LEVEL 3QUALIFICATION

ACCESS TO HIGHER EDUCATION (HE) DIPLOMA

ADVANCED APPRENTICESHIP BTEC LEVEL 3 EXTENDED DIPLOMA CITY & GUILDS TECHBAC

OVERVIEW Aimed at adults who may have few, or no, formal qualifications. Designed toprovide both the skills and academic subject knowledge to progress to highereducation (HE).

Work-based training (WBT) programme. Work related qualification. Aims both tosupport progression to HE or employment.

City & Guilds TechBac is a new vocationaloption which is taken mainly by 14-19 yearolds who want a challenging qualificationwhich prepares them for a career. It combines ahands-on technical qualification, recognised byemployers, with practical work experience andcritical skills development, such as team work,enterprise and digital literacy. It is brought tolife via the TechBac Skills Zone, an innovativeonline learning hub available on tablets, PCsand mobiles. The TechBac comprises:• Level 3 technical level qualifications designed with employers (five sizes available)

• Extended Project • Work experience • Critical workplace skills development with online tools and content

• Online forum for advice and guidance• Annual team challenge • Access to an online CV where tutors can award open badges.

LENGTH OF STUDY Normally 1 year full time (up to 15 hours perweek) or 2 years part time.

Between one and three years to completedepending on sector.

2 years full time. One or two years full-time (depending onTech Level size)

ENTRY REQUIREMENTS Although there are no formal entryrequirements, in some cases applicants may berequired to have GCSE Maths and or English atgrade A*–C (soon to graded 1-9). It may bepossible for learners to study one of theseGCSEs alongside the Access to HE Diploma.Applicants will normally be asked to sit aMaths and English diagnostic test and in themajority of cases, there will also be aninterview as part of the application process.

Typically Level 2 qualifications such as 5GCSEs at A*–C, or an Apprenticeship atLevel 2. However this is not the case for allapprenticeship opportunities as this will bedefined by the employer requirements andthe requirements for the role.

Level 2 qualifications such as 5 GCSEs atA*–C, or a relevant Level 2 BTECqualification. For some BTECs grade C orabove may be required in maths and/orEnglish.

Level 2 qualifications such as 5 GCSEs atA*–C, or a relevant Level 2 Technicalqualification. For some TechBacs level 2maths and/or English may be needed.

WHO OFFERS IT? Further Education (FE) colleges, some adulteducation colleges, private colleges and alimited number of community basedorganisations.

Apprentices learn primarily in the workplaceas paid employees, typically with day releaseat FE Colleges or a private WBL trainingprovider to underpin knowledge.

FE Colleges, 6th form colleges, schools,private training providers.

FE Colleges, schools, sixth form colleges, andprivate training providers.

HOW IS IT STUDIED? Flexible courses, enabling students to studyfull time or part time.

Most of the training is ‘on the job’. The restcan be provided by a local college or by aspecialist learning provider.

Normally studied full time although studentsmay, in some cases, have the option ofstudying part time.

Full time study in college or school, thoughsome learning may take place through workexperience and digital learning.

HOW IS IT ASSESSED? Assessed using a variety of assessmentmethods including coursework and formalexaminations.

Students work towards a National VocationalQualification (NVQ) at Level 3, along with theTech Cert (BTEC or City and Guilds) andFunctional Skills. They need to complete all 3elements to complete the framework. Sector SkillsCouncils have assessment principles which are stillapplicable in the new employer led system.

Assessed and graded through assignments.All assessments are quality assured throughinternal verification and Edexcel carry outexternal verification activities. From firstteaching in 2016, there will be at least 30%external assessment in all of the BTECNationals.

Externally set, externally marked tests(contributing towards 40% of the overallgrade); and externally set, externallymoderated synoptic assignments(contributing towards 60% of the overallgrade).

WHAT’S IT WORTH? Students achieve 60 credits of which 45 aregraded at pass, merit or distinction andwhich come from units based on academicsubject content. The remaining 15 credits areungraded and come from ‘other’ units thatare generally study skills. The 15 ungradedcredits could include some that are at level 2but these are generally at level 3.

Advanced Apprenticeships do not currentlycarry a UCAS tariff although the qualificationis seen as a route to HE, particularly on toFoundation Degrees, flexible work-based HEor Higher Apprenticeships. AdvancedApprentices will gain work-based learningqualifications such as NVQ Level 3, FunctionalSkills and, in most cases, a relevantknowledge based certificate such as a BTEC.

