In autumn 2001, the National Assembly for Wales (NAfW) announced the launch of a pilot programme for a new post-16 qualification in Wales - the Welsh Baccalaureate. The first student cohort in the pilot schools and colleges began their Welsh Baccalaureate curriculum programme in September 2003. Following the evaluation of this pilot (the final report of the evaluation is available online: [Web Page]213)), the NAfW has decided that the 'Welsh Bac' will be made available at Advanced and Intermediate levels to all students in post-16 education in Wales. The roll-out is being introduced in stages from September 2007. The Welsh Bac is intended to offer upper secondary students (16+) a broad curriculum programme offering breadth and balance, as well as depth of study. This is ensured by a mandatory core curriculum complemented by students' individual optional studies. Studies lead to an overarching certificate for qualifications gained at this level. Academic and vocational qualifications merit equal recognition for the Welsh Bac certificate. 221
To achieve the Welsh Baccalaureate Advanced Diploma, students have to complete a compulsory core, in addition to options of a minimum of two GCE A-levels or an equivalent qualification. The core has four key components:
The key skills are:
To be awarded the Advanced Core Certificate, students have to achieve all six key skills qualifications but do not have to meet the options requirements for the full Diploma. 212
In 2005 the total number of entries for the Advanced Diploma was 499, of which 304 (60.9 per cent) completed the programme. 233 candidates were awarded the Advanced Diploma (76.6 per cent of those who completed the programme). A further 27 candidates achieved the Advanced Core Certificate. Of the 304 candidates completing the Bac programme, 202 (66.4 per cent) applied for entry to higher education. 212
In addition, foundation-level Welsh Bac courses for 14- to 19-year-olds are being piloted in post-16 provision, as well as in Key Stage 4. More detailed information on the Welsh Baccalaureate is available at http://www.wbq.org.uk/.
National Curriculum assessment arrangements do not apply to students in post-compulsory education (16+). Assessment depends largely on the requirements of the appropriate awarding and examining bodies for the qualifications being studied for. The qualifications available at this level have recently undergone - and are still undergoing - reform, with a view to leading to a broader qualifications programme and improved vocational qualifications.45
A National Database of Accredited Qualifications has been set up, which contains details of qualifications that are accredited by DCELLS, as well as the respective bodies in England and Northern Ireland. It is available online: http://www.accreditedqualifications.org.uk/
Students in post-compulsory education in schools usually take academic (general) courses leading to GCE 'A' Levels; GCE Advanced Subsidiary qualifications (GCE 'AS' Levels); or vocational courses usually leading to GCEs/'A' Levels in applied subjects (formerly Advanced Vocational Certificates of Education (VCEs)).45 118 See sections 5.4.2 and 5.4.3 in addition.
Advanced Extension Awards
Between 2002 and 2009 (2013 for mathematics), the most able students were able to take Advanced Extension Awards (AEAs) in some subjects. AEAs were designed to stretch the most able advanced level students by requiring greater depth of understanding (rather than breadth of knowledge) than the GCE 'A' Level. Following the introduction of A* grade in the June 2010 examinations, they were deemed to no longer be necessary.
Regulatory and awarding bodies
Responsibilities of the former Qualifications, Curriculum and Assessment Authority for Wales (ACCAC)
Until April 2006, ACCAC was the National Assembly for Wales' principal advisory body on all matters affecting the school curriculum, examinations, assessment and vocational qualifications, and was charged with keeping all developments in these matters under review. ACCAC also advised on appropriate programmes of research and development.104
ACCAC was responsible for:
In April 2006, the functions of ACCAC were merged with those of the Department for Education, Lifelong Learning and Skills (DELLS) in Wales (now the Department for Children, Education, Lifelong Learning and Skills, DCELLS).
All publicly-funded courses offered to all students under the age of 19 years, and which lead to an external qualification, have to be approved by the Department for Children, Education, Lifelong Learning and Skills (DCELLS) in Wales.
