UK Qualifications
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Council for Economic Renewal Meeting: Paper to Note Annual
CfER 05/10/2015 Agenda Item 7 – Paper to Note 4C Welsh Ministers’ Business Scheme Education and Skills Annual Update report on implementation of Business Scheme Date Period covered April 2014/March 2015 Lead Departmental Officials for the Business Scheme: Teresa Holdsworth Deputy Director Skills Policy & Youth Engagement Overview of Departmental progress Equipping learners for life and work is a key priority, and this is reflected in the way that each of the Department’s programmes are aligned with this objective. There are four main strategic documents which guide our actions and structure our interactions with employers and other stakeholders. These strategic documents are: The Education Improvement Plan (EIP) - this plan details our strategy for addressing the needs of young people in school aged 3-19. The Policy Statement on Skills (PSS) and Skills Implementation Plan (SIP) - both provide a focus on developing a sustainable and competitive skills system for Wales which incorporates Further and Higher Education, Work-based Learning, Regional Skills Partnerships, employers and their representative bodies. The Higher Education Policy Statement - this document details the support we will offer to learners in Universities aged over 18. The Adult and Community Learning Policy - this strategy is currently under review. There are common themes detailed within each of the above strategic documents which are in line with our commitments contained within the Programme for Government. These common themes are: Jobs and growth Equity and equality Financial sustainability International benchmarking Further, the CBI report ‘First Steps’ is a point of reference for the Department. The report sets out the business view on the reforms that are needed to make a successful education system, drawing on international examples and underpinned by a set of core principles. -
WISERD Annual Conference 2016
#WISERD2016 WISERD Annual Conference 2016 WISERD Annual Conference 2016 Abstract Booklet 13th and 14th July 2016 Swansea University #WISERD2016 @WISERDNews 1 WISERD Annual Conference 2016 #WISERD2016 DAY 1: Wednesday 13 July Welcome: 9.30am Ian Rees Jones, Director Wales Institute of Social and Economic Research, Data and Methods (WISERD) Ian Rees Jones was appointed Professor of Sociological Research at Cardiff University in 2012 and is currently the Director of the Wales Institute for Social and Economic Research, Data and Methods (WISERD). He is interested in theoretical and empirical work on social change and processes of social change. He is currently engaged in a series of research projects that addresses processes of social change and their impact on individuals, institutions, communities and civil society. He is also undertaking research specifically addressing ageing, later life and the experience of dementia. This includes work looking at class and health inequalities in later life, generational relations, social engagement and participation and changes in consumption patterns as people age. He is a Fellow of the Learned Society of Wales and Fellow of the UK Academy of Social Sciences. 2 #WISERD2016 WISERD Annual Conference 2016 Welcome Address: The Right Honourable Rhodri Morgan Chancellor of Swansea University The Services/Manufacturing Balance and the Welsh Economic Recovery The Right Honourable Rhodri Morgan was the First Minister for Wales from 2000-2009. He was educated at St John’s College Oxford and Harvard University. After working as the Industrial Development Officer for South Glamorgan County Council from 1974 to 1980 he became Head of the European Commission Office in Wales form 1980 to 1987. -
Post-16 Education – a Guide for Teachers and Parents
Post-16 Education – A Guide for Teachers and Parents This resource is aimed at teachers and parents who would like a better idea of the options available to students as they finish their GCSEs. Use this resource to help inform students about their options and support them in finding the route that is right for them. The information below is primarily targeted at those living in England, Wales and Northern Ireland. The Scottish system is broadly similar and some details are described here (to support pupils who have the option of studying there). However, if you work in Scotland, it is worth looking for Scotland-specific information. This is an introduction to the post-16 routes available to students and their structures. For more detailed, local information – particularly regarding available courses and entry requirements – it is important to contact local employers and education providers. Levels English, Welsh and Northern Irish Qualifications are divided into levels, from Entry Level to Level 8. The table below shows example qualifications available at each level. Although all qualifications at a single level are broadly equivalent, they are not equal – for example, A levels and AS levels are both Level 3 qualifications. It is important that students check with institutions how they value their qualifications before applying. Level Selected Qualifications Entry Level Entry Level Awards Skills for Life Entry level English for Speakers of Other Languages Level 1 GCSE grade 1–3 (G–D in Wales) Level 1 NVQ Music grades 1–3 Level 2 GCSE grade -
