to large TechBacc programmes which include a qualification in the Tech level performance table category, a level 3 maths qualification and an Extended Project Qualification. Details of programmes which meet the TechBacc measure are available on GOV.UK.TechBacc measure

Large TechBacc programmes equivalent to 4 A levels attract a 10% uplift There will be a 10% uplift to the national funding rate per student for full TechBacc programmes that are the equivalent of 4 A levels in size. A 10% uplift to the full time national funding rate, for the academic year in which the allocation is made, will be paid for students who successfully complete TechBacc programmes that include the extended project qualification and either: A level Maths and a Tech level that is a minimum of 900 GLH or AS/Core Maths and a Tech level that is a minimum of 1050 GLH. Note that GLH (guided learning hours) are awarding body recommended hours and are only used for the purpose of identifying large programmes, funding is based on planned hours. Large TechBacc Programmes equivalent to the full International Baccalaureate attract a 20% uplift There will be a 20% uplift to the national funding rate per student for full TechBacc programmes that are the equivalent of the full level 3 IB or larger. A 20% uplift to the full time national funding rate, for the academic year in which the allocation is made will, be paid for students who successfully complete TechBacc programmes that include the extended project qualification and either: A level Maths and a Tech level that is a minimum of 1020 GLH or AS/Core Maths and a Tech level that is a minimum of 1170 GLH. Note that GLH (guided learning hours) are awarding body recommended hours and are only used for the purpose of identifying large programmes, funding is based on planned hours.

Questions from DfE What are the funding and accountability reforms you think Ministers should PRIORITISE in the future?