1. 14-19 Qualification Reforms and their Implications for HE David MacKay Head of Stakeholder Engagement (HE) 6 May 2016 1

2. Content 1. Level 3 vocational qualifications BTEC progression data Approach to the review of BTEC Nationals Changes to BTEC Nationals 2.Level 3 academic qualifications AS/A levels Core Maths 3.GCSEs 4.University statements on qualification reform 5.Pearson HE communications strategy 2 er’s Name (Credit in white type)

3. 1. Level 3 vocational qualifications

4. Data on BTEC progression to HE

5. UCAS/HESA data on entry to HE 24.3% of students entered university in 2015-16 with a BTEC compared with just 13.5% in 2008 The fastest growing routes to HE are with a BTEC, or a BTEC/A level mix 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 5

6. The student sample by qualification type (UCAS data – A level and BTEC only) 6

7. 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%).” 7

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9. 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 9

10. BTEC National registrations Registrations by size (2015) of BTEC Nationals that are mainly used for progression to HE: o Extended Diploma: 107,000 (equivalent to 321,000 A levels) o Diploma: 44,000 (equivalent to 88,000 A levels) o Subsidiary Diploma: 114,000 In total c550,000 A level equivalents (cf 850,000 A level results) 10

11. BTEC National subjects with the highest uptake The main subjects taken at level 3 are: 1.Sport 2.Business 3.Health and Social Care 4.ICT / computing 5.Applied Science 6.Art and Design 7.Creative and Media 8.Engineering 9.Performing Arts 11

12. Most popular degree subjects for BTEC students Degree Subject 2010/20112013/2014 Change %Students% Creative Arts and Design (incl. Performing Arts)22.9%1950419.1%201543% Business and Management15.3%1304716.1%1702130% Biological Sciences (incl. Psychology & Sport)13.3%1132515.7%1657646% Mathematics and Computer Sciences10.5%890710.2%1072020% Subjects Allied to Medicine (incl. Nursing)7.6%64918.0%847831% Social Studies (incl. Economics & Geography)5.3%45067.1%744065% Education Studies4.9%41515.3%554834% Communication Studies (incl. Media Studies)4.4%37014.3%456623% Engineering4.7%39634.1%43029% Law1.9%16112.7%280674% Physical Sciences1.9%15801.9%201728% Architecture, Building & Planning2.6%21711.7%1793-17% Veterinary Science and Agriculture1.8%15491.1%1190-23% Technologies1.7%14781.1%1135-23% Linguistics and Classics (incl. English Lang & Lit)0.5%4180.8%839101% Historical and Philosophical Studies0.4%3580.5%56257% European Languages and Literature0.1%870.1%12847% Other Languages and Literature0.1%500.1%114130% Combined0.1%1090.1%67-38% Medicine and Dentistry0.0%180.0%15-17% Total100%85022100%10547324% 12

13. Courses to which BTEC students progress - comparison 2008 and 2012 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 13

14. Factors influencing the review of the BTEC Nationals

15. Pearson has revised most of the BTEC National subjects for first teaching in 2016. The development has been informed by: 1.Pearson’s research undertaken over the past four years 2.DfE criteria for inclusion of vocational qualifications in 16- 19 Performance Tables 3.External Stakeholder Advisory Groups with membership from HE, employers and professional bodies 15

16. 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 some BTEC National students were: The ‘resit culture’ (also an issue for A level students) Poor ability to prepare for examinations Insufficient factual knowledge Lack of maths and/or English (writing) skills in some subjects 16

17. 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: o Some engineering degree courses require the optional unit Further Mathematics for Engineering Technicians o 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: o A level mathematics for engineering and computing programmes o 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 17

18. 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.” 18

19. 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. SizeMin 150 glhMin 300 glh C. Recognition3 HEIs5 employers/1 PB D. Appropriate contentMin 60% mandatoryMin 40% mandatory E. External AssessmentMin 40%Min 30% F. Synoptic Assessment G. Grading H. Employer involvementDelivery/assessment I. Progression J. Proven Track RecordTake-up in first 2 yrs 19

20. 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 and professional bodies. These groups: o Advised on subject content and scheme of assessment o Reviewed final drafts of specifications and assessments 20