The awarding bodies for the various examinations available at this level, which are the various examining boards, submit their courses for approval to the Department for Children, Education, Lifelong Learning and Skills (DCELLS), which is the regulatory body for such examinations in Wales and is responsible for scrutinising procedures to ensure that standards are maintained. A code of practice has been adopted by all the examining boards to promote consistency in each qualification and in each subject across different examining boards, between different syllabuses in the same subject, and from year to year.45, 100
In addition, the QCA publication 'The Statutory Regulation of External Qualifications in England, Wales and Northern Ireland' sets out the arrangements for the statutory regulation of external qualifications in order to ensure that they are fit for purpose, command public confidence and consistent standards are being maintained across awarding bodies over time. External qualifications that meet the statutory criteria are accredited into the National Qualifications Framework (see above). 210
The unitary awarding bodies in Wales are the Edexcel Foundation, the Assessment and Qualifications Alliance (AQA), Oxford, Cambridge and RSA Examinations (OCR), and the Welsh Joint Education Committee (WJEC).96, 143
National Qualification Frameworks
Once external qualifications have been accredited by the regulators, they are placed on qualification frameworks. There are a number of qualifications frameworks which incorporate Welsh qualifications. The National Qualifications Framework (NQF) is a three-country regulated framework for England, Wales and Northern Ireland. It includes both general academic and vocational qualifications at nine levels as follows:
For more information on the NQF, see:
http://www.qcda.gov.uk/5967.aspx
The Credit and Qualifications Framework for Wales (CQFW) applies solely to Wales. It began to be introduced in 2003 and is gradually bringing all qualifications within a single unifying structure. The CQFW utilises three common principles: expression of achievement as learning outcomes; the demands made by that learning on the learner (level) and the volume of learning achievements (credit). It also includes nine levels indicating the degree of difficulty. They range from 'Entry' (entry level qualifications) to level 8 (doctoral qualifications).
The QCF is a new framework for England, Wales and Northern Ireland which aims to enable learners to gain qualifications at their own pace along flexible routes by awarding credit for qualifications and units. All vocational qualifications will be placed on the QCF by the end of 2010 and it is expected that, in the future, academic qualifications will also be placed on the QCF; until that time, the NQF remains the framework for all academic qualifications. The QCF will therefore provide the organising structure for all qualifications available in schools, including general qualifications, but to date the focus has been on vocational qualifications. It is intended that in Wales, the QCF will form part of the existing CQFW. Further information is available online.
The aims of the QCF are to simplify the current complicated system by presenting qualifications in a way which is easier to understand, to recognise more learning through the award of qualifications and to instil more flexibility into the system through the use of units (components of qualifications ) and credit awarded for achieving units. Like the NQF, every unit and qualification in the 9-level QCF has a level between Entry and level 8 which indicates the degree of difficulty. Level 2 is equivalent to GCSEs (grades A* to C), level 3 is equivalent to A-levels, and level 8 is equivalent to a doctorate. Every unit and qualification also has a credit value (with one credit representing 10 hours of study). There are three sizes of qualifications in the QCF: Awards (1 to 12 credits); Certificates (13 to 36 credits); Diplomas (37 credits or more). In the framework, it is possible to have an award at level 1 or an award at level 8, because the qualification type ('award, certificate, diploma') represents the size of a qualification, not how difficult it is.
