Teachers and Advisors Conference

Teachers and Advisors Conference

Teachers and Advisors Conference

Friday 6th May 2016, Edge Hill University

‘14 – 19 Qualification Reforms and their Implications for Higher Education’ delivered by David MacKay, Head of Stakeholder Engagement (for Higher Education and Professional Bodies) at Pearson.

Introduction – Session topics include changes to Level 3 qualifications such as BTEC’s and AS / A Levels, GCSE changes, International Qualifications, HNC’S / HND’s and the PEARSON Communications strategy.

Level 3 Vocational Qualifications (BTEC’s): Data on Progression to Higher Education

UCAS data on entry to Higher Education (collected 2014) indicated that increasing numbers of BTEC students are entering higher education. (24.3% in 2014 compared to just 13.5% in 2008).

The fastest growing routes into Higher Education are with BTECs, or increasingly with a mix of both BTEC’s and A Levels.

The proportion of students entering Higher Education with BTEC qualifications is higher in areas with a low rate of entry.

Disadvantaged young people are over 10% more likely to enter Higher Education than they were a year ago as BTEC studies have significantly contributed to Widening Participation. Additionally, entry rates for young people from black and ethnic minority groups have also increased.

A report conducted by the Western Vocational Progression Consortium

in September 2014 concurs with the UCAS data. The report also found that BTEC students were also highly likely to come from families with no parental experience of Higher Education (42.1%)

Changes being made to qualifications has been impacted by the Government’s targets for Widening Participation. The Government’s target for doubling the entry rate into HE for students and increasing the number of black and ethnic minority students by 20% by 2020 has been a significant factor in influencing the purpose of qualification reform.

The Joint Academic Coding System (JACS) data[1] indicates that University subjects which fall into the category of Biological Sciences (inc. Psychology and Sport) have significantly increased in popularity of study for BTEC entry students.[2] (See ppt slides for general data, and Edge Hill specific data)

The EHU specific JACS data also reflects the national increase in combination A Level / BTEC uptake at a national level (102% increase in combination BTEC / A Level entry from 2010/11 to 2013/14)

In 2008, 70% of students progressed to a degree subject close to their BTEC subject. By 2012, this number had fallen to 61%. The decrease was consistent across all subject areas with the exception of engineering, where over 80% of learners progressed to a degree in engineering.

This general decrease reflects the move towards a more diverse range of courses from 2008 to 2012. This gave rise to the idea that BTEC’s have more currency in subjects which do not require much specific content / subject knowledge.

Level 3 Vocational Qualifications (BTEC’s): Review of the BTEC Nationals

The review and implementation of the new BTEC qualifications (2016) has been informed by:

  • the Department for Education’s criteria for inclusion of vocational qualifications in 16-19 Performance Tables.
  • External Stakeholder Advisory Groups with membership from Higher Education, employers and professional bodies. (ESAG’s for BTEC comprised of representatives from all 3 bodies, ESAG’s for A Levels comprised of representatives mainly from HE Providers)
  • Pearson’s World Class Qualifications principles

Pearson’s research of HE providers indicated that the strength of BTEC students were teamwork; project work; practical skills; independent learning skills; and oral and presentation skills. However, some concerns that were raised centred around four key areas: the ‘resit’ culture; poor ability of BTEC students in preparing for examinations; insufficient factual knowledge; and a lack of maths and/or English (writing) skills in some subjects.

In regards to the ‘resit’ culture, this has already been addressed with the removal of the January series of exams.

Poor ability to prepare for examination is believed to derive from most BTEC’s using coursework for assessment purposes. The lack of factual knowledge also stems from a lack of exams; as students do not need to retain information, their factual knowledge retention is low.

HE Providers also expressed concern over a lack of Maths and English skills (particularly for subjects such as Engineering) which has affected students ability to write reports and essays, as well as mathematic use in some subjects.

Although most university courses accept the BTEC’s, some do require specific units. For example, some engineering degree courses require units such as Further Mathematics for Engineering Technicians.

Some degree courses also now require an A Level alongside the BTEC National qualification. For example, an A Level in Mathematics is often specified for Engineering and Computing degrees.

Some degree courses now require BTEC grades that are higher than the UCAS Tariff equivalent for A Levels.

There are two categories of Level 3 vocational qualifications: Applied General and Tech Levels.

Applied General qualifications are Level 3 (advanced) qualifications that provide broad study of a vocational area. These students are the mostly likely to go to University.

