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This Newsletter for Higher Education updates on the progress of the 14-19 educational reform programme.

The Educational reforms are extensive
- Changes to A level
- Introduction of the new Diplomas
- Introduction of an Extended Project
- Inclusion of Functional Skills (English, Mathematics and ICT) into GCSE and Diplomas
- Reform of Key Stage 3 and GCSE

The reforms are wide ranging and have far reaching implications for higher education. They have been designed to address the concerns that HE have about the preparedness of young people for higher level study. From Autumn 2008, students will be learning different things, in different ways and be assessed differently. These students will enter higher education in Autumn 2010. There may therefore be implications for the programmes delivered in higher education, their content and assessment methods, and all those involved in admissions and teaching on programmes for first year undergraduates are advised to investigate the likely impacts.

It will be key to the success of the reforms that the needs of HE are met, and that HE has confidence in the outcomes. HE is encouraged to get involved by:-

Higher Education has a key role in influencing the choices that young people make about what they study and where. Young people will begin studying the new A-level specifications and first Advanced Diplomas in September 2008 and will be entering Higher Education in September 2010. They are currently making choices about what to study next September, so they will be looking at university prospectuses and websites for entry criteria to their chosen courses.

In this Newsletter we major on progress with the Diploma qualifications and the next steps - the development of Additional / Specialist Learning and introduction of Phase 4 in the reform programme. The next Newsletter in January will cover the Extended Project in more detail, the UCAS Tariff score for the first five Diplomas and include the results of the ‘A* research’ and the ‘Advanced Diploma to degree courses’ progression routes projects.

This is a brief update on the educational reforms – more information can be found on the 14-19 website, www.dcsf.gov.uk/14-19 . Previous HE Newsletters are available on the HE section of the site. www.dcsf.gov.uk/14-19/index.cfm?sid=34

Much of the activity since the last Newsletter in September has been focussed on ensuring that higher education colleagues have access to information on diploma content via the on-line diploma databases, so that 2009 entry prospectuses can include early statements about their likely acceptability.

A number of subject specific events have been organised by Diploma Development Partnerships and others, which have secured good attendance from higher education. The Engineering Diploma event organised by the Higher Education Academy Engineering Subject Centre was particularly successful. Around 50 representatives of higher education institutions attended, most with responsibility for admissions to engineering programmes or teaching on undergraduate engineering programmes. Delegates were able to see and discuss the proposed content of the Specialist Unit in Mathematics for Engineers being developed by the Engineering Professors Council and others. The response was extremely positive, with some delegates stating that the unit could represent better preparation for study of engineering at undergraduate level than other available mathematics qualifications. It is hoped that the proposed mathematics unit can now be developed and accredited by QCA in time for higher education institutions to include it in their statements of acceptable entry requirements in their 2010 entry prospectuses.

In addition to this, a number of positive statements about the Diplomas have been received from representatives of higher education institutions, which are very helpful to schools and colleges in providing guidance to students who are choosing their level 3 courses from 2008.

Geoff Parks, Director of Undergraduate Admissions at Cambridge University said:

On the Phase 1 Engineering Diploma:-

‘We have had extensive input into the Engineering Diploma, with the goal of ensuring that it will be a suitably rigorous qualification for entry into higher education’

and commenting on the new Phase 4 Diplomas:-

‘I welcome the fact that these new Diplomas will be HE led and anticipate that many of our academics would welcome a role in their development. As with all broad-based educational developments the ability to transfer to study at leading research universities will depend on students taking the correct combination of subjects and options’

‘ The University welcomes the Diplomas for their potential to extend opportunity to more young people, enabling them to take advantage of a high quality university education at Warwick and elsewhere’

Julian Skyrme, Admissions Policy and Widening Participation, University of Manchester said:

‘Diplomas are undoubtedly one of the most exciting developments in education for young people over the past generation. It is clear that they will engage and stretch learners of all abilities and provide universities with students who will be able to present new skills and competencies’

‘We expect the Diplomas to provide a valuable and different route into higher education, combining academic rigour with vocational practice. They provide an alternative and attractive qualification’.

The Diploma is a new qualification that combines theoretical study with practical experience. Diplomas will cover 17 disciplines. All Diplomas will require a student to achieve a minimum standard in English, maths and ICT, complete an Extended Project and undertake a minimum of 10 days work experience.

The Advanced Diploma provides a challenging and high-quality programme of learning as robust as A levels and provides young people with the skills and knowledge they need to do well at university.

The first young people with the Advanced Diploma qualification will be entering higher education in 2010.

