1. An update on the development of our services
Alan Jones Professional Development Executive

2. How we’re working…
We have now begun work on a series of initiatives to support the current and future needs of our customers.
We’re working in an ‘agile’ way, so we’re: –
Developing in small increments and gaining early feedback to shape high quality products. –
Sourcing feedback from the direct users of a service – enabling us to tailor products to their requirements.
We’re focused on developing four core services, to enable you to broaden your reach and be more successful at recruiting or selecting applicants.
We are striving to work in a more dynamic way to improve the experience for all our customers and are implementing the ‘Agile’ methodology across the business.
We want you to be fully involved in this process and work with us to develop our services.  –
Sharing feedback – so customers can track developments.

3. Starting with…
Our long-term intention is to transform these services across our five schemes.
But, we’re starting with the UCAS Postgraduate scheme for two key reasons: 1.
Whilst the number of postgraduate students in the sector as a whole is quite large, the scheme is relatively small and we will be able to test the new methodology before rolling out the solutions, reducing risk to all parties. 2.
The scheme does not involve any key dates and so provides us with flexibility.

4. Search tool
We’re developing a user-friendly search tool that will present objective and relevant information to inspire learners to make informed choices.
The new tool will include:
– Mobile first design principles
– Advanced filtering and sorting options
mobile-first design principles – increasing numbers of users are accessing course information on tablets and mobile phones. Therefore, we’re making sure the new search tool is effective on all web-enabled devices
advanced filtering and sorting options – learners want to quickly and effectively search for prospective courses and efficiently filter these to enhance their decision-making
shortlisting of courses – this will allow learners to return and view chosen courses without having to search for them again, and compare them to similar courses based on their search criteria
These are just some of the features that are in our new tool – you can find out more be attending our webinar sessions.
– Shortlisting capabilities

5. Search vision
‘To be the preferred tool for learners in discovering opportunities and destinations. It will present objective, relevant information, providing inspiration and guidance to enable them to make the most informed decisions.’
* The vision for Search as a whole - derived from workshops looking at user needs, what the product should offer, and what value we can add to users and their UCAS experience when engaging with this product.

6. Features | Advantages | Benefits
Feature – Mobile first design principles
Advantage – Optimum performance on all mobile and desktop devices.
Benefit to Learner – Allows learners to engage with the new Search tool effectively on all web enabled devices.
Feature – Advanced filtering and sorting options
Advantage – Enhanced UX.
Benefit to Learner – Allows learners to quickly and effectively search for prospective courses and efficiently filter these for enhanced decision making.
Feature – Shortlisting of courses
Advantage – Ability to shortlist and compare courses based on set criteria.
Benefit to Learner – Allows learners to return and view chosen courses without having to re-search for these, and compare them against other similar courses.
Feature – Expression of interest
Advantage – Ability to express an early interest in a course direct to a HEP.
Benefit to Learner/HEP – Allows learners to show their interest in a course and HEPs to discover interested applicants, prior to the application process.
Feature – Trusted data
Advantage – Reliable and accurate data on which to make informed decisions, other I&A providers are unable to supply.
Benefit to Learner/HEP – Allows learners to be presented with trusted and reliable course data, and HEPs to receive reports on learner behaviour in relation to their courses.
* Features / advantages / benefits of the first iteration of the new Search tool (being PG). These will extend into UG and other schemes as we re-develop these. However, this isn’t to say that other features / advantages / benefits won’t be identified, as some may be scheme specific.

7. Search opportunities
Enhanced course profiles - videos / infographics / virtual tours / ratios
Tiled list view
Distance Learning opportunities
New filters - Distance from HEP / Salary expectation / Entry requirements
HEP rankings
Student reviews
Top 10s / Trending content
Careers / accommodation search
'Find me' - flipping search on its head
* Here is a glimpse of some of the opportunities that have been identified for Search (on the backlog for further research). There is a lot more, and lots of exciting stuff. Is there anything that you think learners would benefit from – this could be a feature, some content, a search option etc?

8. Application management service
We’re developing a new application management service, which will be flexible and tailored to customers’ needs.
The new service will include:
– Fraud and verification services
– Fast track – enabling you to send offers to applicants quickly
This is the service applicants will use to make an application. Following feedback from providers and learners we have determined the following features for inclusion in application management service:
fraud and verification services – to reduce duplicated applications and allow you to be assured you are speaking to who you’d expect. This will facilitate a faster and more efficient application process, with reduced risk
Fast track– enabling you to send offers to applicants quickly
improved reporting – you will be given access to data on the market to guide your decision-making
– Improved reporting

9. The Vision
To offer the most effective & simple way for learners to apply for their chosen opportunity and HEPs to manage those applications as efficiently as possible.