Equivalent to 3 A Levels.Students get a combination of 4 grades -Pass (P), Merit (M),Distinction (D) andDistinction*(D*). Each combination attractsa different UCAS tariff (see below).

The Level 3 Technical Qualifications are allgraded Pass, Merit, Distinction andDistinction*. Five sizes are available:Level 3 Advanced Technical Certificate, Level 3 Advanced Technical Diploma (450 GLHs), Level 3 Advanced Technical Diploma (540 GLHs),Level 3 Advanced Technical Extended Diploma (720 GLHs),Level 3 Advanced Technical Extended Diploma (1080 GLHs).

UCAS TARIFF The qualification does not currently carry aUCAS tariff. It will however be included inthe new UCAS tariff from 2017. For thepurposes of the tariff, the size of thequalification is treated as equivalent to 3 Alevels. UCAS provide a matrix showing thefull range of possible grade profiles based onthe 45 graded credits and their tariff pointequivalent. Please see table below for anexample compared with A levels.

Although the Advanced Apprenticeship doesnot, itself, carry a UCAS tariff, someAdvanced Apprenticeship frameworks willinclude a component part, such as a BTECLevel 3 Diploma, which does carry a UCAStariff.

The UCAS tariff according to the 3 gradesobtained: D*D*D* = 420, D*D*D = 400,DDD* = 380, DDD = 360, DDM = 320, DMM= 280, MMM = 240, MMP = 200, MPP = 160,PPP = 120.

UCAS points for Technicals and ExtendedProject: maximum available: 490Technicals: 40 min – 420 max depending ongrading and size of qualification.Level 3 Advanced Technical Certificate: D* 140 | D120 | M 80 | P 40Level 3 Advanced Technical Foundation Diploma(540): D* 210 | D 180 | M 120 | P 60Level 3 Advanced Technical Extended Diploma(720): D* 280 | D 240 | M 160 | P 80Level 3 Advanced Technical Extended Diploma(1080): D* 420 | D 360 | M 240 | P 120Note that the Level 3 Advanced Technical Diploma(450) should receive UCAS points early 2016 Extended Project Qualification: A* 70, A 60, B 50,C 40, D 30, E 20

WHERE CAN I FIND MOREINFORMATION?

www.accesstohe.ac.uk and www.ocnlr.org.uk www.apprenticeships.org.uk https://qualifications.pearson.com www.techbac.com www.cityandguilds.com/techbac

UNCONDITIONAL OFFERSRather than making unconditional offers tostudents currently following programmes ofstudy, it would be in the best interest ofapplicants for HEIs to require them to completeand pass the qualifications. HEIs shouldencourage students to achieve their best on theirlevel 3 courses. The reasons for this are as follows:

It would improve their motivation and preparethem better for HE study

Learners who have received a 24+ AdvancedLearning Loan to study their qualification wouldnot be eligible for the loan waiver on completionof their HE course if they withdraw from theirlevel 3 course without completing.

Level 3 qualification grades are not onlyimportant for HE places but other opportunities,e.g. internships, sponsorships while at university.

Graduate employers often specify grades or tariffscores for level 3 qualifications taken whenrecruiting.

FURTHER INFORMATIONHE providers considering making unconditionaloffers may find the Supporting Professionalism inAdmissions (SPA) guide “Considerations onunconditional offer-making’” useful. To downloadthe guide visit:www.spa.ac.uk/documents/NETT/NETT_Unconditional_Guide.pdf

ADULT/MATURELEARNERSApplicants to undergraduatecourses who are currentlyworking or have gainedsubstantial work relatedexperience and/or havecompleted learning that hasnot been formally recognisedwill need to be able to accessinformation on a HEIs’ positionregarding credit recognitionand transfer.

Each institution will makeindividual decisions about howmuch credit (if any) can beapproved onto a course ofstudy based on the priorlearning of the applicant. It isimportant that HEIs publishtheir APEL (Accreditation ofPrior Experiential Learning)and APCL (Accreditation ofPrior Certified Learning)processes clearly to applicantsand where possible who theapplicants can contact forfurther information.Information should include:

Does the HEI accredit priorexperiential learning andcertified learning?

How is it assessed?

How does the applicantproceed with an application?

How much does it cost?

What support, if any, will theapplicant receive to completean application?

BTEC EXTENDED DIPLOMA BTEC Extended Diploma qualifications are UCAStariffed. Entry criteria can be expressed either asa UCAS tariff or as a triple letter grade. Forentry onto courses in some specific subjectareas, eg Science, you might want to specify ifthere are some subjects you will not accept, or ifthere are preferred subjects.

