UCAS qualification provision survey 2018
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UCAS advisers UCAS qualification provision survey 2018 June 2018
EXECUTIVE NORTHERN
SUMMARY
FULL REPORT ENGLAND SCOTLAND WALES
IRELAND
NEXT STEPS 3
Contents
Executive Summary
Survey overview
Executive summary 3
The qualification provision survey 2018 is the latest in a series of
Full report 7 qualification reform surveys from UCAS, designed to understand
England 12 how schools and colleges are responding to qualification reform.
England AS and A level 14
Between November 2017 and February 2018, UCAS issued a survey
England: vocational qualifications 22 to all registered schools (4133) and colleges in the UK using its
England: GCSEs and the services, and the results of the survey cover the 2017 – 2019 cohort
of students. There were 626 responses to the survey, of which 464
Extended Project Qualification 28
were individual and analysable. The split by school type is detailed
Scotland 34 on the next slide. The findings presented are not weighted by
respondent type.
Wales 42
Northern Ireland 50
Prior to 2018, the survey was focused on A level and AS level reform
Next steps 58 in England, with the scope broadening year-on-year to include
not only AS and A level provision, but also GCSEs and vocational
qualifications. This year, UCAS has expanded the survey further, to
incorporate a wider range of provision, and cover all four nations of
the UK.
The purpose of this survey is to gain a more comprehensive
understanding of the response to qualification reform across the
UK, and to provide recommendations for UCAS, higher education
providers, and schools and colleges, based on this insight.EXECUTIVE NORTHERN EXECUTIVE NORTHERN
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Response rate by country England Scotland
and school type
AS and A level provision National 5 qualifications
++ 55% of respondents will not offer the AS at all in the 2017/18 ++ 57% of respondents do not have a policy for students
academic year. In the 2016 /17 survey, this was 36%. bypassing National 5 qualifications, and 38% allow
bypassing by individual students.
++ 14% are offering the AS in all reformed subjects, and 29% in
some. Our previous survey indicated that 29% would offer the Advanced Highers
AS in all subjects, and 30% in some. ++ 94% of respondents offer Advanced Highers.
England Wales ++ 73% of respondents have changed their AS and A level ++ 67% of respondents collaborate with other centres or
provision since 2015 /16, and 59% since 2016 /17.24% of providers to offer a provision of Advanced Highers, with
School type Respondents Percentage School type Respondents Percentage respondents intend to revisit this decision in the future. inter-school partnerships being the most common free
Academy 115 24% Further education college 5 15% text response.
Vocational qualification provision
Free school 6 2% Independent school 5 15% ++ 55% of respondents are delivering a reformed specification, Qualification reform in Scotland
however an additional 35% are dual running both reformed ++ 38% of centres have changed their qualification offering as
Further education college 29 9% Sixth form college 2 6% and unreformed specifications. a result of qualification reform.
Grammar school 16 5% State school 22 65%
++ 23% of respondents do not feel that HE providers have a good ++ 81% of respondents felt that universities and colleges have
Independent school 100 30% Total 34 100% understanding of these qualifications, a slight increase on a good to reasonable understanding of qualification reform
2016 /17 (22%). No respondents indicated that providers had in Scotland.
Sixth form college 20 6% no understanding, an improvement on 2017.
++ 93% felt informed when making decisions about reformed
State school 48 14% ++ The majority of respondents to this section offer vocational qualifications.
qualifications awarded by Pearson (91%). However, schools
Total 334 100%
and colleges also offer a range of vocational qualifications
awarded by other bodies such as OCR, City and Guilds,
and AQA and it is important for HE providers to reflect
this diversity.
++ The 360 GLH qualification is the most popular size of
vocational qualification on offer, with 33% of respondents
offering this, followed by the 720 GLH (25%)
GCSE provision
++ Where respondents have a GCSE requirement in English and
Maths to study post-16, the majority of respondents ask for
a grade 4 (55% English; 55% Maths).
++ 75% of respondents feel confident in identifying the standard
Scotland Northern Ireland that a student is performing at under the 9 –1 grading scale
School type Respondents Percentage School type Respondents Percentage Extended Project provision
Academy 1 2% Grammar school 28 58% ++ 82% of respondents offer the EPQ, and 96% believe that
High/Secondary school 28 58% State school 20 42% universities and colleges have a good to reasonable
understanding of the qualification.
Independent school 14 29% Total 48 100%
State school 5 10% Qualification reform in England
Total 48 100% ++ 54% of respondents have changed the range of subjects
or qualifications offered as a result of qualification reform.
++ 86% of respondents felt informed when making decisions
about reformed qualifications, however the free text
responses indicate that there is still confusion over HE
entry requirements and offer making with regards to
reformed qualifications.EXECUTIVE NORTHERN
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Wales Northern Ireland
Welsh Baccalaureate AS and A level provision
++ 85% of respondents offer the Advanced Skills Challenge ++ The qualifications open market in Northern Ireland means
Certificate. Of those respondents, 69% offer it alongside two some students will take decoupled A levels, offered by AQA,
A levels, and 24% alongside three. OCR, Pearson, and WJEC (Eduqas), where the AS marks do not
contribute to the overall A level grade, while others will take
++ 69% felt that universities and colleges had a good to A levels offered by CCEA and WJEC, which include a coupled
reasonable understanding of the Welsh Baccalaureate, AS level. CCEA is the largest awarding body, with 98% of
with 3% feeling they have no understanding at all. respondents offering CCEA accredited A levels.
GCSE Maths and GCSE Numeracy ++ When offering non-CCEA A levels, 94% of respondents
continue to offer the AS level in some form.
++ 79% of centres offer both GCSE Mathematics and
GCSE Numeracy. 59% of respondents offer both to all
students, and an additional 9% offer both to more than
half of their students.