21. Changes made to the BTEC Nationals

22. 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: o resubmissions – one only undertaken by the learner independently, with no further guidance o retakes (available as QCF requires all units to be passed) – one only with new task/assignment limited to pass only 22

23. Pearson’s approach to the review of the BTEC Nationals 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 23

24. Features of the revised BTEC Nationals External assessment (most subjects have at least one written examination) – at least 33% Larger core of mandatory units – at least 50% Students must pass all externally assessed units and most or all of the mandatory units Synoptic assessment 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 24

25. BTEC Nationals – QCF and new RQF titles QCF BTEC Level 3 qualifications New RQF BTEC NationalsA level equivalence Pearson BTEC Level 3 Certificate (graded P, M, D, D*) Pearson BTEC Level 3 National Certificate (graded P, M, D, D*) 0.5 x A level Pearson BTEC Level 3 Subsidiary Diploma (graded P, M, D, D*) Pearson BTEC Level 3 National Extended Certificate (graded P, M, D, D*) 1.0 x A level Pearson BTEC Level 3 90-credit Diploma (graded from PP to D*D*) Pearson BTEC Level 3 National Foundation Diploma (graded P, M, D, D*) 1.5 x A levels Pearson BTEC Level 3 Diploma (graded from PP to D*D*) Pearson BTEC Level 3 National Diploma (graded from PP to D*D*) 2.0 x A levels Pearson BTEC Level 3 Extended Diploma (graded from PPP to D*D*D*) Pearson BTEC Level 3 National Extended Diploma (graded from PPP to D*D*D*) 3.0 x A levels 25

26. Timeframe The revised BTEC Nationals in most titles will be introduced for first teaching in September 2016, others will be introduced for first teaching in September 2017 Students with these qualifications will progress to HE in autumn 2018 NB: In 2018, some students will be applying to Higher Education with the old QCF BTECs and some with the new revised BTEC Nationals. However, the titles will be easily distinguishable. 26

27. 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 Hospitality Music Production Arts Travel & Tourism 27

28. I Choose BTEC The videos at the following link contain statements of support from: Peter Jones (Dragons’ Den) The Universities of Exeter, Huddersfield and London South Bank Employers Students https://ichoosebtec.com/ 28

29. Campaign creative 400 London Bus T-sides (3 versions) 29

30. Campaign creative 900 poster sites in schools and FE colleges in E/W and NI 30

31. Campaign creative 9000 bus passenger panels in E/W and NI 31

32. 32 Supporting Teaching Professionals I CHOOSE BTEC posters are available to request via the email address ichoosebtec@pearson.com ichoosebtec@pearson.com Our I CHOOSE BTEC posters plus a campaign Factsheet will be available to download from the Pearson qualifications website before the end of May. Our campaign Factsheet will contain: o BTEC fascinating facts and statistics o Key campaign statistics o Quotes from our brand ambassadors o Quotes from learners and parents For Options Evenings we will make the following available: o Slide decks (with case studies) for most popular subjects o Access to our I CHOOSE BTEC videos and marketing material o Parents and Learner guides o Posters and postcards (directing learners to find out more online) o Unbranded but editable course content available for download (can be personalised by particular schools/colleges)

33. 2. Level 3 academic qualifications 33

34. AS/A levels

35. 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 35

36. 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 centres according to how successfully they implement the new linear approach There could be different outcomes for individual students 36

37. 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): Languages; Geography; Dance; Drama; Music; Religious studies; PE. Subjects for phase 3 (first teaching from September 2017, first assessments 2019): Mathematics; Further Mathematics; Design and Technology; Ofqual consulted on the remaining subjects to complete the new A/AS suite from 4 June to 30 July 2014 (see decisions on later slides) 37

38. Phase 3 AS and A level subjects approved by Ofqual to reform Accounting Ancient history Archaeology Classical civilisation Design & technology Electronics Environmental science Film studies Further mathematics Geology History of art Law Mathematics Media studies Music technology Philosophy Politics Statistics 38

39. 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 39

40. AS/A levels in Wales and Northern Ireland AS/A levels are being revised in Wales and Northern Ireland: o Wales – modular, AS 40% of A level, first teaching 2015/2016 o 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 40

41. 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 41

42. Implications of the changes to AS/A levels Possible implications for HE: Some courses may no longer be able to ask for a 4 th subject at AS HE providers may receive less AS results data Most students entering HE in 2017 and 2018 will have a mixture of modular and linear A levels AS/A levels in Wales and N. Ireland will continue to be modular 42