Tech Levels are also Level 3 (advanced) qualification for students wishing to specialise in a technical occupation or occupational group, e.g. engineering. These students are likely to go straight to work but also may go to University to study degrees such as Engineering.

There is a difficulty in categorising subjects into the two areas as many subjects could fall into either. This will take time to evaluate.

The Department for Education criteria for BTEC’s is on slide 22 in ppt presentation.

The External Stakeholder Advisory Groups (ESAG’s) were responsible for advising on subject content and a scheme of assessment for all of the BTEC subjects, and also reviewed the final drafts of specification and assessments to ensure that all qualifications were fit for purpose.

A panel of experts from around the world (chaired by Sir Michael Barker) were convened by Pearson in order to develop qualifications which uphold internationally benchmarked standards. The Pearson approach is based on four principles:

  • Demanding – meets the needs of end users (i.e. employers and HE providers will have employees who will meet the expectations that they require)
  • Rigorous – ensure confidence in the grades awarded (making sure that assessments are reliable)
  • Inclusive – accessible to all target groups of students (all abilities, etc.)
  • Empowering – Students have the knowledge and skills to progress (students are confident that they can progress into whatever area they choose)

Level 3 Vocational Qualifications (BTEC’s): Changes made to the BTEC Nationals

New rules were introduced for all learners starting BTEC Firsts and Nationals courses in September 2014. There are restrictions on resubmissions (one only to be taken by the learner independently, with no further guidance) and retakes (available as QCF requires all units to be passed (with retake limited to pass only.) Resubmissions must be taken in the immediate period after the initial grade has been given and guidance on the new assignment can only be in relation to information that is missing, not in regards to how to improve.

Most of the existing BTEC Nationals titles have now been redeveloped for first teaching in September 2016. This is predominantly the most popular courses. Some courses such as Construction and Travel and Tourism will not meet the September 2016 deadline. Approach taken:

  • They were developed as ‘BTEC’s’ and fitted against Applied General or Tech Level criteria as appropriate
  • Whether Applied General or Tech Level, 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 Applied General and Tech Level qualifications (sop that qualifications are fit for purposes for all routes)

Features of the revised BTEC Nationals:

  • External Assessment (most subjects have at least one written examination) at least 33% at Tech Level and 40% on Applied General. Amount will vary according to individual subjects.
  • Larger core of mandatory units – at least 50%
  • Synoptic assessment
  • One resit only for externally assessed units and one resubmission only for internally assessed units
  • More emphasis in research skills (to prepare for University research work and improve evaluation skills)
  • Strengthening and embedding of mathematics and / or English (writing) requirements, e.g. Core Maths

For courses such as Applied Science, assessments may involve students researching a scenario and using the researched information in a blind task during assessment.

In regards to the reviewing of the BTEC Nationals grades, feedback has resulted in the following decisions:

  • Retention of the grades Pass, Merit, Distinction and Distinction * for qualifications
  • Retention of the double and triple grades for the two larger sizes (2 and 3 A Level equivalent
  • The use of one grade for the Foundation Diploma (1.5 A Levels)
  • Make small changes to the algorithms used to determine the qualification grades for each size of qualification (particularly at the top end of the qualification scoring.)

BTEC’s have also been rebranded in order to introduce the Nationals title and to show a better indication of progression. (See PPT slide)

For subject areas with specialist areas of study or subjects that could be classed as Applied General or Tech Level, some qualifications will have different titles but will still reflect common content. (See PPT Slide)

BTEC booklets will be published by Pearson for each individual qualification which will explain the titling of each, the structure of the individual qualification and nature of assessment. The booklets will also detail units, options for teachers and students to take, a synopsis of the content in units, a full list of optional units and contact details for David MacKay.

In regards to timeframe, most BTEC Nationals will be introduced for first teaching in 2016. Students studying these qualifications will progress to HE in the autumn of 2018.

It is important to recognise that the students in this 2018 intake will be applying to Higher Education with a mix of the old BTEC’s and the new BTEC Nationals. This could be due to students ‘topping up’ their qualifications with the new BTEC’s and the use of qualifications by Apprenticeship programmes. However, all qualification titles such be easy to distinguish.

QCF qualifications will also still be part of apprenticeships qualifications. There will be a review of these qualifications but this will be done on a different timescale.

I Choose BTEC Campaign

Change regarding BTEC’s has been advertised through a large national campaign involving the use of advertising on buses, and posters. More information for parents, teachers, and students can be found on the following website:

Resources can also be requested from the following contact email:

Question from the audience: How can advisors introduce the new exams in BTEC’s to students?