Qualification reform in Northern Ireland
++ 56% of respondents have changed their qualification offering
Qualification reform in Wales as a result of qualification reform.
++ 41% of centres have changed their qualification offering
as a result of qualification reform. ++ 80% of respondents felt that universities and colleges have
a good to reasonable understanding of qualification reform
++ 88% of respondents felt that universities and colleges have in Northern Ireland.
a good to reasonable understanding of qualification reform
in Wales. ++ 65% of respondents felt informed when making decisions
about reformed qualifications.
++ 74% felt informed when making decisions about reformed
qualifications, and only 6% described themselves as ‘not at
all informed’. The following full report is summarised by UK nation. Findings
are presented alongside country profiles offering an overview of
qualification reform in that nation.
Full reportEXECUTIVE NORTHERN EXECUTIVE NORTHERN
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Full report
Overview of previous surveys UCAS qualification reform roundtable
Qualification provision survey 2017
UCAS qualification UCAS held a roundtable session in January 2018, to act as a forum
to reflect on how the education sector was prepared for, and
Other key findings from the roundtable, some of which are mirrored
in the findings of this survey, include:
provision survey ++ 59% of respondents indicated that they would offer the AS in
all or some subjects, with 43% indicating that they intend to responded to, qualification reform. It focused on what went well,
where there were gaps in knowledge, and / or a lack of response, and ++ recognition that there was an unprecedented level of change,
revisit the decision for the 2017 / 18 academic year.
sought to identify activities and resources that most supported the but other changes on the horizon (e.g. vocational qualification
Qualification reform has led to considerable debate
++ 23% of respondents were offering an unreformed vocational entire sector with the changes, and any that could be undertaken reform in England) would require careful preparation,
about how secondary schools and colleges might alter
specification, and 22% felt that universities and colleges did again in the event of future reforms. communication, and support on both sides
their 16 –19 curriculum. UCAS has taken a central role
in communicating intelligence regarding qualification not have a good understanding of vocational qualifications.
The feedback from the qualification provision survey was noted ++ other factors surrounding higher education increased
reform. UCAS sought to keep both the HE and pre-HE competition, and the declining 18 year old population,
++ 40% of respondents did not feel confident in identifying as very useful, for both HE providers, and school and college
sectors informed of developments, and how qualification may have mitigated some of the challenges
a student’s performance in the reformed GCSE grading. representatives, in understanding how the pre-HE sector responds
reform could, and would, impact both on the provision
to qualification reform. As a result of this feedback, the expanded
offered by schools and colleges, and applications to ++ there was a good understanding of both the HE and school
++ 70% of respondents felt that they had sufficient information survey will continue as a UK wide piece.
higher education. and college response to qualification reform, and UCAS should
regarding qualification reform, compared to 51% in 2016.
continue to take a central role in communicating intelligence
To date, UCAS has published the results of two A level ++ qualification reform statements were cited as a key resource
surveys – Unpacking Qualification Reform (2015 and Unpacking qualification reform
for schools and colleges
2016) – and one qualification provision survey (2017), 2016
encapsulating the wider range of qualifications in
England. We have also produced a range of resources to ++ The AS was more prevalent in the 2015 /16 academic year
support all audiences with the changing qualifications than previously thought, with 74% of respondents indicating
landscape, including flyers, videos, and our qualification they would offer the AS in all or some subjects.
reform guide, providing a more detailed overview of
++ 26% of respondents indicated that the range of qualifications Methodology
qualification reform across the UK.
they offer had changed as a result of reforms.
UCAS emailed all registered Apply centres between November and February 2018, with information regarding the new qualification provision
The higher education and secondary sectors have both survey. The questions were dynamic, and differed between UK nations. Overall, the survey received 464 individual, analysable responses. Due to
found the intelligence gathered through these surveys 2015 the logic of survey questions and user engagement, different questions will have differing levels of participation. The findings presented are not
valuable in understanding the national response to ++ 66% said they would offer the reformed AS qualifications in weighted by respondent type.
qualification reform, and, as a result, the qualification some or all subjects.
provision survey is now an annual publication. This year,
this has been expanded to cover all UK nations, to help ++ A diverse range of influencing factors – funding, timetabling, School type England Percentage Scotland Percentage Wales Percentage Northern Percentage
them understand the wider impact of qualification reform performance measures, and university entry requirements, in split* split* split* Ireland split*
across the UK. addition to the belief that there is intrinsic value in a midpoint
Academy 115 34% 1 2% - - - -
assessment.
The survey now covers a wide range of qualifications Free school 6 2% - - - - - -
from across the UK, including AS and A levels, GCSEs, the
Further 29 9% - - 5 15% - -
Welsh baccalaureate, SQA qualifications, and vocational
education
qualifications (England only).
college
Grammar school 16 5% - - - - 28 58%
High/Secondary - - 28 58% - - - -
school (Scotland)
Independent 100 30% 14 29% 5 15% - -
school
Sixth form 20 6% - - 2 6% - -
college
State 48 14% 5 10% 22 65% 20 42%
Total 334 100% 48 100% 34 100% 48 100%
Grand total 464EXECUTIVE NORTHERN EXECUTIVE NORTHERN
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Has the range of qualifications or subjects you offer changed How informed did you feel when making
as a result of qualification reform? decisions about reformed qualifications?
Has the range of qualifications or subjects you offer changed as a result of qualification reform?