For more information on the QCF, see: http://www.qcda.gov.uk/8150.aspx
Students completing post-compulsory upper secondary education may seek paid employment or continue their education in the further or higher education sector, depending on the courses studied and qualifications obtained. GCE 'A' Levels, GCE Advanced Subsidiary qualifications (GCE 'AS' Levels), or GCEs/'A' Levels in applied subjects (formerly Advanced Vocational Certificates of Education (VCEs)) are all acceptable for entry into some form of higher education.45
GCE 'A' Levels and GCE Advanced Subsidiary qualifications (GCE 'AS' Levels) provide demanding courses of study in a wide range of subjects for students with a good standard of academic ability. The primary purpose is to develop knowledge, understanding and skills associated with a subject or discipline. Good performance in these qualifications is considered an effective selection indicator for university entrance. See section 6.4.7 in addition.22, 50
All GCE 'A' Levels consist of six modules, with examinations that can be taken throughout the two years of the course (modular/staged assessment) or taken together at the end of the course (linear assessment). The first three units make up the GCE Advanced Subsidiary qualification and are set at a standard between GCSE (see section 6.3) and GCE 'A' Level. Candidates who continue their studies for a second year, study three more demanding modules in each subject in order to obtain the GCE 'A' Level on successful completion.19
Advanced Extension Awards began to be available for the most able 18-year-olds in summer 2002. The qualifications are designed to stretch the most able advanced level students by requiring greater depth of understanding (rather than breadth of knowledge) than the GCE 'A' Level. They are also designed to:
GCEs/'A' Levels in applied subjects (formerly Advanced Vocational Certificates of Education (VCEs))
Advanced Vocational Certificates of Education (VCEs) have been redesigned to become General Certificates of Education (GCEs/'A' Levels) in applied subjects. The qualifications have an AS/ A2 structure, comparable to existing GCEs (see above), and aim to provide a broad introduction to a vocational area. The qualifications encourage distinctive teaching and assessment approaches within work-related contexts. Opportunities for the development and assessment of key skills are identified. 200
Four qualifications are available, with the following structure:
The courses are available in 10 vocational/applied subject areas (see 6.4.4).200
A vocational learning website aims to assist schools in delivering the above vocational qualifications. The website is accessible at http://www.vocationallearning.org.uk/
A series of entry-level awards or Entry Level Qualifications (ELQs) is also available for students in Wales. The awards are specifically designed for those students who are not served by GCSEs or similar qualifications. Those who, for example, are working at level 3 or below of the National Curriculum eight-level scale, see 6.3.6. Available in academic and vocational/applied subjects (including Welsh and Welsh Second Language in Wales), ELQs are designed to recognise the achievements of students both in mainstream and in special needs education.140, 59
Individual qualifications in the three key skills of communication, application of number and information technology are available to all students in post-16 education. The qualifications may also be available to some students in Key Stage 4, aged 14-16, the final two years of compulsory education. 90,54 The purpose of the key skills qualifications is to provide employers and higher education institutions with the confidence that individuals with the qualifications have developed the same skill to the same standards whatever training/educational route they have followed. The qualifications also contribute towards a student's overall number of points achieved during upper secondary education, which can influence his/her acceptance in the higher or further education institution of his/her choice or on his/her preferred course of further or higher education. 162
Free-standing mathematics units, for students in post-compulsory education (ages 16-18), were introduced in August 2000 as a result of concerns that too few 16-year-olds chose to continue with the subject. Popular courses include 'managing money' and 'making sense of data'. Courses focus on a narrow range of maths skills relevant to other subjects - calculus for scientists, for example, or three-dimensional problem-solving for art and design students.17
Free-standing mathematics units are available at three levels:
Each unit (at whatever level):
Participation in assessment, as in education, is voluntary during this phase, but most students who have opted to follow some form of post-compulsory education usually take part in the assessment procedures involved.45
General Certificate of Education Advanced Level examinations (GCE 'A' Levels) and General Certificate of Education Advanced Subsidiary qualifications (GCE 'AS' Levels)
GCE 'A' Levels are single subject qualifications which may be studied in any combination, within the limitation of a school's timetable and the range of subjects it offers. Courses normally last two years.