David MacKay: There seems to be a common assumption that because all exams will be at the end of the course, students will see the BTEC’s as a less attractive experience.However, BTEC’s will not be that straightforward. The exams will not just be a ‘sit down’ task. The exams will be completed over a number of sessions to make the nature of assessment more attractive to students. The exams will be more ‘task’ based than traditional A Levels. Additionally, compared to A Levels, there is a smaller amount of synoptic assessment.

Question from the audience:But surely this won’t make any difference because students who are just starting the new BTEC’s won’t know any different?

David MacKay: The exams will be modular and will help to support students’ confidence.

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 changes are extensive. In the case of the BTEC Nationals, there are significant changes to the content, the introduction of a larger proportion of external assessment and 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.

Level 3 Vocational Qualifications (AS / A Levels):

Key decisions which will apply to AS / A Levels in England:

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

•Removal of the January series from 2014 onwards

•External assessment as the default method of assessment

•Inclusion of non-exam assessment to be considered on a subject-by-subject basis – for example in subjects such as Art and Design, this will be factored in.

Although previous Government officials have indicated that A Levels should be reformed in order to make them tougher, the new A Level standards will be roughly the same as their predecessors. Realistically, the same proportion of students will be getting the same results, and the overall grade profiles for the new A Levels will be similar to the pre-existing ones. There could be an impact on results however, according to how well centres and teachers adjust to the new linear teaching model.Higher Education providers should not have to revise entry requirements as grading should remain the same.

  • A Level review and reform timeline (see PPT Slide)
  • AS and A Level subjects approved for reform (see PPT Slide)
  • AS and A Level subjects that will not be reformed (see PPT Slide)

AS / A Levels reform inWales 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

Modular percentages have been adjusted as to be in line with UCAS weighting of subjects.

The Welsh examinations board WJEC will also be producing linear AS and A Levels for use in England (will be branded under the name EDUQAS.) However, although independent schools in Wales can choose to do English linear study, independent schools in England cannot choose the Welsh/Irish modular study.

Possible impact of the AS / A Level changes (see PPT Slide):

  • Additionally, students may lose the benefit of seeing what they are best at (after exams) and may not drop the subject that they originally thought they would.

Implications for Higher Education (see PPT Slide):

  • Some courses may no longer be able to ask for a 4th subject at AS Level, e.g. Russell Groups / Medicine courses
  • HE providers may receive less AS results data and therefore could impact on their long term planning and strategy
  • Most students entering HE in 2017 / 2018 will have a mixture of modular and linear A Levels
  • AS / A Levels in Wales and Northern Ireland will continue to be modular

Level 3 Core Maths:

The Government 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. Will include some complex concepts and assessments.
  • A level Further Mathematics – aimed at those wanting to study mathematics and physics at HE. Will includemore complex and wide ranging concepts and areas of study.
  • Core Maths (new) – for those studying courses where mathematics is important, such as geography, business and the social sciences. For students who will require a good understanding of basic concepts and hoping to apply their knowledge in a variety of areas / contexts. Will contain work which is based on developing previous GCSE study.

Core Mathematics (new):

  • Intended for all who have achieved GCSE Maths A* - C
  • Equivalent in size to at least half an A Level
  • 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.
  • 2 Year course which will have begun teaching in 2015. However, this may become a 1 year course when evaluated after first awards have been issued.

See PPT Slide for UCAS Tariff for Core Mathematics.

Pearson core maths qualification will be known as Pearson Edexcel Level 3 Certificate in Mathematics in Context.Qualification name will vary from provider to provider, but content will remain largely the same: statistics probability, etc. Will benefit subjects such as Psychology, Sociology and Biology, etc.

GCSE Review

GCSE’s: Changes to be made

  • 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. This is so that the qualification will be accessible to all students. Will most likely be significant for subjects such as Mathematics and Science.
  • A new 9-1 grading scale, with 9 being the highest grade
  • GCSE review timetable: (See PPT Slide)
  • GCSE subjects approved for reform: (See PPT Slide)
  • GCSE subjects that will not be reformed (See PPT Slides)
  • Old and New Grade Scales (see PPT Slide for table):

New grade scale will allow for more differentiation at the top end of the scale. Will also allow for a more even distribution.

The top 20% of students will now receive a grade 9.

The Impact of the New Grade 9:

  • Grade 9 will be awarded to the top 20 per cent of those who get grade 7 or above. There will be different outcomes according to the nature of the subject.
  • 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

The 20% rule will need to be reviewed in order to assess the impact on different subjects.

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