Key Stage 4 Options Booklet 2021
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Comparing Progression Routes to Post-16 Science Qualifications
This is a single article from Research Matters: A Cambridge Assessment publication. http://www.cambridgeassessment.org.uk/research-matters/ © UCLES 2013 Comparing progression routes to post-16 Science qualifications Carmen Vidal Rodeiro Research Division Introduction related learning. The course is intended to provide students with the technical knowledge, skills and understanding needed in the workplace, in At present, awarding bodies in England provide schools and students with further education or training. In particular, it aims to provide students a wide choice of Science qualifications, aiming to ensure that pupils study with the ability to apply their Science knowledge and skills to solving Science that is relevant and up-to-date and that there is choice in the scientific problems in a variety of vocational contexts. courses to prepare them for different routes post-16. There are other Science qualifications at level 2, equivalent to one or The most recent programme of study for Science at level 2 1 allows more GCSEs, that account for a small percentage of the Science students to study a single GCSE 2 in Science. This single Science GCSE, qualifications offered in schools (e.g. BTEC 4 First in Applied Science or which has great emphasis on scientific literacy, is intended to provide a Cambridge Nationals in Science). They are an alternative to the courses good foundation to study the subject at AS or A level 3, and a good mentioned above and they intend to provide students with the technical background for specialism in other sciences (Millar, 2006). knowledge and skills needed in the workplace, in further education or in Additionally, pupils can take one of two complementary GCSEs: GCSE training. -
Vocational Qualifications Booklet
Vocational Qualifications An introductory guide for Health and Social Care employers Contents Introduction Page 1 Examples of vocational Page 2-9 and vocationally-related qualifications(in alphabetical order) Useful links Page 9 This resource has been put together by SELLLN to help employers make sense of the wide variety of vocational and other qualifications possessed by existing and potential employees in the Health and Social Care sector. It sets out past and present vocational and other qualifications awarded in England and Wales so that employers can make useful comparisons between familiar and unfamiliar qualifications. It is intended as a reference tool for use in the recruitment process and in discussions on the professional development of existing employees. 1 14-19 Diploma This is a new qualification for young people. It requires learners to achieve a minimum standard in English, Maths and ICT, complete a project, do a minimum of 10 days’ work experience and gain an insight into particular employment sectors. Learners will also acquire the skills and knowledge essential for success in employment and higher education. Both subject-specific and generic skills, like teamwork, self-management and critical thinking, will be developed. QCF Qualifications Details Examples of qualifications Level Foundation This level recognises basic knowledge and skills and the ability Foundation Diploma in Society, 1 Diploma to apply learning with guidance or supervision. Learning at this level Health and Development is about activities that mostly relate to everyday situations and may be linked to a work-related environment. Starting in years 10 or 12, a Foundation Diploma is equivalent to 5 GCSEs at grades D-G. -
New UCAS Tariff Tables May 2017
These Tariff points are used for applications submitted for the 2017 admissions cycle onwards (i.e. for students making applications from September 2016 for full-time courses starting from September 2017). 7 March 2014 17.45 COVER INTRODUCING A NEW TARIFF – PROPOSAL TECHNICAL BRIEFING DOCUMENT UCAS Tariff tables Introducing a new Tariff - Proposal Technical briefing document April 2014 New Tariff points for entry to higher education from 2017 May 2017 Page 1 These Tariff points are used for applications submitted for the 2017 admissions cycle onwards (i.e. for students making applications from September 2016 for full-time courses starting from September 2017). Table of contents Introduction ..................................................................................................................... 8 Background ......................................................................................................................................... 8 The new Tariff ..................................................................................................................................... 9 Using the Tariff for management information and reporting .......................................................... 10 Using the Tariff in admissions ........................................................................................................... 10 Which qualifications attract points? ................................................................................................. 11 The new Tariff process .................................................................................................................... -
School Improvement – Or the 'Equivalent' Anastasia De Waal
School Improvement – or the ‘Equivalent’ Anastasia de Waal 1 It is critical to state from the outset that this report does not seek to undermine the value of vocational qualifications: on the contrary, it intends to assert that such learning is too advanced to be suitable for pupils below the age of 16. Trading in futures Ever-rising GCSE grades are required to support government claims that school standards are improving. The impetus therefore, for year-on-year rises in GCSE performance is very strong, with Public Service Agreements (PSAs) set regularly to determine the specifics of how much improvement must be made. The latest PSA target stipulates that in all schools at least 30 per cent of pupils must achieve a minimum five A*-C GCSEs or equivalent including maths and English by 2011, and that the overall proportion of pupils achieve 5 A*-C GCSEs or equivalent including maths and English increase to 53 per cent. 1 The main problem which New Labour education policy has so far not succeeded in getting to grips with is the achievement gap between better and worse-off pupils. As such, there is a strong relationship between lower national test and exam performance, and entitlement to free school meals (the central poverty indicator used in education, based on parents’ income.) This relationship means that pupils from more deprived backgrounds are disproportionately hampering government targets. Accordingly, lower-income pupils are disproportionately exposed to the New Labour government’s measures to bolster exam results. The focus of this report is on one such result-bolstering measure: the vocational course offered at GCSE level, Key Stage 4. -