Some HE courses require specific optional units,e.g. some engineering degree courses requirethe Further Mathematics for EngineeringTechnicians unit in the BTEC Extended Diplomain Engineering, while some nursing coursesrequire a certain number of science-based unitsin the BTEC Extended Diploma in Health &Social Care.

Please note that Ofqual has renamed itsqualifications framework. The QCF has beenreplaced by the RQF, which stands for RegulatedQualifications Framework. For first teachingfrom 2016 the new titling for BTECqualifications can be seen in the table below:

ADVANCED APPRENTICESHIPAdvanced Apprenticeships do not carry a UCAStariff* but you could consider what work-basedor part time courses you have that could beappropriate for Advanced Apprentices. They willbe learning in the workplace primarily, so themost likely courses that they would want toprogress onto will be part time, distance orblended learning, and it is most likely that theywill be interested in vocationally related courses.For example, a learner that passes an AdvancedApprenticeship in Engineering may be anappropriate candidate for progression onto aFoundation Degree in Engineering Technology.

If your institution identifies appropriate coursesfor progression then this can be expressed in thestandard UCAS terminology, eg ‘Acceptable onits own.’ Your university may also run shorter‘bite-sized’ courses that may be of interest toAdvanced Apprentices.

Please note that asking for A Levels asadditional qualifications will effectively debarthe majority of Advanced Apprentices as it isunlikely that they will have previously studied A Levels.

* Although the Advanced Apprenticeship does not,itself, carry a UCAS tariff, some AdvancedApprenticeship frameworks will include acomponent part, such as a BTEC Level 3 Diplomaor a BTEC Level 3 Extended Diploma, which doescarry a UCAS tariff. In your admissionsinformation, you could consider highlighting this.For example by stating that you welcomeapplications from Advanced Apprenticeships andthat, if they have done a BTEC qualification aspart of their Advanced Apprenticeship they mayhave enough UCAS points to meet the minimumrequirements. It should be noted, however, thatnot all Advanced Apprenticeship frameworkscontain BTEC qualifications, and some will includeequivalent qualifications such as City & Guilds, soyou could invite those learners with non UCAStariff-bearing qualifications to contact youradmissions department to discuss the specificcontent of their qualification.

GENERAL POINTS TO NOTE:A number of learners on thesequalifications will be looking toprogress on to part timeprovision. Where courses areoffered on a part time/flexiblebasis it would be useful tolearners to make it clear howthey can get further information.

In the interests of fairness tonon-A Level learners it isadvisable not to specify requiredsubjects if you do not also dothe same for A Level students.

If you welcome enquires fromcandidates who do not have alevel 3 qualification but whohave gained sufficient relevantwork experience and skills, beclear about this. If you useAPL/APEL (Accreditation ofPrior Learning) make it clear howlearners can get furtherinformation.

Some vocational/non A levelstudents may not have had theopportunity to study (or retake)GCSE English and/or Maths, soconsider accepting equivalencesuch as Functional Skills level 2in English and Maths.

HOW DO WE MAKE A MEANINGFUL OFFER?

UCAS TARIFF POINTS FOR 2017 ONWARDS

ROUTES INTO HIGHER EDUCATION : A GOOD PRACTICE GUIDE TO ADMISSIONS

Access to HE Diplomas (examplecompared with A levels)

ACCESS TO HE DIPLOMAAll learners can achieve up to 60 credits, with 45graded and 15 ungraded. Offers shouldtherefore only be made for 60 credits as learnerscan no longer achieve additional credits. Assome ungraded credits can be at level 2 not allapplicants will have the opportunity to achieve60 credits at level 3. Offers should be consideredbeing framed around the 45 graded credits.

There is no overall qualification grade.Statements such as applicants need an overallmerit do not fit with the qualificationspecification or with what learners can actuallyachieve.

Learners are registered on 60 credits against theunits that they will study, within 12 weeks of thestart date of the course. Applicants will be ableto list all the units they are undertaking on theirUCAS application. Offers therefore need to beframed around what applicants can achieve. (i.e. asking for 21 credits in Chemistry when theapplicant is only studying 18, makes the offerunachievable.)

Open College Network (OCN) have indicatedthat it will more than likely be very difficult for a student to achieve a very high number ofdistinctions. This is due to the developmentalnature of the course. Access learners are usuallyon a steep learning curve from the start of theircourse because they are either undertakingacademic studies for the first time or returningto learning after a prolonged absence of time. Itis therefore unlikely that many students willachieve distinctions in their early assignments.

