1. Qualifications reform
13/11/2018
Qualifications reform

2. We are here DATA Biog, chem and phys – numbers (trend)
13/11/2018
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
13/11/2018

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

4. A level & AS level changes (England)
13/11/2018
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

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

6. 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

7. 13/11/2018

8. Changes to level 3 Vocational Qualifications
13/11/2018
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

9. 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

10. Two stage reform for level 3 VQs
13/11/2018
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