10. The What A much improved continuation of service
Allow the HEP to achieve the same outcome but in a much more, Easy, Enjoyable & Fulfilling way.
Flexibility to work with any recruitment process
Built in a modular way to allow HEPs to consume our service as fits with them
Application Management
Definable Application Capture Wizard
Connectivity with Student Record Systems
Learner application view
Agents/Partner Portal
Act as learner functionality
HEP reporting
Ability to link Agents/Partners with HEPs

11. Collecting the Learners application information
19/09/2018
Collecting the Learners application information
Some assumptions currently made…
The definition of a complete application differs between each faculty & institution
The flexibility to configure information requested of an applicant at course level is desirable
Our Goal…
To offer an bespoke data capture wizard for every HEP dependent on their needs.
To achieve this we need
To define a default data set of core information needed by most
To understand extra information that may be needed to progress applications further

12. Product development Future UCAS services UG Services PG Services
19/09/2018
PG Services
UG Services
Product development
Conservatoire
UTT
Future UCAS services

13. Future UCAS services UTT UCAS Progress UCAS UG Services
19/09/2018
Future UCAS services
UCAS
Progress
UCAS
Conservatoires
UTT
UCAS UG Services
UCAS PG Services

14. Qualifications reform
19/09/2018
Qualifications reform

15. We are here DATA Biog, chem and phys – numbers (trend)
19/09/2018
DATA
Biog, chem and phys – numbers (trend)
1/2/3 science progression trends – HML Tariff and POLAR
1/2/3 science - JACs
We are here
(more or less)
Overview of what is currently live:
New Highers
Revised VQs
Interim WBQ
19/09/2018

16. The UK picture – A levels
Open market:
Coupled and decoupled Science practical embedded
Decoupled
Science practical grade
Coupled
Science practical embedded

17. A level & AS level changes (England)
19/09/2018
A level & AS level changes (England)
Modular to Linear
Decoupled (but co-deliverable) AS
– marks do not count towards final A level grade
Still no ‘double-counting’ for AS and A level in the same subject
Terminal examinations
Assessment by examination
(other methods only where necessary)
Science practical – separate pass/fail
for practical
IMPACT of A level changes
Will be challenging to manage mixed model of old and qualifications, and differences between England, Wales and NI
Unclear if/how practical sciences will feature in offers
Concerns about accuracy of predicted
grades
Need to align offer making with standard state sector curriculum
IMPACT of AS level changes
Use of AS in admissions is variable; not used widely in entry requirements and unlikely to change
Loss of AS results could lead to greater reliance on subjective information e.g. predicted grades, personal statement, reference – and/or greater reliance on GCSEs
BUT also concern about accuracy of predicted grades
Increase in admissions tests unlikely
Concern about impacts on widening participation
Universities will want to know the curriculum that schools will offer

18. The UK picture – GCSEs Open market: National 4 and 5 9-1 and A*-U 9-1

19. GCSE changes (England)
Fundamental change from 2015 (new specifications being taught in English language, English literature and mathematics)
New grading 9 -1 plus U
Predominantly exam-based
Reduction in ‘tiering’ (different examinations/assessments for different ability groups)
In English language, spoken language skills will be assessed and reported separately.
IMPACT of GCSE changes
Interim challenge of modular to linear
Achievement of GCSE grade C in English Language and Maths is standard
(likely to be grade 4 under new grading structure)
Some professionally accredited courses specify GCSE requirements
GCSE results may be used to discriminate between candidates for
very competitive courses
Will be challenging to manage mixed model of old and new qualifications,
and differences between England, Wales and NI
Uncertain as yet how new grading will be used for admissions to medicine, veterinary science and dentistry courses

20. 19/09/2018

21. Changes to level 3 Vocational Qualifications
19/09/2018
Changes to level 3 Vocational Qualifications
Driven by changes to school performance tables
VQs must meet the criteria set by DfE in order to count
91% will not do so from 2016
For accountability purposes VQs will now be
classified as:
Applied General qualifications
Tech level qualifications

22. New level 3 VQs Applied general Tech level qualifications
Purpose = to provide a broader vocational education.
Designed for ‘students wanting to continue their education through
applied learning.’
Must meet a number of criteria, including endorsement by at least
3 HEPs
Tech level qualifications
Purpose = to lead to a ‘recognised occupation’ (DfE examples include
engineering, accounting, construction, manufacturing, agriculture,
IT)
Must meet a number of criteria, including endorsement of 5
employers registered at Companies House