43. Level 3 Core Maths

44. 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 44

45. Core mathematics criteria 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) 45

46. 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 Current UCAS points confirmed: Pearson core maths qualification: o Pearson Edexcel Level 3 Certificate in Mathematics in Context o Content: applications of statistics, probability, linear programming, sequences and growth GradePoints A60 B50 C40 D30 E20 46

47. 3. GCSEs 47

48. 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 Tiering to be used only in exceptional cases – it will be decided on a subject-by-subject basis A new 9-1 grading scale, with 9 being the highest grade 48

49. 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 49

50. 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 50

51. 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 51

52. 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 52

53. Old & new grade scales: broad equivalences 53

54. The impact of the new grade ● Grade 9 will be awarded to the top 20 % of those who get grade 7 or above ● This is a different basis from the current A* award ● This will impact differently across different subjects, depending on the profile of the candidate cohort ● Based on 2015 results in England, the picture could look like this if the 20 per cent rule is applied to all subjects: Subject% A/A*% A*% Grade 9 Classics61.336.912.3 Mathematics16.56.13.3 English14.63.12.9 Business Studies17.23.03.4 54

55. GCSE grades for performance tables/study programmes 2015 and 2016: o Students are required to achieve a grade C or above for the DfE performance measures o 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: o Students will need to achieve a grade 5 in revised GCSEs for EBacc and English & mathematics performance measures o 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? 55

56. 4. University statements on qualification reform 56

57. University statements on qualification reform To date, 53 universities (including 20 of the 24 in the Russell Group) have published statements indicating the approach they will take to qualification reform. These are found on the UCAS website at: https://www.ucas.com/advisers/guides-and-resources/qualification-reform These include policy statements on some or all of the following: 1. Students with a mix of ‘old modular’ and ‘new linear’ A levels All universities indicated this would not be a problem 2. The potential loss of AS results on UCAS Apply forms All except one stated that this would not be a problem University of Cambridge is introducing written assessments for 2017 entry 57

58. University statements on qualification reform 3. The potential loss of the 4 th AS Some will remove it as a requirement for their courses 4 will retain it for courses in Medicine and Dentistry but with the proviso that they will: ‒ accept a 4 th A level at a lower grade (Edinburgh & Queen’s Belfast) ‒ waive the requirement if not offered (KCL and Manchester) If students take a 4 th AS ‒ they may receive an alternative offer (9 universities) ‒ achievement could contribute to the Tariff offer ‒ achievement on it may be taken into account at Confirmation (6 universities) 12 universities suggest that it would be helpful for schools and colleges to indicate their policy on the 4 th AS in their UCAS references for their students 4. The Extended Project Qualification This was generally welcomed but additionally: ‒ 14 stated that it may be included in an alternative offer ‒ 6 stated that it would be considered at Confirmation 58

59. University statements on qualification reform 5. Whether they require a pass in the science practical endorsement 28 of the 53 universities commented on this ‒ 24 stated that it will be required (9 for science-related programmes only) ‒ 1 stated that it may be required (Surrey) ‒ 1 stated that it will not be required (Edinburgh) ‒ 2 stated that the decision on this is pending (City and Queen’s Belfast) 6. Core Maths 10 referred to it and all welcomed it Birmingham & Exeter may accept it as an alternative to a high grade at GCSE (Birmingham also to AS maths) 7. GCSE grades required on the new scale Of the 29 who commented on GCSE grade requirements: 8 will require grade 4 17 will require grade 4 but higher grades for some subjects (as at present) 4 have not yet made a decision 59

60. 5. Pearson HE communications strategy 60

61. Pearson communication strategy on qualification reform Presentations on the changes to qualifications (BTECs, AS/A levels, GCSEs, etc) to Higher Education including: o Visits to individual Higher Education Providers o Academic Registrars Council o HELOA regional groups Pearson extranet to be made available to HE institutions providing: o General information sheets outlining the changes to BTEC Nationals, AS/A levels, GCSEs, Core Maths, International Advanced Levels, International GCSEs, HNCs and HNDs o BTEC subject guides giving detailed information on the titles, structures and mandatory content of the individual subject qualifications o The facility for HE providers to ask questions about the reforms 61