UCAS Tariff Tables
UCAS Tariff tables Tariff points for entry to higher education from 2020 November 2019 These Tariff points are used for applications submitted for the 2020 admissions cycle onwards (i.e. for students making applications from September 2019 for full-time courses starting from September 2020). Table of Contents Using the Tariff tables ................................................................................................... 9 Feedback and questions ................................................................................................................... 9 1. UK benchmark qualifications .................................................................................. 10 A level and AS qualifications .......................................................................................................... 10 BTECs (known as Nationals) ........................................................................................................... 15 Cambridge International Pre-U Diploma ...................................................................................... 19 Cambridge Technicals ..................................................................................................................... 21 Core Maths qualifications ............................................................................................................... 24 Extended Project ............................................................................................................................. 24 International Baccalaureate .......................................................................................................... -
An Exploration of Grade Inflation in 'Older Style' Level 3 BTEC Nationals
RESEARCH AND ANALYSIS An exploration of grade inflation in ‘older style’ level 3 BTEC Nationals 2006 to 2016 1 An exploration of grade inflation in ‘older style’ level 3 BTEC Nationals Authors This report was written by Benjamin M. P. Cuff, Nadir Zanini, and Beth Black, from Ofqual’s Strategy Risk and Research directorate. 2 An exploration of grade inflation in ‘older style’ level 3 BTEC Nationals Contents Executive summary ................................................................................................................. 5 1 Introduction ........................................................................................................................... 8 1.1 Review of the existing evidence suggesting grade inflation ......................................... 14 1.2 Research questions ....................................................................................................... 17 2 Data....................................................................................................................................... 18 3 Propensity score weighting methodology....................................................................... 20 3.1 PSW method (for level 3, level 6, and employment analyses) ..................................... 21 4 Results ................................................................................................................................. 22 4.1 Level 3 (school) outcomes ............................................................................................. 22 4.2 -
Do Cambridge Nationals Support Progression to Further Studies at School Or College, to Higher Education Courses and to Work-Based Learning?
This is a single article from Research Matters: A Cambridge Assessment publication. http://www.cambridgeassessment.org.uk/research-matters/ © UCLES 2014 Qualifications and Curriculum Agency (QCA), (2007a). A level resitting: summary Suto, I., Elliott, G., Rushton, N., & Mehta, S. (2011). Going beyond the syllabus: of research findings. Retrieved from http://www.ofqual.gov.uk/files/qca-07- A study of A level Mathematics teachers and students. Educational Studies, 3387-Resit-report.pdf 38(4), 479–483. Qualifications and Curriculum Agency (QCA), (2007b). Evaluation of participation Vidal Rodeiro, C. & Nadas, R. (2010). Effects of modularisation. Research report. in GCE Mathematics: Appendices A–D. Retrieved from http://www.ofqual.gov. Cambridge: Cambridge Assessment. uk/files/GCE_mathematics_-_Appendices_A_to_D.pdf Williams, D.A. (2009). What has been the impact of re-sitting AS-Level examinations Suto, I. (2012). How well prepared are new undergraduates for university study? in Economics and Business Studies on students at a boys’ independent school in An investigation of lecturers’ perceptions and experiences. Paper presented the West Midlands? PhD thesis, University of Warwick: Coventry at the annual conference of the Society for Research into Higher Education, Newport, Wales, UK. Do Cambridge Nationals support progression to further studies at school or college, to higher education courses and to work-based learning? Carmen Vidal Rodeiro Research Division Introduction OCR National qualifications over the past few years and the ICT version of the qualification is currently one of the most popular courses in English The number of students taking vocational qualifications in England schools, delivered by more than half of secondary schools. The growth has risen dramatically in the last few years (Ofqual, 2012). -
UCAS Tariff Tables
These Tariff points will be used for applications submitted for the 2017 admissions cycle onwards (i.e. for students making applications from September 2016 for full-time courses starting from September 2017) 7 March 2014 17.45 COVER INTRODUCING A NEW TARIFF – PROPOSAL TECHNICAL BRIEFING DOCUMENT UCAS Tariff tables Introducing a new Tariff - Proposal Technical briefing document April 2014 New Tariff points for entry to higher education from 2017 May 2015 1 These Tariff points will be used for applications submitted for the 2017 admissions cycle onwards (i.e. for students making applications from September 2016 for full-time courses starting from September 2017) Contents Introduction ..................................................................................................................... 5 Background ......................................................................................................................................... 5 The new Tariff ..................................................................................................................................... 6 Using the Tariff for management information and reporting ............................................................ 7 Using the Tariff in admissions ............................................................................................................. 7 Which qualifications attract points? ................................................................................................... 8 The new Tariff process ...................................................................................................................... -
