The college
Yale is a tertiary college in Wrexham with more than 3,000 full-time students and 10,000 part-time students. It provides education and training for most 16- to 19-year-olds in the area, as well as adult training and courses to meet the needs of all members of the community.
Vocational background
The college delivered the Certificate of Pre-Vocational Education from its introduction in 1987 and has offered GNVQs since September 1993. In 2005 Yale delivered foundation and intermediate GNVQs in seven vocational areas and eight vocational A levels. A subsidiary of the college, Yale Training, has links with over 800 Welsh businesses across all occupational sectors.
Position at March 2005
- Intermediate GNVQ in information and communication technology (ICT) was replaced by the BTEC First Diploma for IT practitioners in September 2005 to provide a clear progression route to the BTEC national diploma at level 3 (the new A level in applied ICT was not being introduced at the college).
- Intermediate GNVQs in art and design, business, media and science were replaced in September 2006 by BTEC first diplomas, offering students the most appropriate assessment package and progression route.
- Retention was an issue on the BTEC First Diploma (introduced in September 2004 to replace the intermediate GNVQ in health and social care), so the college replaced this award with the new BTEC First Diploma in health and social care.
- The BTEC First Diploma in sport replaced intermediate GNVQ in leisure and tourism in September 2004 and continued to provide progression to the BTEC National Diploma in sport development and fitness.
- Foundation GNVQs continued in art and design, business, ICT, health and social care and leisure and tourism in September 2005. The art and design department offered the level 1 Edexcel BTEC Introductory Diploma in art, design and media. Management of this provision moved from the college’s foundation department into the art and design department. This was a success, with good levels of achievement. The broader experience of having art, craft, design and media available within a dedicated art facility meant that students were better prepared for progression to level 2 courses.
Planning and implementation to date
Decisions on the phasing out of GNVQs changed during this pathfinder project. When, in 2003, it was announced that GNVQs would be withdrawn, the reaction was that they should run until their planned phasing out date. Staff were concerned about their withdrawal, feeling that they had provided a focused and supportive full-time programme of study for foundation- and intermediate-level students.
This plan was changed as part of a major review of curriculum to streamline the cross-college courses on offer to ensure that there was a balanced provision at levels 1, 2 and 3. The main concern was that demand was increasing for lower-level courses, with too few places being available in some vocational areas at levels 1 and 2. This was the result of removing GCSE resit programmes in order to avoid duplication with feeder schools and the decision to raise the threshold for entry to level 3 programmes to five GCSEs at grade C or above for A/AS level, in response to demands from local schools.
The original plan was also affected by an overall review of costs in a period of financial recovery. Analysis of the curriculum at Yale showed that, for many two-year courses, the second year was unprofitable, particularly where two parallel vocational routes existed. Previously, there had been no attempt to measure the cost of provision by faculty or to look at each course in terms of profit or loss.
Position at June 2005
In September 2004, intermediate GNVQ in health and social care was withdrawn as part of curriculum review and rationalisation and replaced by the BTEC First Diploma in care. Various factors affected retention of students on the course, including medical and personal problems. The level of ability also affected progress; some of the students found the coursework very difficult. (Note that the BTEC First Diploma in care was withdrawn by Edexcel and replaced with the new BTEC First Certificate/Diploma in health and social care from September 2006).
Intermediate GNVQ in leisure and tourism was withdrawn because a member of staff left and training was accelerated for the BTEC progression route for the new staff. The BTEC First Diploma in sport replaced the GNVQ in September 2004, with progression to the BTEC National Diploma in sport development and fitness already available. Staff who delivered the BTEC First Diploma in sport felt that it suited the needs of their leisure students, who are more focused on physical education than on tourism. It also avoided the need to split the students for part of their courses into two distinct groups, one with a leisure and the other a tourism bias.
Changes
- Intermediate GNVQ in art and design will discontinue in September 2006, the college moved to the BTEC suite of qualifications at levels 1, 2 and 3 in art and design.
- Intermediate GNVQ in business has been replaced by BTECs in business.
- Intermediate ICT GNVQ's was replaced by the BTEC First Diploma for IT practitioners in September 2005 because the programme area leader thought that this gives a clear progression route and rationalises curriculum.