80% 80%
70% 70%
Percentage of respondents
Percentage of respondents
60% 60%
50% 50%
40% 40%
Country Country
30% 30%
England 334 England 296
20% Scotland 48 20% Scotland 45
10% Wales 34 10% Wales 31
Northern Ireland 47 Northern Ireland 37
0 0
England Scotland Wales Northern Ireland
Very
informed
Moderately
informed
Not very
informed
Not at all
informed
Country
Yes No
Country
Do you feel you have sufficient information about qualification reform England Scotland Wales Northern Ireland
when making decisions about future provision?
In 2016, 49% of respondents did not feel that they had sufficient information about qualification reform.
Do you feel you have sufficient information about qualification reform when making decisions about future provision?
100%
80%
Percentage of respondents
60%
Country
40%
England 295
Scotland 45
20%
Wales 31
Northern Ireland 37
0
England Scotland Wales Northern Ireland
Country
Yes NoEXECUTIVE NORTHERN
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England
For the 2017 / 18 academic year, what
was your main qualification offer?
For the 2017/18 academic year, what was your main qualification offer?
A level and AS level only
A level and vocational provision, such as BTECs
A level and the Extended Project
International Baccalaureate
A level and Core Maths
A level and Pre-U certificates
Vocational provision only, such as BTECs
Other
0 10% 20% 30% 40% 50% 60%
n=334 Total Independent school Academy All other respondents
EnglandEXECUTIVE NORTHERN
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England AS and A level
Qualification reform Have you changed your
in England AS provision since:
Have you changed your AS provision since:
2015 /16
AS and A level reform
Reformed A levels were first taught in 2015
and are two-year, linear qualifications, with
Total
exams taking place at the end of the course.
Non-exam assessment has been reduced,
and UMS marks removed. The introduction of
reformed A levels has been phased by subject,
and summer 2020 will see all A levels following Independent school
this model.
The AS has been decoupled so that they
All other respondents
are standalone qualifications which do not
count towards the A level. They are separately
awarded and certificated, although students
may be able to sit an AS qualification as part
of their overall A level programme, if offered Academy
by their school or college. AS levels have
been designed to be co-taught alongside the
corresponding A level. 0 10% 20% 30% 40% 50% 60% 70% 80%
Yes No
Reformed science A levels in England will include
England AS
a separate result for the practical element of
the qualification (pass or not classified). This
result does not contribute to the overall A level 2016 /17
grade, however, practical skills will be referenced
and A level
in the final written exams.
Total
The grading scales remain A* – E for A levels,
and A – E for AS levels.
Independent school
All other respondents
Academy
0 10% 20% 30% 40% 50% 60% 70% 80%
Yes No
Year
2015/16 285
2016/17 283EXECUTIVE NORTHERN EXECUTIVE NORTHERN
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AS levels: For the 2017/18 What were the key drivers when making
academic year, we are:
“ decisions about your AS provision?
2% We used to require all students to take three A levels and
one stand alone AS level as their minimum sixth form Ranked from 1 – 7, with 1 being the most important
programme. We now only expect students to take three
What were the key drivers when making decisions about your AS provision (ranked from 1-7, with 1 being the most important)?
A levels as their minimum sixth form programme. We have
done this to save money, and because universities only
29% University and college entry requirements
require three A levels for entry.
Grammar school Timetabling
55%
School size
Performance measures
14%
“ Funding
We offered it the first year to all, then last year only to
Cohort ability
those who underperformed at the mocks, and there was
doubt about their ability to cope with the full A level.
Not offering AS at all Other
Offering the AS in all reformed subjects Academy 0 20% 40% 60% 80% 100%
Offering the AS in some reformed subjects
Undecided about our AS provision
n=271 1 2 3 4 5 6 7
n=292
There has been a significant increase in the number of centres not
offering the AS (36% in 2017). “
Now that all subjects are linear, we feel it makes sense
to embrace a linear approach. It is also clear that AS
qualifications have no impact on university decisions.
Independent school
AS levels: For the 2017/18 academic year we are:
Offering th AS in all reformed subjects
Offering the AS in some reformed subjects
Not offering the AS at all
Undecided about our AS provision
0 10 20 30 40 50 60
Total Independent school Academy All other respondents
n=292EXECUTIVE NORTHERN EXECUTIVE NORTHERN
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Do you intend to revisit your decision As a result of A level reform, has the
about AS provision in the future? amount of teaching time available in
your centre changed?
“ “
30% 24% As a result of A level reform, has the amount of teaching time available in your centre changed?
All students previously sat AS levels at end of Year 12. 5% Lesson allocation remained the same, but gained time
Changed due to prohibitive cost, and the fact that grades through not taking AS examinations in the summer term.
were not needed for university entry. 21%
Independent school
Academy
9%
“
47%
“ We used to provide less teaching time in Year 13 to each
Stopped offering AS in reformed subjects, as not A level than in Year 12, now we have raised the teaching
Yes always easily co-teachable with A level. time in Year 13 to match that in Year 12 for each A level.
65%
No
Undecided Academy Grammar school
Increased
n=289
Decreased
“
In 2017, 43% of respondents intended to revisit their decision about Remained the same
AS provision in the future.
“ Not yet clear
At the moment, the teaching time has not changed.
We no longer offer AS, as we do not have the staffing n=294
capacity or the number of students to accommodate However, it is becoming more and more clear that more
separate courses at A and AS level. time is needed to fulfil the practical side, as well as the
theory side of the sciences.
State school
Independent school
Do you intend to revisit your decision about AS provision in the future?
As a result of A level reform, has the amount of teaching time available in your centre changed?