Classifying Educational Programmes
Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries. -
Fees Charged for GCSE and AS/A Level Qualifications in Wales (To 2017/18) Report for Qualifications Wales
Fees charged for GCSE and AS/A level qualifications in Wales (to 2017/18) Report for Qualifications Wales November 2018 About LE Wales LE Wales is consultancy providing economic and policy advice to clients based in Wales, and is a trade name of London Economics Limited. London Economics is a leading economics consultancy specialising in public policy economics. Our consultants offer a comprehensive range of skills, covering all aspects of economic and financial analysis and policy development. w: www.le-wales.co.uk e: [email protected] t: +44 (0)2920 660 250 Acknowledgements We would like to acknowledge the useful guidance and feedback provided by Stefanie Taylor, Tom Anderson and Emyr George from Qualifications Wales throughout this research. Qualifications Wales also provided us with much of the data that was employed in our analysis. We would also like to thank the main awarding bodies in England and Wales for their assistance with the collation of fees data. Responsibility for the contents of this report remains with LE Wales. Authors Siôn Jones, Wouter Landzaat and Viktoriya Peycheva Wherever possible LE Wales uses paper sourced from sustainably managed forests using production processes that meet the EU Ecolabel requirements. Table of Contents Page 1 Introduction 1 2 Services and fees related to general qualifications 4 3 Entry fees 7 4 Post-results service fees 34 5 Continuing professional development (CPD) fees 41 6 Other fees 43 Index of Figures 45 LE Wales Fees charged for GCSE and AS/A level qualifications in Wales (to 2017/18) i 1 | Introduction 1 Introduction 1.1 Context Following the Welsh Government’s review of qualifications for 14-19-year-olds in 2012, GCSEs and A levels in Wales have been reformed. -
ARSM (Associate of the Royal Schools of Music)
Qualification Specification ARSM (Associate of the Royal Schools of Music) Level 4 Diploma in Music Performance September 2020 Qualification Specification: ARSM Contents 1. Introduction 4 About ABRSM 4 About this qualification specification 5 About this qualification 5 Regulation (UK) 6 Regulation (Europe) 7 Regulation (Rest of world) 8 2. ARSM diploma 9 Syllabuses 9 Exam Regulations 9 Malpractice and maladministration 9 Entry requirements 10 Exam booking 11 Access (for candidates with specific needs) 11 Exam content 11 How the exam works 11 3. ARSM syllabus 14 Introducing the qualification 14 Exam requirements and information 14 • Subjects available 14 • Selecting repertoire 14 • Preparing for the exam 17 4. Assessment and marking 19 Assessment objectives 19 Mark allocation 19 Result categories 20 Synoptic assessment 20 Awarding 20 Marking criteria 20 5. After the exam 23 Results 23 Exam feedback 23 © 2016 by The Associated Board of the Royal Schools of Music. Updated in 2020. 6. Other assessments 24 DipABRSM, LRSM, FRSM 24 Programme form 25 Index 27 This September 2020 edition contains updated information to cover the introduction of a remotely-assessed option for taking the ARSM exam. There are no changes to the existing exam content and requirements. Throughout this document, the term ‘instrument’ is used to include ‘voice’ and ‘piece’ is used to include song. 1. Introduction About ABRSM At ABRSM we aim to support learners and teachers in every way we can. One way we do this is through the provision of high quality and respected music qualifications. These exams provide clear goals, reliable and consistent marking, and guidance for future learning. -
National Qualifications Framework Developments in Europe 2017