23. Two stage reform for level 3 VQs
19/09/2018
Two stage reform for level 3 VQs
Each stage will introduce new criteria for VQs to meet in order to count
towards school performance tables
Interim stage
First teaching of VQs on an interim basis began
from 2014 and will count towards school
performance tables in 2016
Full stage
Only VQs that meet full criteria will
count towards 2018 tables
IMPACT of VQ reforms
Applied General and Tech Level classifications sees the introduction of both:
external assessment
Applied General – 40% Tech Level – 30%
synoptic assessment
Reduced choice for learners
Challenges of changes in assessment
Changing skills and attributes of VQ
learners as a result of increased academic rigour
Challenges for schools/colleges of managing
a mixed model of delivery from staggered
changes
HEPs will need to reassess their understanding of VQs
Managing the volume of change (especially from 2017)
Maintaining fair and transparent admissions is paramount
Fewer “standard” applications – processes more demanding and time-consuming
Loss of reliance on historic evidence base; will take years to rebuild offer-making strategies
Treatment of GCSEs, AS and A levels from England, Wales and NI
Narrowing of curriculum breadth
and subject choice:
Possible impacts on WP
I & A will need to be stronger

24. The new UCAS Tariff for 2017 entry onwards
19/09/2018
The new UCAS Tariff for 2017 entry onwards

25. Why change the current Tariff?
Many qualifications cannot be accommodated within the current method as the Tariff domains are not suited to vocational qualifications; the process is Awarding Organisation led, expensive and complex. Benefits of the proposed new Tariff method
Benefit 1
Transparent
Benefit 2
Meets the needs of the HE sector
Benefit 3
Efficient and cost effective
Benefit 4
Comprehensive
Benefit 5
Sustainable and flexible
Benefit 6
Fair

26. Project Advisory Group
19/09/2018
Project Advisory Group
Development of the new Tariff was overseen by a project advisory group comprising:
HEPs
Teachers
Teaching representative bodies such as the Association of School and College Leaders (ASCL)
Supporting Professionalism in Admissions (SPA)
Association of Colleges (AoC)
Higher Education Liaison Officers Association (HELOA)

27. New Tariff points – e.g. A levels
19/09/2018
New Tariff points – e.g. A levels
The new Tariff numbers are very different (i.e. considerably lower)
2017 Tariff Points
Current Tariff Points
140
120
100 80 60 40
This slide shows the total Tariff points for A level grades. This is how each qualification’s points are set out in the new Tariff tables document. The total Tariff points are based on the size points multiplied by grade points calculation shown on earlier slides. The appropriate size and grade points appear under each table in the new Tariff Tables document for information.

28. New Tariff points – e.g. BTEC Extended Diploma (QCF)

29. size (points) x grade (points) = Tariff points
New Tariff method
size (points) x grade (points) = Tariff points
Size bands - qualifications are allocated a size band of 1 to 4, based on their guided (or notional) learning hours
Grade bands – qualifications are also be allocated a grade band across a value range of These grade bands spread across the breadth of Level 3 / SCQF Level 6 (but grade bands 1 and 2 are excluded because they do not give the requisite multiplier effect)
Points are determined by multiplying size and grade bands

30. New Tariff size bands
Size bands have been designed to ensure that existing size relationships between qualifications are maintained whilst not over-emphasising the importance of size
AS remains half the size of an A level
Scottish Highers are allocated a size band in between AS and A level
Scottish Advanced higher, A levels, IBHL, Pre U Principal Subjects are regarded as being of comparable size
Welsh Baccalaureate is being revised for programmes starting in The new qualification is equivalent to an A level and has therefore been allocated size band 4

31. New Tariff size band examples
GLH/NLH
Size band value
Qualifications included 1
< 120
Free Standing Mathematics Qualifications 60 2
Extended Project Qualification
IB Core AS
BTEC L3 Certificates
IB Standard Certificates
120
220
180
200 3
Scottish Higher
240 4
320+
Scottish Advanced Higher
A level
IB Higher Certificates
BTEC National L3 Subsidiary Diploma
Pre U Principal Subjects
320
360
380

32. “The material studied at AS is less demanding than an A level”
New Tariff grade bands
Aim to establish a grade scale that maps across the whole of level 3, providing broad grade bands that all qualifications can be mapped to.
Grade Points
A level AS
(New Tariff)
Scottish Highers
Scottish Adv
Highers 14 A* A 13 12 B 11 10 C 9 8 D 7 6 5 4 E 3
“The material studied at AS is less demanding than an A level”
Ofqual
AS repositioned to circa. 40%
of A level (rather than 50%)
Adjustment applied to other
qualifications (e.g. Pre-U
short courses aligned to
AS rather than A level)

33. Example Tariff values Qualification Tariff score A level – A* 56
AS – A 20
BTEC Extended Diploma - DDD
144
Welsh Bacc (2017 award) – A*
CACHE Extended Diploma for the Children and Young People’s Workforce
- C 96
Scottish Higher - A 33
Example of offers
Current Tariff points total
New Tariff points total
Three A Levels at grades A, B, B
320
128
Five Scottish Highers at grades A, A, B, B, C
340
141

34. Final questions & discussion points
Thank you for listening
Discussions will follow
Alan Jones
UCAS PD team