1. Qualifications at KS4 Thomas Ng School Improvement Adviser (ICT & Assessment)

2. Challenges  Raising of participation age  Falling of KS4 in-takes  Revised KS3 curriculum  Revised KS4 GCSE specifications  Revised approach to 14-19 Diploma

3. Participation age  Education & Skills Act 2008 From 2013, all young people will be required to continue in education or training post-16 (current group of Year 8) At the end of 2008, 79.7% of 16-18 were participating in education and training (rsgateway figures)

4. Falling of KS4 in-takes  GCSE ICT full course summer participation: 2006 - 109601 2007 – 99656 2008 – 85599 2009 - 73519 Source: JCQ

5. Revised curriculum (2008)

6. Revised approach to 14-19 Diploma

7. Choosing the “right” course…  Input Links to KS3 and KS5 courses Previous results fees  Process Does the content excite you? Local network of support available? Model of assessment  Output Threshold - Challenge & Size - NQF/QCF levels SCAAT points Choosing IT as a career option

8. Output National Threshold:  KS4 - Level 2 – 5 GCSE A*-C grade including English and Mathematics  KS5 – Level 3 – 2 GCE A*-E grade League table position:  SCATT points

9. NQF / QCF levels Depth of study (challenge):  KS4 GCSE A*-C = Level 2  GCSE D-G = Level 1  GCE A/S and A level = Level 3 Width of study (size):  GCSE short course = half the amount of work but depth of knowledge and understanding expected is the same as “full” course  Similarly for Functional Skills  Double GCSE = double the amount of work but depth of knowledge and understanding remains the same  Similarly for 4 GCSE equivalent vocational-related qualifications

10. NQF / QCF levels Depth of study:  Level 1 :- can recall previous experience, use software packages well / effectively within a timescale  Level 2 :- know how to solve a problem systematically and demonstrate the capacity to respond to the question “why”  Level 3 :- consider and able to explain the implications of a range of factors when formulating a solution to a problem Width of study:  The same systematic approach manifested in different context

11. SCAAT points

12. GCSEA*Level 258 GCSECLevel 240 GCSEDLevel 134 GCSE (short)CLevel 220 Functional skills (x 0.5) passLevel 223 DiDA (x 4)passLevel 2184 OCR NationalpassLevel 2160 Source: http://www.accreditedqualifications.org.uk

13. Choosing the “right” course…  Input Links to KS3 and KS5 courses Previous results fees  Process Does the content excite you? Local network of support available? Model of assessment  Output Threshold - Challenge & Size - NQF/QCF levels SCAAT points Choosing IT as a career option

14. Process Content: (does the content excite me?)  Computer Studies Computing software development  Office applications IT users specialist users Support:  Examination board meetings / online communities  Subject associations hub meetings  Local authority / school subject forum Model of assessment:  100% External set paper 100% internal coursework (+ external moderation / verification)

15. Input Link to KS3 and KS5:  Could you change your KS3 units of work?  What’s next for your students – where can they go to continue to develop this expertise? Previous result:  Comparing with national averages  Comparing with other subjects within your school Fee:  Switching fees in your departmental/school budget?

16. A smoother transition..  Have a pilot with a small group of students (just to try it out)  Joining / establishing a network of like-minded professionals (either online or local)  Attending examination board meetings  Visiting existing centre(s) for the qualification  Register for a course yourself

17. Useful links  http://www.accreditedqualifications.org.uk http://www.accreditedqualifications.org.uk  http://www.jcq.org.uk http://www.jcq.org.uk  http://www.e-skills.com http://www.e-skills.com  Your local authority data services team / your school’s examination officer

18. Qualifications at KS4 Thomas Ng School Improvement Adviser (ICT & Assessment)