Increased
Yes
Decreased
No
Remained the same
Undecided
Not yet clear
0 10% 20% 30% 40% 50% 60% 0 10% 20% 30% 40% 50% 60% 70% 80%
Total Independent school Academy All other respondents Total Independent school Academy All other respondents
n=289 n=294EXECUTIVE NORTHERN EXECUTIVE NORTHERN
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As a result of A level reform, has your centre sought more collaborative arrangements Subject provision
Subject provision from 2017/18
with other centres for the provision of certain subjects? from 2017 / 18
ult of A level reform, has your centre sought more collaborative arrangements with other centres for the provision of certain subjects? 300
250
16%
Numberof respondents
200
150
100
50
0
84%
Accounting
Ancient history
Ancient languages
Art and design
Biology
Business
Chemistry
Chinese
Classical civilisation
Computer science
Dance
Design and technolgy
Drama and theatre
Economics
Electronics
English language
English language and literature
English literature
Environmental science
Film studies
Further maths
Geography
Geology
History
History of art
Italian
Maths
Media studies
Modern foreign languages (French, German, Spanish)
Music
Music technology
Philosophy
Physical education
Physics
Politics
Psychology
Religious studies
Russian
Sociology
Statistics
All of the above
Law
Yes
No
“
Arrangement with other nearby sixth form
was in place already, in order to offer minority
n=294 subjects such as law and language.
Academy
AS level A level
“
We are in a consortium of schools – the subjects
being taught at each centre will vary year-on-year,
depending on need.
Free school
“
We collaborate with a local state school. We send our
students to them for sociology and politics and their
students come to us for photography.
Independent schoolEXECUTIVE NORTHERN
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England: vocational qualifications
Qualification reform in England
Vocational qualification reform
Some vocational qualifications offered at Level 3 have been ++ Content: A qualification specification must state the specific
reformed as a result of changes to school performance tables. content students must pass to achieve it. Mandatory content,
Vocational qualifications must meet the criteria set by the and the associated contribution to the overall grade, must
Department for Education (DfE) in order to count towards school make up at least 60% of an Applied General, and 40% of
performance tables. For accountability purposes, vocational a Tech level.
qualifications are now classified as:
++ External assessment: Applied Generals must have at least
40% external assessment, and Tech levels must have 30%.
++ Applied General qualifications: The purpose of these Students will also be given one opportunity to resit.
qualifications is to provide a broader vocational education.
They ‘are designed for students wanting to continue their ++ Synoptic assessment: The qualification must assess that
education through applied learning.’ These qualifications must a student can use all the skills, techniques, concepts, theories,
meet a number of criteria, including endorsement by at least and knowledge they have learnt.
three universities and colleges.
++ Grading: Must be graded using three grading points or more,
++ Tech level qualifications: The purpose of these qualifications such as distinction / merit / pass.
is to lead to a ‘recognised occupation’. Examples provided Further information on qualification reform in England can be found
by the DfE include engineering, accounting, construction, in the UCAS qualification reform guide.
manufacturing, agriculture, and IT. These qualifications must
meet a number of criteria, including the endorsement of five
employers registered at Companies House.
Applied General and Tech level qualifications are significantly different.
Which organisation awards the
England:
++ Size: Applied General qualifications require at least 150
guided learning hours (GLH). Tech level qualifications require vocational qualifications you deliver?
at least 300 GLH.
vocational 200
qualifications 150
Number of respondents
100
50
0
Pearson (BTEC)
OCR
AQA
WJEC/Edquas
City and guilds
VTCT
NCFE
CACHE
Other
n=218 Awarding organisationEXECUTIVE NORTHERN EXECUTIVE NORTHERN
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What size vocational qualification If you have delayed the introduction of
do you offer? What size vocational qualification do you offer? teaching a new specification, what was
the rationale behind your decision?
1080 GLH, the same size as three A levels
“
720 GLH, the same size as 2 A levels
Qualification size
To enable subject teams to have more time to plan, and
540 GLH, the same size as an A level and AS level
allow new specifications time to ‘settle.
Sixth form college
360 GLH, the same size as an A level
180 GLH, the same size as an AS level
“
0 30 60 90 120 150
“ Our excellence in delivering the existing qualification
which suits our learners, and provides those skills
Number of respondents Assessment regime. These students thrive on coursework- universities are looking for.
n=218 based programmes, and don’t cope well with exams.
Academy
Academy
For the 2017/18 academic year, are you:
For the 2017/18 academic year, are you:
“ “
Students achieving well on unreformed BTEC; feedback
A mix has been taught based on what was best going to from exam boards and other schools suggests that pass
suit the subject and cohort for that year. marks etc., are disadvantageous to student outcomes.
35% Further education college State
55%
“
To introduced staged changes at school. This enabled us
7% to become familiar with the new content of A levels
before adding in the changed BTEC.
4%
Academy
Delivering a reformed specification
Delivering a specification that has not been reformed
Delivering an existing specification, delaying teaching of the new version
Delivering both reformed and unreformed specifications in different subjects
n=200
In 2017, 23% of respondents delayed the teaching of the new
version of vocational qualifications, compared to 4% in 2018.EXECUTIVE NORTHERN EXECUTIVE NORTHERN
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To what extent do you believe Feedback on the delivery of reformed
universities and colleges understand vocational qualifications:
these qualifications?
To what extent do you believe universities and colleges understand these qualifications?
23%
13%
“
The exam element and new assessment process to the BTEC courses
has significantly changed these courses, and I do not believe universities
appreciate this. They are still judging these on the previous 100%
coursework courses, and now the complexity of the BTEC exams needs
to be taken into account. Students who previously would have been
directed down the BTEC route due to the coursework nature of the course
are finding the courses inaccessible, due to the exam and the structure
of the assignments
Academy
63%
Good understanding
Reasonable understanding
Not a very good understanding
“ “ “
There has been no adjustment for the more challenging The new qualifications are more demanding given the I think they are better prepared for university, the course is
n=201 nature of the reformed qualifications. exams they must sit, but the skills are more robust due to more research-based that it was, and they’ll have a deeper
the work the students complete with external businesses. understanding of practitioners.