GCE Advanced Subsidiary qualifications, commonly known as GCE 'AS' Levels, are equivalent to the first half (usually the first year) of a two-year GCE 'A' Level course. That is, every GCE 'A' Level course comprises six modules, the first three of which are equivalent to a GCE Advanced Subsidiary qualification. Successful completion of all six modules entitles the candidate to a GCE 'A' Level (or 'A2') qualification.137 The six modules of the GCE 'A' Level examination can either be taken individually throughout the two years of the course (modular or staged assessment as students feel ready) or taken together at the end of the course (linear assessment).19
The GCE Advanced Subsidiary qualification provides progression between GCSE and the full GCE 'A' Level. It is both the first half of a GCE 'A' Level and a qualification in its own right. All GCE 'A' Level specifications include a GCE 'AS' Level. There are also five free-standing GCE 'AS' Levels which do not lead to the full GCE 'A' Level. These are: Critical Thinking, European Studies, Science for Public Understanding, Social Science, and Citizenship and World Development.250
Coursework may account for up to 25 or 30 per cent of GCE 'A' Level and/or GCE Advanced Subsidiary qualification courses, dependent on the course (the ceiling is 30 per cent in most subjects). However, synoptic tests must also be included at the end of all courses. This synoptic assessment (or coherence test) is intended to test candidates' grasp of the subject in its entirety, that is, their ability to integrate and apply their knowledge and understanding 104
Previously (prior to August 2000), the majority of GCE 'A' Level examinations followed what are known as linear syllabuses (with examinations taken at the end of the course). The examinations took a variety of forms, and involved written, oral or practical work. They were normally set and marked externally, and timed and taken under closely-controlled conditions defined by the examining board. Assessment schemes sometimes included internally assessed, externally moderated coursework. The proportion of marks for coursework components did not normally exceed 20 per cent of the total for the subject. However, this proportion could be increased where the nature of the subject made this appropriate.136
Advanced Vocational Certificates of Education (VCEs) have been redesigned to become Advanced General Certificates of Education (GCEs/'A' Levels) in applied subjects. The qualifications have an AS/A2 structure, comparable to existing GCEs (see above), and aim to provide a broad introduction to a vocational/applied subject area. They encourage distinctive teaching and assessment approaches, within work-related contexts. Opportunities for the development and assessment of key skills are identified. 200
Four qualifications are available, with the following structure:
GCEs/'A' Levels in applied subjects are available in the following vocational/applied subject areas:
General Certificate of Education Advanced Level examinations (GCE 'A' Levels) and General Certificate of Education Advanced Subsidiary qualifications (GCE 'AS' Levels)
The awarding bodies for GCE 'A' Level and GCE 'AS' Level examinations are the various GCE examining boards. Courses are submitted for approval to the the Department for Children, Education, Lifelong Learning and Skills (DCELLS), which is the regulatory body for GCE examinations, and is responsible for scrutinising procedures to ensure standards are maintained in Wales. It produces a mandatory code of practice which is designed to promote quality, consistency, accuracy and fairness in the examining process across different syllabuses and awarding bodies (that is, to promote consistency in each subject across different awarding bodies, between different syllabuses in the same subject, and from year to year). This code of practice sets out the responsibilities of the awarding bodies in respect of the following:
GCEs/ 'A' Levels in applied subjects are assessed by a combination of external tests and internal assessment:
GCE 'A' Levels and GCE 'AS' Level qualifications are graded A to E for pass grades with U (unclassified) denoting a fail. The previous grade N (showing a near miss), which was discontinued in August 2000, was originally introduced as formative feedback for those students who just missed a pass.118
GCEs/'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs))
GCEs/'A' Levels in applied subjects are graded using an A-E scale, as with other 'A' Levels:
Students have a right of appeal if they are not satisfied with the examination grade they receive. Appeals must be addressed in the first instance to the appropriate awarding body. The Examinations Appeals Board (EAB) hears appeals from examination centres (on behalf of candidates), which have failed to be resolved by the awarding body's own procedures. The EAB will only hear an appeal when the entire appeals process of the awarding body concerned has been completed. This normally involves an enquiry about results, a re-mark or re-moderation, and a formal appeal hearing before the awarding body's appeals panel. 45, 91, 46 The Examinations Appeals Board website is available at http://www.theeab.org.uk/.