ENENEN NATIONAL QUALIFICATIONS FRAMEWORK DEVELOPMENTS IN EUROPE 2017 National qualifications framework developments in Europe 2017 Luxembourg: Publications Office of the European Union, 2018 Please cite this publication as: Cedefop (2018). National qualifications framework developments in Europe 2017. Luxembourg: Publications Office. http://data.europa.eu/doi/10.2801/029873 A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Luxembourg: Publications Office of the European Union, 2018 Copyright © European Centre for the Development of Vocational Training (Cedefop), 2018 All rights reserved. PRINT ISBN: 78-92-896-2649-1 doi:10.2801/545730 TI-01-18-117-EN-C PDF ISBN: 978-92-896-2650-7 doi:10.2801/029873 TI-01-18-117-EN-N Designed by Missing Element Prague Printed in the European Union The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75. Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020 E-mail: [email protected] www.cedefop.europa.eu Joachim James Calleja, Director Tatjana Babrauskiene, Chair of the Governing Board Foreword Cedefop has been working on transparency and recognition of qualifications since the 1980s and has helped shape the European qualifications framework (EQF), adopted in 2008 and revised in 2017. -
A Menuhin Centenary Celebration
PLEASE A Menuhin Centenary NOTE Celebration FEATURING The taking of photographs and the use of recording equipment of any kind during performances is strictly prohibited The Lord Menuhin Centenary Orchestra Philip Burrin - Conductor FEBRUARY Friday 19, 8:00 pm Earl Cameron Theatre, City Hall CORPORATE SPONSOR Programme Introduction and Allegro for Strings Op.47 Edward Elgar (1857 - 1934) Solo Quartet Jean Fletcher Violin 1 Suzanne Dunkerley Violin 2 Ross Cohen Viola Liz Tremblay Cello Absolute Zero Viola Quartet Sinfonia Tomaso Albinoni (1671 – 1751) “Story of Two Minstrels” Sancho Engaño (1922 – 1995) Menuetto Giacomo Puccini (1858 – 1924) Ross Cohen, Kate Eriksson, Jean Fletcher Karen Hayes, Jonathan Kightley, Kate Ross Two Elegiac Melodies Op.34 Edvard Grieg (1843 – 1907) The Wounded Heart The Last Spring St Paul’s Suite Op. 29 no.2 Gustav Holst (1874 – 1934) Jig Ostinato Intermezzo Finale (The Dargason) Solo Quartet Clare Applewhite Violin 1 Diane Wakefield Violin 2 Jonathan Kightley Viola Alison Johnstone Cello Intermission Concerto for Four Violins in B minor Op.3 No.10 Antonio Vivaldi (1678 – 1741) “L’estro armonico” Allegro Largo – Larghetto – Adagio Allegro Solo Violins Diane Wakefield Alison Black Cal Fell Sarah Bridgland Cello obbligato Alison Johnstone Concerto Grosso No. 1 Ernest Bloch (1880 – 1959) for Strings and Piano Obbligato Prelude Dirge Pastorale and Rustic Dances Fugue Piano Obbligato Andrea Hodson Yehudi Menuhin, Lord Menuhin of Stoke d’Abernon, (April 22, 1916 - March 12, 1999) One of the leading violin virtuosos of the 20th century, Menuhin grew up in San Francisco, where he studied violin from age four. He studied in Paris under the violinist and composer Georges Enesco, who deeply influenced his playing style and who remained a lifelong friend. -
Building Bridges: Community – University Partnerships for Social Justice
Building Bridges: Community – University Partnerships for Social Justice A conference to increase awareness of social justice: Examining best practice in developing sustainable Community – University partnerships and community based learning to facilitate regeneration. Thursday 28th March 2013 Cardiff School of Education, Cyncoed Campus Keynote Speakers at Conference Professor David Adamson, OBE Dave Adamson is the Chief Executive of the Centre for The conference organisers are pleased to Regeneration Excellence Wales (CREW). Dave has announce Professor Dave Adamson and extensive experience of research, evaluation and policy Professor Gareth Rees as Key Note Speakers. development in regeneration related areas and has worked with a wide range of regeneration partners including the Professor Gareth Rees Welsh Government, third sector organisations, RSLs and Professor Gareth Rees is from the Cardiff School of Social local authorities in Wales. Dave is internationally recognised Sciences at Cardiff University. His work has investigated for his work on community empowerment in regeneration themes including educational policy, adult learning, the partnerships through his long-term engagement with the learning society and the relationship between learning and design, delivery and analysis of Communities First in Wales. regeneration. Professor Rees is the Director of the Wales His current interests include regeneration policy, measuring Institute of Social & Economic Research, Data & Methods impact, evaluation techniques, community empowerment -
ABRSM Exam Regulations International 2020