State school
State school Academy
“ “
Getting better, and valuing them more as A levels is now
It is good that they have a final exam which keeps the
“
producing more students who know how to pass an exam, Greater focus and more skills-driven, but the introduction
whereas the BTECs promote research and continual students working right up until the end of the course.
of formal examination seems counter to the spirit of
assessment more in line with degree requirements It puts them more in line with the A levels that most
the qualification.
students are taking here.
Academy Independent school
State school
“ “
The students are finding the exams impossible. Students A greater focus on examinations seems to remove some of
who take these qualifications tend to be those that the benefits to learners of experiencing hands-on activity.
struggle with exams, hence them not taking A levels.
Academy
Sixth form collegeEXECUTIVE NORTHERN
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England: GCSEs and the
Extended Project Qualification
Qualification reform in England
GCSE reform
Reformed GCSEs were first taught in England in 2015, and follow
the two-year linear model. Non-exam assessment has been removed
unless essential for subject-specific assessment which can’t be
assessed by written exam (e.g. speaking skills in English language).
Reformed GCSEs are graded 9-1, and no direct comparison can be
made between the alphabetical and numeric scales in England.
However, broadly, the same proportion of students who would have
achieved a grade C and above are expected to achieve a grade 4
and above, and the same proportion who would have achieved
a grade A and above expected to achieve a 7 and above. GCSE requirement for schools
GCSE reform has been phased, and summer 2020 will see all GCSEs
and colleges
graded 9 –1. Students will receive a mixture of letter and number
grades during this period. In this survey, 247 schools and colleges indicated that they have
a GCSE entry requirement in English and Maths. These requirements
are generally as follows:
The Extended Project Qualification (EPQ)
GCSE requirement for schools and colleges
Whilst the EPQ has not been reformed, there has been an increase
in the number of students taking the qualification, although it is not
150
offered by all centres.
England:
120
Number of respondents
GCSEs and the
90
60
Extended Project 30
Qualification 0
4 5 6 7 8
Grade
English Maths
Subject
English 251
Maths 248EXECUTIVE NORTHERN EXECUTIVE NORTHERN
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How confident do you feel in Does your centre offer the Extended
identifying the standard that a Project Qualification?
student is performing under the Does your centre offer the Extended Project Qualification?
numeric grading scale?
“
100%
In 2017,do
How confident 36%youoffeel
respondents indicated
in identifying that they
the standard were
that not at all
a student is performing under theItnumeric
will begrading
at leastscale?
a couple of years to be sure.
confident in identifying how a student was performing. 80%
Academy
1%
13% 60%
24%
“
40%
We will review at the end of the year to see how students
“
20%
achieving 4 in English and Maths have faired in Year 12.
Academy I would like them to have a better understanding
0 of the skills, level of performance, and time
Yes No
commitment involved.
Total Independent school Academy All other respondents
State
“
62% n=316
Very confident
Uncertainty about equivalence to B on old scale, which was
Reasonable confident formerly an entry requirement for many courses at Level 3.
Not very confident
Not at all confident n=293
State school “
EPQ is often used in the offer made, and prepares
To what extent do you feel universities individual students thoroughly for university assignments.
and colleges understand the Extended
State
How confident do you feel in identifying the standard that Project
To what extent doQualification?
you feel universities and colleges understand the Extended Project Qualification?
a student
How confident is performing
do you feel in identifying under
the standard that the
a student numeric
is performing undergrading scale?
the numeric grading scale?
4%
Very confident “
We wish it was valued more. Some higher
education providers are great, i.e. including it in the
46% tariff offer or reducing the grade requirement by a grade
Resonably confident or two on successful completion of an EPQ. Some pay lip
service. Given the amount of work required to complete
50% a top grade EPQ, it should be given more credit. It
develops the skills higher education providers claim
Not very confident they want in students.
Academy
Not at all confident
Good understanding
Reasonable understanding
0 10% 20% 30% 40% 50% 60% 70% 80%
Not very good understanding
Total Independent school All other respondents Academy n=293 n=259EXECUTIVE NORTHERN EXECUTIVE NORTHERN
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What information or support would you like from universities and colleges to assist What information or support would
your centre in relation to qualification reform? you like from UCAS to assist your
centre in implementing and navigating
qualification reform?
“
“
One issue was university faculties (especially medicine) not appreciating
the scale of reforms in schools, and trying to demand AS grades or four
A levels when this was becoming unrealistic. Most amended their policies,
Ongoing clarity of information regarding the
but not until after a great deal of anxiety and pressure was caused to
‘value’ of a qualification for HE entry.
students and schools trying to handle the reforms.
Further education college
Independent school
“
Statements from the universities are
“ “ very useful,and to be able to find them all
in one place rather than hunting is great. “
Be clear on whether they are accepting 4 or 5 for GCSE More information on their attitude to vocational Continue to provide a central point for
Independent school
English and maths, and be able to be confident they are qualifications and mixed vocational-academic pathways. information from diverse sources.
not changing their minds.
Academy Independent school
State school
“
“ “ Working with universities to understand the
value of skills learnt via vocational courses. “
Confidence that universities are dealing equally with
Assurances to the parity of BTECs versus A levels in Sixth form college Regular, short briefings with simple information.
students who are not taking any AS qualifications and
being relevant and suitable qualifications for entry into HE. relying on fully school predicted grades against students Sixth form college
The whole process is centred around A level provision, whose schools take decoupled AS in the L6.
and I feel that BTECs are the poor relation.
