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

2. 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

3. 1. Level 3 vocational qualifications

4. Data on BTEC progression to HE

5. UCAS/HESA data on entry to HE
24.29% of students entered university in with a BTEC compared with just 13.33% in 2008
This fell slightly to 24.22% in
The fastest growing route to HE is those with a BTEC/A level mix – increased again in 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

6. Students by qualification type (UCAS data)

7. 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%

8. Socio-economic group of students by qualification type
The report Vocational Progression to Selecting Universities Comparisons and Trends published by the Western Vocational Progression Consortium in September 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%).”

9. Ethnicity of university entrants

10. 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

11. Most popular degree subjects for BTEC students
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%

12. Courses to which BTEC Health & Social Care students progress
In % 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. The current QCF BTEC Nationals

14. 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

15. 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)

16. 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

17. 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*

18. Grade scale for the QCF Extended Diploma
Points range
Grade
Unit grade combinations to achieve minimum points
PPP
18P
MPP
4M + 14P
MMP
8M + 10P
MMM
12M + 6P
DMM
16M + 2P
DDM
2D + 16M
DDD
6D + 12M
D*DD
9D + 9M
D*D*D
12D + 6M
1590 and above
D*D*D*
15D + 3M

19. Factors influencing the review of the BTEC Nationals

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

21. 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

22. 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

23. 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.”

24. 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

25. 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

26. Changes made to the BTEC Nationals

27. 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

28. 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

29. 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

30. 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)

31. 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

32. 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 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

33. 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

34. 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*

35. 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

36. 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

37. 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)

38. 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

39. 2. Level 3 academic qualifications

40. AS/A levels

41. 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)

42. 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

43. 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

44. 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

45. 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

46. 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

47. 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

48. 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%)

49. Level 3 Core Maths

50. 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

51. 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)

52. Core maths
6 qualifications are now accredited and approved for use as ‘core maths quals’ in Performance Tables – list found at:
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

53. 3. GCSEs

54. 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*)

55. 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

56. 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

57. 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

58. 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

59. Old & new grade scales: broad equivalences

60. 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.

61. 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?

62. 4. Other qualifications

63. 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

64. 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

65. 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

66. 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