ABRSM Exam Regulations International 2020 Visit www.abrsm.org for online exam services and up-to-date information Contents About ABRSM and these Exam Regulations ............................................................ 4 1 Exam subjects ....................................................................................................................... 5 2 Regulated qualifications ................................................................................................... 5 3 Prerequisites ......................................................................................................................... 5 4 Introduction and overlap of syllabuses ...................................................................... 6 5 Applicant’s role and responsibilities ........................................................................... 6 6 Exam entry ............................................................................................................................. 6 7 Payment .................................................................................................................................. 7 8 Withdrawals, non-attendance and fee refunds.........................................................7 9 Access (for candidates with specific needs) .............................................................7 Entering for the exam, 7 Supporting evidence, 7 Personal data, 8 Alternative to graded exams, 8 10 Practical exam dates ......................................................................................................... -
Wells Angels G Iving Gifted Children a Chance the Angels’ Newsletter ISSUE 1 - SPRING 2019
Wells Angels G iving gifted children a chance the angels’ newsletter ISSUE 1 - SPRING 2019 Welcome to the first Wells Cathedral Chorister Trust newsletter of 2019. Many of you will be used to hearing our wonderful choir singing in the cathedral. What you may not know is how much work and dedication goes into producing this sublime music. We hope our new termly newsletter will give you a glimpse ‘behind the scenes’ of what the choristers get up to; what they achieve in school and on the sports fields as well as training daily to sing for us. The Chorister Trust is extremely grateful to our Wells Angels. Every contribution really does make a difference, often the difference that enables some choristers Pancake Fun! Some of our choristers took a break from their lessons and duties to to take up their places in the Choir and take part in a Shrove Tuesday Pancake Race, as part of a photoshoot for local media. develop into top musicians. Thankfully, the choristers involved were all expert flippers and there wasn’t too much The first of our Wells Angels ‘open pancake to clear up from Vicars’ Close or the Cloisters! (Photo: Jason Bryant) rehearsals’, to which all of our Angels are warmly invited, took place on Saturday 16 March. These are a termly opportunity to eavesdrop on one of the choristers’ daily events and see them at work. The dates for the next two open rehearsals are shown over the page. We also have another important date for your diaries. Our choristers are performing an informal concert, to include the toe-tapping fun that is Captain Noah & His Floating Zoo in the Cathedral on Saturday 4th May at 1pm. -
Financial Education for 7 to 19-Year-Olds in Wales Guidance for Schools and Colleges
Financial education for 7 to 19-year-olds in Wales Guidance for schools and colleges PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES Guidance Guidance document No: 043/2010 Date of issue: December 2010 Financial education for 7 to 19-year-olds in Wales Guidance for schools and colleges Audience Teachers, headteachers and governing bodies of all maintained schools; colleges and other learning providers that work with 14 to 19-year-olds; local authorities; initial teacher training providers; teacher unions and school representative bodies; ColegauCymru/ CollegesWales; church diocesan authorities; national bodies in Wales with an interest in education. Overview This document provides guidance on the provision of financial education for 7 to 19-year-olds in Wales. It is, therefore, provided for governing bodies, senior management teams and practitioners in primary, secondary and special schools and colleges with the responsibility for the planning and delivery of aspects of financial education. Further Enquiries about this document should be directed to: information Curriculum Support Branch Curriculum Division Department for Children, Education, Lifelong Learning and Skills Welsh Assembly Government Cathays Park Cardiff CF10 3NQ e-mail: [email protected] Additional This document can be accessed from the Welsh Assembly copies Government website at www.wales.gov.uk/educationandskills Related Taking everyone into account: Financial Inclusion Strategy for Wales documents (Welsh Assembly Government, 2009); Welsh Financial Education