Independent school
Further education college
“
“ “ Maybe an update on how certain vocational qualifications
are regarded by HE establishments. Are they changing
To be clear about entry requirements their entry requirements based on reforming Level 3
Clear admissions statements on acceptable sixth form for varied qualifications. qualifications? If BTECs have been ‘brought in line’ with A
provision – e.g. three or four subjects etc. levels, are any more institutions accepting them for entry?
State school
Independent school Further education collegeEXECUTIVE NORTHERN
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Scotland
Qualification reform in Scotland
Scotland Curriculum for Excellence (CfE)
Curriculum for Excellence aims to provide a coherent, flexible, and
enriched curriculum from three to 18, which enables young people
National 4 and 5
Students generally begin Nationals at the start of S4, following a
broader general education at S1, S2, and S3. National 4 students
to gain the knowledge, skills, and attributes needed for learning, life, are assessed internally throughout the year, using externally
and work. quality assured SQA assessments. National 5 qualifications contain
external assessment, and are of the same standard as qualifications
previously offered at SCQF Level 5, such as Standard Grade (Credit).
The introduction of the Curriculum for Excellence brought new National 5s previously included internally assessed unit assessment,
qualifications (the National 4 and 5, in place of the Standard Grades which did not contribute to the grade, however, this was removed in
and Intermediate 1 and 2) and reformed existing Highers and August 2017.
Advanced Highers to better reflect the principles and aims of CfE.
Further information on qualification reform in Scotland can be found
One of the main objectives of the Curriculum for Excellence was to in the UCAS qualification reform guide.
introduce curriculums tailored for the individual student. This means
there is an increased flexibility in the delivery of qualifications, and
greater diversity in the way qualifications are taken, with the aim
being that study is tailored to the specific student or cohort.
For example, while a student is undertaking the National 4 or 5
syllabus in S4 (fourth year of secondary school), they may not
undertake the actual qualifications and summative assessment,
allowing them to move directly to their Highers at some stage in
S4, using the National 4 or 5 syllabus as foundation knowledge for
Highers. Equally, some applicants may take a mix of National 4 and
5s, Highers, and Advanced Highers in a single year.
Highers and Advanced Highers
Highers are the primary qualification used for progression to HE by
Scottish domiciled students, although some students may also take
Advanced Highers. The aim of both qualifications is to provide a
solid basis for progression into higher education, while developing
those students with a more mature approach to study. Advanced
Highers are not available to all students and are at SCQF Level 7,
the same as year one undergraduate study in Scotland.
Currently, Highers and Advanced Highers include internally assessed
unit assessment, which does not contribute to the grade, however,
this will be removed from August 2018 for Highers, and 2019 for
Advanced Highers.EXECUTIVE NORTHERN EXECUTIVE NORTHERN
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To what extent do you feel universities Does your centre…
and colleges understand qualification
To what extent do you feel universities and colleges understand the Extended Project Qualification? Does your centre…
reform in Scotland?
19% 15% “ Bypass National 5 qualifications in some subjects
[No]. Even within Scotland, and certainly
not in other parts of the UK.
Independent school Bypass National 5 qualifications for all subjects
“
Allow individual learners to bypass National 5 qualifications
Scottish Universities understand the changes well, but
I fear that English universities do not understand the
My centre does not bypass any National 5 qualifications
Scottish System.
67% High / Secondary school 0 10% 20% 30% 40% 50% 60% 70% 80%
Good understanding
Total Independent school All other respondents
Reasonable understanding
n=47
Not very good understanding
n=48
“
Institutions do not always appreciate that students may sit
Highers in S4 and S5, rather in one sitting in S5.
High / Secondary school “ “
This is true for only one or two pupils where Only in extreme circumstances, i.e. if the pupil was on track
they excel in one subject area. to achieve an A / B, but circumstances prevented them from
either sitting or passing the exam, and parental approval.
High / Secondary school
Academy
“
This is variable, dependent upon the admissions tutor and
his / her past experience in dealing with Scottish schools.
High / Secondary schoolEXECUTIVE NORTHERN EXECUTIVE NORTHERN
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Does your centre offer Do you collaborate with other centres or providers
Advanced Highers? for the provision of Advanced Highers?
Do you collaborate with other centres or providers for the provision of Advanced Highers?
Does your centre offer Advanced Highers?
50 100%
40 80%
Number of respondents
Number of respondents
30 60%
20 40%
10 20%
0 0
Yes No Yes No
Total Independent school All other respondents Total Independent school All other respondents
n=48 n=48
“ “
Currently, we have 12 subjects offered to our S6 cohort, but Students can travel to other schools in the authority.
we already know that this will not be the same picture next There is also a ‘virtual campus’ provision.
session, due to pupil and staff capacity.
High / Secondary school
High / Secondary school
“
We have partnership agreements with other local
schools, so as to allow students to study a subject with
them if we are unable to run it due to uptake numbers.
We also accept students from other schools if we
are running courses they cannot.
High / Secondary school
“
We offer space to state schools.
Independent schoolEXECUTIVE NORTHERN EXECUTIVE NORTHERN
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What information or support would you like from universities and colleges to assist What information or support would you like from UCAS to assist your centre in
your centre in relation to qualification reform? implementing and navigating qualification reform?
“ “
Too often, some universities make decisions midway through an Qualification reform in Scotland began several years ago and is now
academic year, and we only find out about this from discussions with bedding down, they may be able to assist in educating universities south
our pupils or other anecdotal sources. Greater clarity to ensure there is of the border as to the comparative value of Scottish Qualifications.
no change that schools are not aware of.
Independent school
High / Secondary school
“ “ “ “
Universities should ensure that decision makers Support for Advanced Highers in principle, so they do I am happy and understand what is required for Executive summary of what the key reforms are,
throughout their organisation are well briefed. not disappear from state schools. young people to enter university. Update on the reform and what is being looked for from applicants now that is
would be useful. different to previously.