Uptake of ICT and Computing Qualifications in Schools in England 2007-2009
Uptake of ICT and computing qualifications in schools in England 2007-2009 Carmen L. Vidal Rodeiro Statistics Report Series No. 25 November 2010 Research Division Assessment Research and Development Cambridge Assessment 1 Regent Street, Cambridge, CB2 1GG 1 The number of students taking ICT (information and communication technology) and computing related GCSE and A level qualifications has dropped in recent years, with a fall of 33% in just three years in ICT GCSE students, a fall of 33% in six years in A level ICT students and a fall of 57% in eight years in A level computing students in England*. However, in recent years many alternatives to GCSEs and A levels have been offered by the English awarding bodies (e.g. vocationally related qualifications such as the diploma in digital applications or the OCR Nationals). Some of these qualifications have become very popular among 14-19 year olds and some schools have moved away from GCSEs and A levels to take on vocational courses. This report investigates trends in the numbers of students in England obtaining qualifications in ICT and computing (or any related subjects) at Key Stage 4 and at Key Stage 5 over the years 2007 to 2009. Data and methods Data for these analyses was extracted from the National Pupil Database (NPD), compiled by the Department for Education (DfE), for examination years 2007 to 2009 (academic years 2006/07 to 2008/09). Attainment data is supplied to the DfE by awarding bodies and contains individual attainment records and student-level information (e.g. month and year of birth, gender, school identification number) for all students in schools within England. -
UCAS Tariff Tables
UCAS Tariff tables Tariff points for entry to higher education for the 2022-23 academic year May 2021 These Tariff points are used for applications submitted for the 2022 admissions cycle onwards (i.e. for students making applications from September 2021 for full-time courses starting from September 2022). Table of Contents Using the Tariff tables ................................................................................................. 10 Feedback and questions ....................................................................................................... 10 1. UK benchmark qualifications .................................................................................. 11 A level and AS qualifications ................................................................................................. 11 BTECs (known as Nationals) .................................................................................................. 16 Cambridge International Pre-U Diploma ............................................................................... 21 Cambridge Technicals ........................................................................................................... 23 Core Maths qualifications ..................................................................................................... 26 Extended Project .................................................................................................................. 26 International Baccalaureate ................................................................................................. -
Year 8 Key Stage 4 OPTIONS BOOKLET 2021
Year 8 Key Stage 4 OPTIONS BOOKLET 2021 - 2024 1 Contents Introduction .............................................................................................................. 3 GCSE Grading: ........................................................................................................... 6 Vocational Grading .................................................................................................... 6 HOW TO CHOOSE ...................................................................................................... 9 QUESTIONS AND ANSWERS ....................................................................................... 9 ART & DESIGN ......................................................................................................... 10 BUSINESS GCSE ....................................................................................................... 13 Certificate of Personal Effectiveness (CoPE)……………………………………………………………14 COMPUTER SCIENCE .............................................................................................. 15 DANCE .................................................................................................................... 16 DESIGN & TECHNOLOGY.......................................................................................... 18 DRAMA GCSE……………………………………………………………………………………………………………………..19 ENGINEERING DESIGN* ........................................................................................... 21 ENGLISH LANGUAGE, ............................................................................................ -
KS4 Options Part 1: Qualifications and Career Pathways 2021 – 2023
KS4 Options Part 1: Qualifications and Career Pathways 2021 – 2023 1 CONTENTS Page Message from the Head 2 The Different Types of Qualification 3 Upper School Curriculum 5 Message from your Year Head 6 Choosing Subjects 7 Career Routes 8 Appendix: The National Qualification Framework 10 2 January 2021 Dear Parents and Carers, Year 9 Options: your child’s GCSE examination choices This is an extremely exciting part of your child’s educational journey. In the weeks ahead your child will be asked to decide on the examination subjects that they would like to take from September 2021. We are pleased to share this document with you. It has been produced to help you and your child discuss together the broad range of subjects on offer here at Robert May’s School. A number of national changes have been made to GCSE since 2016. It may be useful for you to be aware of several points: ❏ Numbers for grades: All GCSE subjects will be assessed using a number system in place of the old letter grades. For example, what used to be a G grade is now a grade 1. An old A* grade is now a grade 8 or 9. A “standard pass” grade (old C) is now a grade 4. The more desirable “strong pass” is a Grade 5. ❏ Curriculum offering: We are committed to a curriculum tailored to students’ individual needs, potential and ambitions. In May 2017 Ofsted reported: The curriculum is broad, challenging and interesting. You [RMS] ensure that the well-planned curriculum provides pupils with a firm foundation for the next stage of their education.