Leaders and managers are invited to workshops providing opportunities for in-depth learning about specific aspects of leading Diploma implementation. Two types of workshop are available: those following a specific curriculum (for delegates from several consortia); and tailored workshops (for delegates from a single consortium). Current topics for specific curriculum workshops are: collaborative leadership; collaborative quality assurance; and diversity competence. Further information and dates are available.

The Diploma support Virtual Learning Environment (VLE) for practitioners provides a wealth of interactive resources to help prepare for Diploma delivery. Unique communication and collaboration tools bring together national users and help them to share ideas of best practice and experiences. If you have not yet registered for the VLE, visit the VLE website.

A resource set for practitioners working with business representatives in delivering the Diplomas is available on CD-Rom via the teach14-19.org website.

More information on forthcoming conferences for exams officers, as well as comprehensive web-based information about the 14-19 reform programme, is available from the National Assessment Agency website.

Remember that the Professional Development Directory provides a comprehensive overview of the full range of workforce support available, including support offered by Diploma Development Partnerships and awarding bodies.

Diplomas will comprise a combination of newly developed Principal Learning, generic learning which includes the Extended Project, and Additional and/or Specialist Learning. Additional and Specialist learning (ASL) can comprise existing qualifications such as an A-level, or BTEC units or newly developed units, such as the Specialist Unit in Mathematics for Engineers being developed for the Advanced Diploma in Engineering.

It is expected that the additional and specialist learning that a student chooses will help define their progression routes into higher education, further training or work. Work is being taken forward by QCA (Qualifications and Curriculum Authority), DDPs (Diploma Development Partnerships) and the awarding bodies to develop new Specialist Learning (SL) qualifications and amend existing qualifications, as appropriate, to dovetail with the principal learning component of the diploma.

It is intended that new specialist learning will be developed in discussion with higher education to ensure that it is the most appropriate for progression to HE and the new or amended ASL qualifications will be accepted into the Diploma catalogue based on evidence of the progression potential offered to learners. In addition, existing qualifications that complement the content and intentions of each Diploma can be considered as suitable for Specialist Learning where they are of an appropriate size.

HEI colleagues are asked to consider what specialist learning they would want for progression onto their honours degree courses and are encouraged to work with the Phase1, 2 and 3 Diploma Development Partnerships to develop ‘specialist learning units’ which would meet their needs.

The next update of the Diploma catalogue is planned for January 2008. Illustrative material and exemplars are being developed to help teachers, parents and young people make informed choices about potential progression pathways at Level 3 into HE and employment from the available qualifications.

QCA has commissioned Progression Pathways projects to identify and illustrate progression routes to HE programmes.

DCSF is taking forward a project with 19 universities (members of the 1994 Group), which involves interviews with senior managers to give a detailed picture of the way they are engaging with the 14 – 19 reforms. The project will give information about the Universities’ admissions policies on Diplomas. One output will be examples of Advanced Diplomas plus any specific Additional/Specialist Learning as requirements for entry to courses.

A second HE project is being undertaken by HEFCE and five Lifelong Learning Networks to examine progression at a more local level.

The results of this work will be available in the New Year and will be included in the next HE Newsletter (in January) and on the HE section of the 14-19 website www.dcsf.gov.uk/14-19/index.cfm?sid=34

Ed Balls, the Secretary of State for the Department for Children, Schools and Families, has recently launched the next stage in the 14-19 Diploma programme, with the introduction of three new Diplomas in Science, Languages and the Humanities. All three Diplomas will be available to young people from 2011 introduced across all three levels, Foundation, Intermediate and Advanced. The new Diplomas will be built from the best of existing GCSE and A level qualifications combined with new specially designed content, developed by a group of leading academics and employers.

Diploma Development Partnerships (DDPs) will be established to specify the content for each of the new Diplomas consulting with a wide range of partners and stakeholders. These will start work in the new year. HEIs will be represented on the Diploma Development Partnerships and will be consulted fully in the development process.

An Expert Advisory Group has been set up and met recently to determine the terms of reference for the Diploma Development Partnerships. The Expert Advisory Group includes strong HE representation and will be focusing on progression from the new Diplomas to higher education, as well as to further education, an Apprenticeship or skilled employment.

If you would be interested in getting involved with the design of the new Science, Languages or Humanities Diplomas please let Steve Hunter have your contact details Steve.Hunter@dcsf.gsi.gov.uk

Do you feel that you know enough about the new Diplomas? Have you considered the specifications for the Phase 1 Diplomas?

Awarding Bodies have now published detailed information on the Diploma qualifications on their websites.

Have you questions on the any of the reforms, the Diplomas, A level reforms, A*, Extended Project etc. that need answering? If so please e-mail christine.west@dcsf.gsi.gov.uk

Colleagues in HE have already been asking a number of questions about Diplomas e.g.

