Social Work and Social Policy SWAP

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• Social Work and Social Policy SWAP
• University of Sussex
• Exploring the pre-HE curriculum developments
• Sandra Stalker
• 2 May 2008

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Strands of reform

• A 14 19 qualifications strategy
• Diplomas
• Functional Skills
• GCSEs and A-levels
• Project/Extended Project
• International Baccalaureate
• Qualifications and credit framework

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Promoting achievement, valuing success a
strategy for 14 19 qualifications.
Two key parts developed following advice from
independent 14-19 Expert Group

• A new process for deciding which qualifications
  may be publicly funded in England, where
  qualifications outside the main pathways are
  funded for as long as they meet the needs of a
  group of learners, employers or universities
  better than any within the main pathways can do
• The continued development and refinement of the
  four key pathways to bring into these frameworks
  the best of what exists outside, to meet the
  needs of all learners, and to make them available
  nationally.

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Four Key Pathways
GCSEs, A Levels
The Diploma
Apprenticeships
Functional Skills
Foundation Learning Tier Progression Pathways
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Qualification model components
GCSEs A Levels Apprenticeships
GCSEs A Levels
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Selection of Qualifications
Section 96 Approval Secretary of State
Joint Advisory Committee for Qualifications
Approval
Independent Regulator
Foundation Learning Tier Progression Pathways
GCSEs / A Levels
Stand alone qualifications
Apprenticeships
Diplomas
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Diploma - key milestones achieved

• Defined the Diploma grading and assessment
  systems
• Defined and agreed the Awarding Body delivery
  model (Diploma Awarding Bodies and Component
  Awarding Bodies).
• Developed business requirements for the new data
  sharing platform.
• Agreed titles- foundation, higher, advanced
• Equivalencies announced
• Guidance developed

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DCSF announces new Diploma lines..

• Science
• Languages
• Humanities
• Diplomas will open up real opportunities for
  combining academic and practical options to allow
  every young person to make the most of their
  talents, whether they are progressing to further
  study, work or an apprenticeship We need the
  business and academic worlds to continue to back
  these qualifications and help make them a
  success I believe that Diplomas could emerge as
  the jewel of our education system.
• Ed Balls October 2007

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What does a Diploma look like?

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Extending the diploma
A new extended diploma across all 17 lines of
learning at each level

• To recognise and reward larger programmes of
  learning.
• At Advanced level, the extended diploma will
  provide recognition of the scale and demand of
  programmes that are larger than the Advanced
  Diploma.
• At Key Stage 4, an extended Foundation and Higher
  Diploma will recognise achievement of more of the
  core curriculum.
• The extended Foundation Diploma will be
  equivalent in size to around seven GCSEs at
  grades D to G, and the extended Higher Diploma
  will be the equivalent of around nine GCSEs at
  grades A to C.
• Across all levels, the extended Diploma will
  include strengthened generic and principal
  learning.
• Will encompass a further Additional and
  Specialist Learning component to recognise
  further breadth and depth in learning, including
  in science or an entitlement area at Key Stage 4.
  

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Diploma grading scale
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Marking and grading
All components are required to achieve Diploma
grade
B
B
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Foundation Diploma in construction and the built
environment
Qualification model components
600 guided learning hours (GLH)
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Higher Diploma in society, health and development
Qualification model components
800 guided learning hours (GLH)
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Advanced Diploma in creative and media
Qualification model components
1080 guided learning hours (GLH)
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The learner experience
Higher Diploma in information technology
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Applied learning

• Applied learning is the practical application of
  theory that allows learners the opportunity to
  actively engage with the curriculum they are
  studying.
• Applied learning encourages
• Linking understanding and learning activities to
  job roles
• Interaction with professionals
• Real life investigations and active enquiry
• Learning through doing
• Interactions with other learners through group
  work
• Learning in different environments.

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Speculative case study Adrienne
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Functional Skills - The pilots

• Functional skills in English/ Maths/ ICT
• The pilot began on 3rd September 2007
• Being piloted as separate qualification
• There are 12 awarding bodies engaged in piloting
  activity across all types of centre including
  schools, general FE colleges, training provision,
  in the work place and in offender institutions
• Piloting began in c.1200 centres, including
  Diploma Gateway Consortia plus centres outside
  the Gateway
• 1000 more centres to pilot for September 2008.
• Key skills and basic skills qualifications
  available at least until the functional skills
  qualifications are fully available
• Continued support for the wider key skills

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The Review of GCSE

• Revised GCSE criteria have been drafted,
  including subjects that formerly did not have
  criteria such as drama
• Regulators, awarding bodies, teachers and HE
  representatives have been involved
• New specifications will incorporate ideas from
  the work of the GCSE assessment project,
  including controlled assessment and improved
  written examinations
• Awarding bodies will provide support to centres
  and QCA intends to produce case study guidance on
  controlled assessment by November 2008.

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Timeline for GCSE Development

• Consultation on the criteria was 13 June 2007
  14 September 2007
• Awarding bodies began development of GCSE
  specifications in the autumn of 2007
• Qualifications will be accredited in the summer
  of 2008
• Specifications in schools in September 2008
• First teaching 2009, except English, English
  literature, ICT and mathematics
• Science remains unchanged

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Timeframe for GCE A Level Development

• Awarding bodies submitted over 180 specifications
  for accreditation using the new web-based
  accreditation system
• Most subjects reduced from 6-4 units
• Stretch and challenge will mean a new A grade
• Each submission was scrutinised by a panel of
  subject and assessment experts
• The specifications were accredited by 31 July
  2007
• September 07 specifications into centres
• September 08 first teaching

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Extended Project

• Piloted from 2006 implemented from 2008
• Criteria the same for Diploma projects and free
  standing qualifications
• Range of outputs essay, performance, artefact,
  investigation
• Group projects are allowed
• Graded A - E
• Level 1 and 2 also being developed
• Guidance will be available from May

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The International Baccalaureate

• Format structure
• The International Baccalaureate (IB) is an
  international advanced-level qualification
• It is a two-year programme of education for
  students aged 16 to 19
• Students working towards the IB take six
  subjects including their own language, a second
  language, an arts and a science subject along
  with the following compulsory elements an
  extended project Theory of Knowledge and
  community service
• The International Baccalaureate is administered
  by the International Baccalaureate Organisation
  (IBO).

• The International Baccalaureate

• DCSF strategy
• The IB should be treated in an identical way to
  other accredited qualifications institutions are
  free to come forward to be authorised by the IBO
  but the Government will not pay the costs of
  authorisation, except where a commitment has
  already been made.
• This means that instead of seeking to push less
  enthusiastic institutions to offer the IB, they
  will now focus on promoting the national
  entitlement to the Diplomas.

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Qualifications And Credit Framework

• Unit based qualifications and credit Framework
  for England, Wales and Northern Ireland based on
  a system of credit and accumulation and transfer.

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A visual representation
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QCF for 14-19 Qualifications

• We believe that moving to a single
  credit-based framework for 14 19 qualifications
  would have significant benefits. It would allow
  achievement in different qualifications suites
  to be transferred, supporting progression,
  particularly for young people who may want to
  change routes.
• It would also provide a means for achievement
  pre-19 to be carried forward into adult learning,
  supporting lifelong learning. A 14 - 19 credit
  framework would need to be able to accommodate
  tight rules of combination for qualifications for
  14 19 year olds, in order to guarantee that
  they are following broad and coherent
  programmes.
• Promoting achievement, valuing success a
  strategy for
• 14 19 qualifications.