Independent school High / Secondary school
High / Secondary school High / Secondary school
“ “
Possibly visits from tutors to schools, to discuss changes
Executive summary of what the key reforms are, “ “
and what is being looked for from applicants now No significant concerns, as long as some institutions don’t
and their effect on applications through UCAS. A focus on Scottish-specific issues.
that is different to previously. make changes part way through the session.
High / Secondary school High / Secondary school
High / Secondary school High / Secondary school
“ “ “
Continued sharing of expectations to ‘We would like information earlier. Continued regular updates, information, and support.
schools and school pupils.
Independent school High / Secondary school
High / Secondary schoolEXECUTIVE NORTHERN
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Wales
Qualification reform in Wales AS and A level reform
Revised AS and A levels were first taught in Wales from September
2015. Reform is largely around content. A levels offered in Wales
The Advanced Welsh Baccalaureate continue to have an embedded AS qualification, however, the
Since 2014, there have been three variations of the Welsh weighting has been reduced to 40%.
Baccalaureate Advanced Level: the pass / fail model (final award
in summer 2014), the interim A* – C graded model (final award in Practical or controlled assessment will be retained in subjects
2016) and the fully reformed model (Skills Challenge Certificate where it plays an important role in assessing the subject, including
graded A* – E) science A levels. In subjects where there is no Wales-specific A level
available, state-funded students can choose from the A levels that
The 2017 Advanced Welsh Baccalaureate was first awarded in 2017. have been reformed for England, as long as Qualifications Wales
It incorporates: has designated them as eligible for use on publicly funded learning
programmes in Wales.
++ a Skills Challenge Certificate qualification, which is the same
size as an A level and is graded A* – E
GCSE reform
++ a minimum of two Level 3 qualifications (e.g. A levels) GCSEs in Wales will continue to be graded A*– G. In addition to some
content revisions and change in focus for some GCSE subjects, GCSE
++ GCSE maths or maths numeracy, and English language or
mathematics – numeracy has been introduced as a new subject. It
Welsh language
is expected that most young people in Wales will study both GCSE
The Skills Challenge Certificate comprises four components: an mathematics qualifications. As per A levels, where there is no Wales-
individual project (50%), an enterprise and employability challenge specific GCSE available, state-funded students can choose from
(20%), a global citizenship challenge (15%) and a community those that have been reformed for England, as long as Qualifications
challenge (15%). Wales has designated them as eligible for use on publicly funded
Wales
learning programmes in Wales.
Further information on qualification reform in Wales can be found in
the UCAS qualification reform guide.
To achieve the Advanced Welsh Baccalaureate, students must complete the Skills Challenge Certificate and the supporting qualifications:
Advanced Skills Challenge Level 3 qualifications: GCSEs:
Certificate (grade A* – E): Two A levels (grade A* – E) English or Welsh language
++ Individual project or (grade A* – C)
+ +
++ Enterprise end equivalent Level 3 qualifications and
employability challenge totalling at least 600 GLH Maths or maths – numeracy
++ Global citizenship (grade A* – C)
challenge
++ Community challenge
The Advanced Welsh
BaccalaureateEXECUTIVE NORTHERN EXECUTIVE NORTHERN
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To what extent do you feel universities Do you generally offer the Skills
and colleges understand the Welsh Challenge Certificate alongside
ToBaccalaureate?
what extent do you feel universities and colleges understand the Extended Project Qualification? two or extent
To what three A levels?
do you feel universities and colleges understand the Extended Project Qualification?
3% 7%
21%
24%
28% “ “
This is varied. Universities in Wales, and some in Most applicants will complete three A levels
England, have a good understanding of the value of the alongside the Advanced Skills Challenge Certificate,
qualification, but many universities outside Wales have but the minimum is two A levels.
little or no understanding of this.
Sixth form college
Sixth form college
48%
“
69%
“
Good understanding Two Any number of Level 3 qualifications from 2 to 4.
It has improved a lot in the last two years, but some
Reasonable understanding Three
universities still don’t seem to understand it fully. State school
Not very good understanding Other
No understanding at all State school
n=29 n=29
“
“ We do allow students to do four and the
Skills Challenge Certificate, but most students take three
An improving picture. Most HEPs we deal with and the Skills Challenge Certificate.
understand the value of the Skills Challenge Certificate,
and are now including the correct name of the State school
qualification in admissions criteria.
State schoolEXECUTIVE NORTHERN EXECUTIVE NORTHERN
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Most centres in Wales will be offering To what extent do you feel universities
GCSE mathematics and GCSE numeracy. and colleges
To what understand
extent do you qualification
feel universities and colleges understand the Extended Project Qualification?
Approximately what proportion of reform in Wales?
your students will be taking both
qualifications? 12% 15%
80%
70% “
A statement from universities about the Welsh
Percentage of respondents
60%
Baccalaureate Advanced Skills Challenge Certificate to
allow College’s to make decisions about WBQ provision
50%
and whether it should be compulsory (due to its benefits)
to facilitate applications.
40%
Sixth form college
30%
20%
10%
73%
0 Good understanding
Reasonable understanding
“
Less than half
of our students
We are not offering
both qualifications
More than half
of our students
All students
Still a lack of understanding
Not very good understanding
about the Welsh Baccalaureate.
n=29 State school
n=34 Total Independent school All other respondents
“
WBQ and the Skills Challenge Certificate
acceptance is variable across universities and across
admissions tutors in universities.
Further education collegeEXECUTIVE NORTHERN EXECUTIVE NORTHERN
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IRELAND
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What information or support would you like from universities and colleges to assist What information or support would you like from UCAS to assist your centre in
your centre in relation to qualification reform? implementing and navigating qualification reform?