What will an Advanced Diploma look like?
Do all Diplomas provide a progression route to all degree courses, including non-vocational and single honours courses?

The answers to these (and others) are on the HE section of the 14-19 website, www.dcsf.gov.uk/14-19/index.cfm?sid=34 which will be kept updated regularly.

HE Statements about the acceptability of Diplomas

HE colleagues may already be aware that for 2009 entry there is a generic free-text field within UCAS weblink for Course Search where Institutions can enter course-specific information about their admissions policy in respect of Advanced Diplomas plus any specific Additional and Specialist Learning as requirements for entry to courses.

There is also a feature available whereby HEIs can enter an institution-wide statement about the acceptability of Diplomas. HE colleagues may find the suggested wording useful to draw on as they generate these statements.

Diplomas
We will be happy to consider applications from holders of the new Diplomas from 2010. we hope to publish more detailed entry requirements for specific Diplomas to our courses in our next prospectuses for entry in 2009.

Extended Project

The University very much values the Extended Project and its role in preparing students for a successful higher education experience. We are supportive of the requirement for Diplomas students to undertake an Extended Project as part of their Diploma programme, and would prefer students entering from 2010 with A levels, to also offer the Extended Project for entry.

More detailed information on specific entry requirements for the new qualifications will be published when further information is available on their content and delivery.

UCAS Tariff Decision on Phase 1 Diplomas

The UCAS Board in December will receive a report from the Expert Group that took place at the end of October, dependent on the UCAS Board decision there will be an announcement later in the year or early next on the Tariff Score for the first five Diplomas.

Revised Diploma Key Messages

As part of the Diploma marketing campaign the Diploma key messages, top ten FAQs and slide pack have been updated. We hope that these key messages will help you present the Diploma as a valuable option that will provide the skills, knowledge and understanding that are needed for university, as well as further education and employment.

We are arranging for the documents to be sent out to key partners and stakeholders but please do send on to others as you think appropriate.

We will be testing these messages with various audience groups over the next couple of months but we welcome comments from you. It is likely that we will produce the next update in the Spring.

and ask that HE colleagues pass this onto others within their institution who they feel would be interested in participating in the consultation and getting involved in this work.

A Sport and Leisure Diploma FE/HE consultation event is taking place on 16 January 2008 in London.

For more information on the Diploma, event or consultation contact Lerease Sweaney by email at Lerease.sweeney@skillsactive.com or by telephone on 0207 632 2027.

Diploma in Public Services

The DDP developing the Diploma in Public Service is running 5 regional consultation events in January to ensure that the evolving Diploma content will ensure progression routes for young people into further or higher education and employment. They are inviting HE colleagues to attend these events, to find out more please go to www.publicservicesdiploma.co.uk

These are examples of two invitations for HE colleagues to get involved with developing the new Diploma qualifications, but DDPs are keen to involve HE on a regular and on-going basis – if you are interested in getting involved please contact the Diploma Development Partnership for the Diploma that you are interested in.

The Award of A* at A level

Decisions have been made on the way in which the new A* grade will be awarded at A-level. The A* will be achieved where a student achieves 90% score in their A2 units on the unified mark scale (UMS) ie 180 UMS marks from a 2-unit A2. It is hoped that relating the grade to the A2 level only, will discourage students from repeating AS examinations to gain higher total UMS scores.

A* and Extended Project research

In order to keep in touch with the views of higher education institutions and the likely use to which new and reformed qualifications will be put, representatives of the department have been visiting admissions tutors to ask for their current views. A report of the findings of the investigation will be made to Ministers later in the year.

The Extended Project

The Extended Project (which is a mandatory part of the Diploma, and can be taken as a stand-alone qualification by A level students), will require the teaching of relevant investigation, planning, research, organisational, project management, study an presentational skills and an extended piece of independent work taken by the learner.

Colleagues in HE have already been asking a number of questions about the Extended Project e.g

How can standards in the Extended Project be assured across schools and colleges?
Will the Extended Project be available to all students?

The answers to these (and others) are on the HE section of the 14-19 website, www.dcsf.gov.uk/14-19/index.cfm?sid=34 which will be kept updated regularly.

We hope you found this Newsletter useful and informative

The HE Section of the 14 to 19 website www.dcsf.gov.uk/14-19/index.cfm?sid=34 will be kept up to date with the latest information on the impact of the reforms on the HE sector. There is also the option to subscribe to the Newsletter through the website.

If:

You have queries on any of the areas covered in this Newsletter
You would like more information on how to get involved in the 14-19 reform programme
You would like specific topics covered in future editions of the Newsletter
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Please e-mail christine.west@dcsf.gsi.gov.uk