Review of Qualifications 14-19
‘At the heart of the system will be a revised, more rigorous, Welsh Baccalaureate. The
Review identified some serious concerns over the rigour of the current model and we will act
to address these, for instance introducing grading and more stretching requirements and
removing unnecessary repetition of learning and assessment. We announced last year that
the current Advanced level Welsh Baccalaureate will be graded for learners starting it this
September.’
Grading of Advanced WBQ Core
First cohort to be awarded grades will be 2015 i.e. those who start course in September
2013.
Grades will be on a 4 point scale A* - C
Individual Investigation
Will become larger minimum of 3000 words and will be graded Pass, Merit and Distinction.
The Extended Project cannot count as it attracts a separate grade.
ESW/KS
The requirements remain with a minimum of 3 at level 3 (including one ESW) and 3 at
level 2 for the C grade.
WBQ Core
Component
ACHIEVEMENT
WEW
Pass
PSE
Pass
WRE
Pass
Individual
Investigation
6 ESW/ WKS at
level 2 or 3
Overall Grade for
WBQ Core
Distinction
Distinction
4 or more at 3 at level 3
level 3 with at with at least
least 2 ESW 1 ESW
A*
A
Merit
Merit
4 or more at
3 at level 3
level 3 with at with at least
least 2 ESW
1 ESW
A
B
Pass
Pass
4 or more at
3 at level 3
level 3 with at with at least
least 2 ESW
1 ESW
B
C
Grades based on WBQ Advanced level 2012
A*
A
B
C
F
2%
14%
31%
43%
10%
Comparisons with other subjects
Subject
Candidates
A*
A
Fail
Average
76,385
5.2%
16.5%
1.3%
WBQ
10,001
2.0%
16.0%
10%
Why are achievements in some subjects high?
•
•
•
•
•
Large number of gifted and talented candidates entered?
Enthusiastic/committed centres & candidates?
Candidates exploiting personal interests, know, und & skills from other areas?
Projects aimed at/linked to HE aspirations?
Effective delivery arrangements – staffing, resources, teaching and learning
programmes
Teaching and learning programmes are very important.
•
•
•
Range of delivery methods – lessons, individual or group tutorials, seminars.
Use of specialist staff for Level 3 ESW in ICT, AON, Communication.
Skills development programme for Individual Investigation – embedded in WBQ
programme or through workshop approach.
Support and CPD
•
•
•
•
Attendance of key staff at WJEC events
Use of WJEC guidance – website
Cascading of information – internal CPD
Access support from WJEC Regional Support Officers
Assessment
•
•
•
•
•
Use of staff with expertise appropriate for Individual Investigation
Team approach
Internal moderation arrangements
Internal CPD
Use of WJEC support
When planning - Need to consider expectations
•
•
•
•
•
•
Expectations of achievement /school performance
Expectations of students/parents/governors
Higher Education
Delivery arrangements - timetabling
Staff deployment and training
Resources – ICT?
Impact on students and parents
•
•
Likely to demand opportunity to achieve highest grades
Centres need to manage expectations & claims of entitlement i.e. opportunity to do
two ESW at Level 3
Impact on HE
•
•
•
Universities may now make a grade offer rather than a UCAS tariff offer
Could lead to less/no 120 point tariff offers
Russell Group may ask for high grades
Impact on curriculum models, timetabling and delivery
• General nature and characteristic of the cohort – is it changing?
• The academic profile of the group – what are the estimated performance levels?
• Current curriculum models, staffing, resources – are changes to current
arrangements needed?
• Options for change - what other delivery models are out there?
• Individual centre factors - split sites, collaborative arrangements etc
•
Nature and profile of the cohort


Academic profile – potential performance
Changing nature of the cohort
Key factors for senior managers
• Provide vision, leadership and resources (funding)
• Participate actively and visibly throughout
• Communicate – promote change and manage resistance
• Create mechanisms for change – deal with practicalities
•
Support deliverers ensure training & expertise
• Encourage contribution/ownership
•
Going forward
•
•
•
Change in education is not new. It has often been extensive, seems to be happen
quickly and impact on the whole school.
Change has also often meant meeting revisiting or revising past policies and building
on good practice.
Some of the latest developments could mean some new and possibly radical
approaches are needed.
Curriculum models
Model A - typical post-16 curriculum model
W
X
Y
Z
Q
Options
Options
Options
Options
WBQ
In this model WBQ lessons are timetabled at the same time. Key factor is availability of
specialist staff or effective staff training and use of awarding body approved support and
activities
This model could have several variations:
Option 1 – Group the candidates and employ specialist staff to deliver the L3 ESW &
Investigation.
Option 2 - Use a carousel system so that specialist staff can deliver to the whole cohort.
Option 3 - Use a carousel system so that those who wish to can opt for Level 3.
………………………………………………………………………………………………
Model B – WBQ in several/every Option Block
W
X
Y
Z
Q
Options
Options
Options
Options
Options
Option
AON
Option
ICT L3
WBQ
WBQ
WBQ
WBQ
Model B: Option 1
• A* option only be available in certain block/s
• Ensure specialist staff for Level 3
• AON in X
• ICT in Y
Other groups do L2.
Model B: Option 2
•
•
Add discrete ICT/AON lessons to one block
Link L2 & 3 to the same topic/activity so learners would not need to attend those
particular lessons in the other blocks
Model C
W
X
Y
Z
Q
Option
Option
Option
Option
WBQ
WBQ
WBQ
WBQ
Role of Senior managers
•
Provide vision, leadership and resources (funding)
•
Participate actively and visibly throughout
•
Communicate – promote change and manage resistance
•
Create mechanisms for change – deal with practicalities
•
Support deliverers ensure training & expertise
•
Encourage contribution/ownership
Going forward
•
Change in education is not new. It has often been extensive, seems to be happen
quickly and impact on the whole school.
•
Change has also often meant meeting revisiting or revising past policies and building
on good practice.
•
Some of the latest developments could mean some new and possibly radical
approaches are needed.
Graddio Craidd CBC Uwch
Bydd y garfan gyntaf i dderbyn graddau yn 2015 h.y. yr ymgeiswyr a ddechreuodd eu cwrs
yn Medi 2013.
Bydd y graddau ar raddfa o 4 pwynt - A* - C
Ymchwiliad Unigol
Bydd yr ymchwiliad unigol yn fwy, gyda lleiafswm o 3000 o eiriau a bydd yn cael ei raddio
Llwyddo, Teilyngdod ac Anrhydedd. Ni fydd y Prosiect Estynedig yn cyfri gan ei fod yn
derbyn gradd ar wahân.
SHC / SAE
Bydd y gofynion yn parhau gyda lleiafswm o 3 ar lefel 3 (un o’r SHC) a 3 ar lefel 2.
Craidd CBC
Elfen
CYRHAEDDIAD
CEB
Llwyddo
Llwyddo
ABCh
Llwyddo
AGBG
Ymchwiliad
Unigol
Anrhydedd
6 SHC/ SAE ar
lefel 2 a 3
4 neu fwy ar 3 neu fwy ar
lefel 3, o leiaf lefel 3, o
2 SHC
leiaf 1 SHC
Gradd
Gyffredinol am
y Craidd CBC
A*
Anrhydedd
A
Teilyngdod
Teilyngdod
Llwyddo
Llwyddo
4 neu fwy ar
lefel 3, o leiaf
2 SHC
3 neu fwy ar
lefel 3, o
leiaf 1 SHC
4 neu fwy ar
lefel 3, o leiaf
2 SHC
3 neu fwy ar
lefel 3, o leiaf
1 SHC
A
B
B
C