For entry onto a course in some specific subjectareas, e.g. Science, you might want to specify ifthere are some subjects you will not accept, or ifthere are preferred subjects. Some vocational/non A Level students may not have had theopportunity to study GCSE English and Maths,so consider accepting equivalence. This isparticularly important for the Access course as,although numeracy and literacy are covered inthe L2 units, they are not graded, so asking forequivalent grading can be problematic. HEIscould consider whether they can accept anAccess course as offering an equivalence to theirnormal GCSE Maths and English entry criteria.

PREDICTED GRADESBecause the qualification is designed as a one year course, it is extremely difficult for tutorsproviding references in time for the UCASapplication deadline to give any meaningfulpredicted grades. Tutors have always been willingto provide an updated reference and by Februaryprovide approximate projections of potentialprogress rather than specific predicted grades forindividual units.

The inclusion of the Access to HE qualificationwithin the UCAS tariff is welcome as a guide tooffer making. However, it should not deter goodpractice in admissions and offer making to maturelearners. Using interviews, taking intoconsideration the applicant’s life experience andthe ‘added value’ that mature learners bring totheir HE study should continue to be used inaddition to the tariff.

A level Grades

New UCAS Tariff Points 2017

Nearest Equivalent forAccess to HE Diploma

ABB 128 30 Distinctions, 15 Merits (128 points)

BBB 120 24 Distinctions, 18 merits,3 Passes (118 points)

BBC 112 18 Distinctions, 24 Merits,3 Passes (112 points)

New titling for BTEC qualifications

Grade CurrentTariff Points

New Tariff Points

D*D*D* 420 168

D*D*D 400 160

D*DD 380 152

DDD 360 144

DDM 320 128

DMM 280 112

MMM 240 96

MMP 200 80

MPP 160 64

PPP 120 48

Technicals D*Current New

DCurrent New

MCurrent New

PCurrent New

Certificate (360Guided Learninghours - GLHs)

140 56 120 48 80 32 40 16

Diploma (450 GLHs) TBC–Applied For

Diploma (540 GLHs) 210 84 180 72 120 48 60 24

Extended Diploma(720 GLHs)

280 112 240 96 160 64 80 32

Extended Diploma(1080 GLHs)

420 168 360 144 240 96 120 48

Extended ProjectQualification

A*Current New

ACurrent New

BCurrent New

CCurrent New

DCurrent New

ECurrent New

70 28 60 24 50 20 40 16 30 12 20 8

City & Guilds TechBac(Provisional)

BTEC Extended Diploma

For full details, please see www.ucas.com/sites/default/files/new-tariff-tables.pdf

Equivalencein size

Guided learninghours

Current title (QCF) New title (RQF)

0.5 A levels 180 BTEC Level 3 Certificate (graded P, M, D, D*)

BTEC Level 3 National Certificate (graded P, M, D, D*)

1 A level 360 BTEC Level 3 Subsidiary Diploma (graded P, M, D, D*)

BTEC Level 3 National ExtendedCertificate (graded P, M, D, D*)

1.5 A levels 510/540 BTEC Level 3 90-Credit Diploma (graded PP to D*D*)

BTEC Level 3 National FoundationDiploma (graded P, M, D, D*)

2 A levels 720 BTEC Level 3 Diploma (graded PP to D*D*)

BTEC Level 3 National Diploma (graded PP to D*D*)

3 A levels 1080 BTEC Level 3 Extended Diploma (graded PPP to D*D*D*)

BTEC Level 3 National ExtendedDiploma (graded PPP to D*D*D*)

CITY & GUILDS TECHBACTechbac learners have followed a programmewhich includes, but is not restricted to, asubstantial technical qualification and theExtended Project. They will also have study,research and teamwork skills, and significantworkplace experience through placements andmentoring. They will have been assessed throughexternal examination as well as problem-focussedsynoptic assignments. In some cases they maytaken a Level 3 maths qualification alongsideTechBbac, such as Core Maths or A/AS level.

TechBac qualifications, including the extendedproject, are UCAS tariffed. Entry requirementscan be made in terms of a UCAS tariff or specificaspects (e.g. specific grades in the ExtendedProject Qualification, which is a good indicator ofpotential to succeed in HE).

In the interests of clarity for the applicant, ifspecific TechBac subject(s) are required for entryonto a particular HE course these should bespecified in your entry requirements.

Rou

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