“ “
I have seen a number of offers asking for practical grades in sciences, Pleased that the value of the Welsh Baccalaureate Skills
which have panicked students somewhat, because it comes as part of the Challenge Certificate is being recognised much more widely,
UMS marks in their grades. If offer conditions could be personalised, it but the message still needs to be driven forward.
would appease some anxieties.
State school
Independent school
“ “ “ “
More clarity in their requirements for GCSE and A level, Existing information is sufficient. Where we have individual Updated information on any changes or impacts Bulletins and reminders of resources
from Welsh exam boards specifically. We are afraid that questions, we approach the HEP’s directly. on offers made by universities. available / CPD for staff.
the use of 9-1 will worry our students who still provide
A* – G, so clear sections on websites and / or other literature State school Further education college Further education college
to clarify their stances would be appreciated.
Independent school
“
Understanding of the new Welsh Baccalaureate alongside “ “
“ vocational Level 3 qualifications which have also changed. Information on how subject reforms will
directly reflect degree choices.
Support in educating universities about
the new qualifications in Wales.
Information about how the qualification State school
reform can be directly beneficial to our school Independent school Further education college
and the links with universities.
Independent schoolEXECUTIVE NORTHERN
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Northern Ireland
Qualification reform in Northern Ireland
AS and A level reform: The open market GCSE reform
In Northern Ireland, schools are free to choose AS and A As with A levels, for GCSEs there is also an open qualifications
level qualifications offered by any of the following awarding market in Northern Ireland, which means that schools are free to
organisations: AQA, CCEA, OCR, Pearson and WJEC (Eduqas), choose GCSE qualifications offered by any of the following awarding
with the exception of science A levels. organisations: AQA, CCEA, OCR, Pearson and WJEC (Eduqas), with
the exception of English language as only the CCEA specification
that include marks for speaking and listening has been accredited
Therefore, some students will take decoupled A levels, offered by
for delivery in Northern Ireland
AQA, OCR, Pearson, and WJEC (Eduqas), where the AS marks do not
contribute to the overall A level grade, while others will take A levels
offered by CCEA and WJEC, where the AS marks contribute 40% to As GCSE grading is changing, this means some students will take
the overall A level grade. GCSEs, offered by AQA, OCR, Pearson, and WJEC (Eduqas), which
are graded 9 – 1, while others will take GCSEs offered by CCEA. From
summer 2019, CCEA GCSEs will be graded using a new alphabetical
Students in Northern Ireland taking science A levels must follow
grading scale. The new alphabetical scale introduces a C* grade
a course where the marks for the assessment of practical skills
aligned to the 5, and a new A* grade aligned to grade 9.
contribute to the overall grade. This means students must take
Northern
either CCEA or WJEC science A levels.
The introduction of the grade C* will reduce the number of students
achieving the new grade B. The grade B will align with the grade 6 in
AS and A levels delivered by CCEA the numeric scale. The A* will be repositioned to align to a grade 9.
Ireland
Revised CCEA AS and A levels were first taught in Northern Ireland Proportionally fewer students will achieve an A* from 2019, and the
from September 2015. Reform is largely around content. A levels grade 8 will fall between A* and A.
offered in Northern Ireland continue to have an embedded AS
qualification, however, the weighting has been reduced to 40%.
Marks for science practical skills continue to form part of the overall A grade comparison table is provided on the next page. Further
grade for science A levels offered by CCEA, and there is no separate information on qualification reform in Northern Ireland can be
found in the UCAS qualification reform guide.
grade.
CCEA GCSE grading from 2019
New A*-G Structure 9-1 Structure Old A*-G Structure
(summer 2019) (awarding phased in from 2017) (phased out from 2019)
A* 9
A*
8
A
A
7
B 6
B
C* 5
C
C 4
D D
3
E E
2
F F
1
G G52
Number of respondents
n=48
0
10
20
30
40
50
SUMMARY
EXECUTIVE
CCEA qualifications
AQA qualifications
FULL REPORT
that your centre delivers?
Pearson qualifications
ENGLAND
Awarding organisation
OCR qualifications
Which organisation offers the A levels
WJEC qualifications
SCOTLAND
WALES
IREL AND
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Numberof respondents
n=48
0
3
6
9
12
15
Accounting
Ancient history
Ancient languages
Art and design
Biology
Business
SUMMARY
EXECUTIVE
Chemistry
Chinese
Subject provision from 2017/18
Classical civilisation
Computer science
Dance
are not awarded by CCEA?
Design and technolgy
Drama and theatre
FULL REPORT
Economics
Electronics
English language
English language and literature
English literature
Which A level subjects do you offer that
ENGLAND
Environmental science
Film studies
Further maths
Geography
Geology
History
SCOTLAND
history of art
Italian
Law
Maths
Media studies
WALES
Modern foreign languages (Fresnh, German, Spanish)
Music
Music technology
Philosophy
Physical education
Physics
IREL AND
Politics
NORTHERN
Psychology
Religious studies
Russian
Sociology
Statistics
All of the above
NEXT STEPS
None of the above
53EXECUTIVE NORTHERN EXECUTIVE NORTHERN
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When offering non-CCEA A levels, we: To what extent do you feel universities
and colleges understand qualification
reform in Northern Ireland?
6%
13%
20%
“
We are unsure that universities will understand
our new GCSE grading and be able to compare it with
the new English one, particularly as many teachers here
do not yet understand.
53%
Grammar school
40%
67% “
Some have a good understanding, but one or two haven’t.
Offer the AS in all A level programmes Good understanding
Offer the AS in some subjects Reasonable understanding Grammar school
Not offer the AS at all Not very good understanding
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