Since the summer of 2001, where students' examinations papers are remarked under the scheme described above and this remark reveals inaccurate marking, students' subject grades/marks may be lowered, raised or confirmed as a result. Prior to summer 2001, where papers were remarked, grades could only either be raised or confirmed.101
All major higher education institutions are autonomous bodies and each determines its own admissions policy. However, applicants are generally required to have obtained at least three General Certificate of Secondary Education (GCSE) passes at grade C or above, and two General Certificate of Education Advanced Level (GCE 'A' Level) passes, in different subjects, or their equivalents. In practice, because of the competition for places, most institutions require levels of qualifications considerably above the minimum and, where applicable, many will also require a GCE 'A' Level pass in the subject to be studied during higher education. These requirements may be expressed in the number of passes or in the grades to be obtained. For example, university departments of medicine usually require three GCE 'A' Level passes at grade A or two GCE 'A' Level passes at grade A plus one pass at grade B, in addition to the three passes at GCSE mentioned above. Alternative qualifications, including qualifications in vocational education such as GCEs/'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs)), are becoming increasingly acceptable.45
Most institutions also welcome applications from older candidates who have had appropriate experience but may lack formal qualifications. Some courses require some form of previous study in the particular subjects, some do not. In the case of teacher training, institutions may not accept a candidate who has not achieved the standard required for GCSE grade C in English, mathematics and a science subject.45
Candidates for GCE 'A' Levels and GCE 'AS' Level examinations receive a certificate listing the grade achieved in each subject attempted.81 Students may also request a copy of their marked examination papers (scripts). There is a charge for this service.45
Where students complete their post-compulsory upper secondary education in schools, schools must send parents at least one written report every school year. Headteachers are obliged to provide information on progress in any GCE 'A' Level/GCE 'AS' Level examination courses being followed by the student, the grades achieved, and the students' overall point score, and should also include information on progress towards any GCEs/'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs). The reports must be sent to parents for students up to the age of 18, and to the student for students aged 18 or over. Students/parents must also receive notification of examination results which are published after the end of the school year (July) not later than 30 September in the same year.146
Where requested by parents, secondary school headteachers must have available for inspection the latest available comparative data, both at school and national level, about GCSE examination results, and vocational qualifications and credits towards them; and GCE 'A' Level/GCE 'AS' Level examinations and vocational qualifications and credits towards them.146
Individual secondary school performance statistical information is made publicly available and is accessible through the National Pupil Database, which is hosted on behalf of the Welsh Assembly by the Local Government Data Unit. 218 During the period 2001-2006, such performance tables identifying individual institutions were not published nationally in Wales.71 The tables report the achievements of 16- to 18-year-old students in schools. They aim to provide a tool for parents making choices about the education of their children at secondary school and beyond, provide background information on each individual school, and show the achievements of students in GCE 'A' Level and GCE 'AS' Level examinations, achievements in specified post-16 vocational qualifications, and rates of authorised and unauthorised student absence.61
In 2000, of those students in Wales who took Welsh Joint Education Committee (WJEC) GCE 'A' Level and GCE 'AS' Level examinations, 93.7 per cent passed the examinations (obtaining grades A to E, see 6.4.6). 65 per cent of students gained passes at grades A to C.56 (NB. The WJEC is only one of the awarding bodies for GCE 'A' Level and GCE 'AS' Level examinations in Wales.)
In 2004, the overall GCE 'A' Level pass rate in Wales was 96.5 per cent, and grade 'A' awards accounted for 23.5 per cent of the total. 197 See the table below for further information on the overall results for Wales in 2004 (issued by the Joint Council for Qualifications (JCQ):
| JCQ (Welsh Centres) | |
| Number entered | 35,206 |
| Percentage gaining A - E passes | 96.5 |
| Percentage gaining a grade A pass | 23.5 197 |
In 2006, the overall GCE 'A' Level pass rate in Wales rose to 96.9 per cent, and grade 'A' awards accounted for 23.9 per cent of the total. 223
Key Skills qualifications
Over 168,000 key skills qualifications were awarded to approximately 85,700 learners between October 2000 and September 2005 in Wales. During this time, over 22,200 individuals achieved three or more key skills qualifications, and almost all of these were aged 16 or over. 220
Between October 2004 and September 2005, 85,294 key skills qualifications were awarded in Wales. 28 per cent of these were key skills awards in communication; 22 per cent were in application of number; 20 per cent were information technology awards; 12 per cent were in improving own learning; seven per cent were in the key skill of problem solving; and 12 per cent were in working with others. 220
Results of the first Advanced Welsh Baccalaureate Qualifications
In 2005 the total number of entries for the Advanced Diploma was 499, of which 304 (60.9 per cent) completed the programme. 233 candidates were awarded the Advanced Diploma (76.6 per cent of those who completed the programme). A further 27 candidates achieved the Advanced Core Certificate. Of the 304 candidates completing the Bac programme, 202 (66.4 per cent) applied for entry to higher education. 212