- Intermediate GNVQ media and communication was replaced by the BTEC First Diploma.
- Intermediate GNVQ in science has been replaced by the BTEC First Diploma in science. Staff feel that this offers their students the most appropriate assessment package and progression route.
- The BTEC First Certificate in health and social care and the First Diploma in health and social care is being offered.
- foundation department discontinued GNVQs in 2005, changes were made in order to absorb some of the foundation courses within the specialist departments. Art and design took over the delivery of foundation GNVQs. The staff favoured the introduction of OCR level 1 National Certificates over BTEC Introductory Diplomas because their structure and content reflect the employment destinations of many of the foundation students.
- The work with the local 14-19 learning network is a factor in determining future provision. This network produced a development plan and a gap in vocational provision in the schools has been identified as a priority. There is a feeling that,for the 50 per cent of students who do not achieve five A*-C GCSEs, applied GCSEs may not be an appropriate alternative and do not meet these learners’ needs.
- In 2005 Yale included BTEC results in the ALIS summary for the first time. The ALIS results indicate that the students on BTECs outperform those on A levels in respect of distance travelled by the students. This suggests some students who are doing AS/A2s may have been better advised to do BTECs. Providing better guidance, through interviewing all A/AS students may lead to more vocational students being enrolled.
Communication materials and activities
- Printed material - Yale’s prospectus contains details of all courses that have been agreed through the curriculum planning process. It is printed one month before the enrolment date, either in June or December, and copies are distributed widely through mail drops in the free local newspapers and via Careers Wales and Connexions to other careers offices in North Wales/North West. The prospectus is also made available at the local supermarkets and distributed to local schools and companies.
Courses involved in the 14-19 Learning Network have their own customised leaflets.
- Online information – The marketing department disseminates a CD-ROM and internet webpage link that outlines the courses available and provides links to the course leaflets.
- Partner School and Careers Wales staff are also informed of any curriculum changes via the Information Exchange event in June, organised by marketing.
- Information from Yale Staff Central admissions staff notify applicants if their chosen course will no longer be available. Otherwise, course team leaders will be responsible for notifying students during the interviews if changes are afoot.
Analysis of the impact of the change process
The phasing out of GNVQs and the change to an alternative successor provision had a significant impact on the college in terms of curriculum development. Although BTECs have always been operational in various areas, they are new to some vocational areas. These changes have therefore meant extra preparation work, from the development of new promotional materials to provision of new schemes of work to cover the new specifications. It has also necessitated new assessment regimes and quality practices.
The changes were made in a current climate of financial recovery during a review of non-viable curriculum and consideration of compulsory redundancies.
On balance, staff would have preferred all GNVQs to have been withdrawn at a specific date, rather than over a period of time. As GNVQs were withdrawn, Yale took the opportunity to streamline the curriculum and focus on a vocational progression route through BTEC rather than adopt the applied vocational AS/A2 model. So the phasing out of GNVQs has had an impact on the AVCE provision within the college.
Another effect of the withdrawal of GNVQ was the transference of foundation courses from a dedicated department to the specialist programme areas. This was a difficult decision because, on one hand, the college did not want to lose the core aspect, which had been successfully delivered by the foundation team. On the other hand, it was felt that directors of faculty should take ownership of their own subject-specific level 1 courses and take responsibility for consistency and quality aspects. Placing foundation courses into the specialist areas should help progression through the BTEC route and ensure that the content on the level 1 programme is sufficiently in depth to support a smooth transition from level 1 to level 2.
Monitoring activities
- College staff monitor any changes to their courses as part of the college’s quality system. When GNVQ intermediate was replaced in September 2004, six students were monitored on their BTEC courses. Two specific areas of monitoring were BTEC First Diploma in sport and BTEC First Diploma in care.
- The transference of GNVQ foundation students to the specialist departments was continually monitored.
- The planning and review process identified that strong cross-college communication is needed to ensure that all staff are aware of any developments.
- All the proposed changes went through the formal college curriculum planning procedure to receive approval, ensure courses fit into the college’s strategic plan and meet the college’s objectives, particularly in terms of:
- widening participation by being responsive to the needs of individual students and communities in the spirit of inclusive and lifelong learning
- developing collaborative and efficient local, regional and national partnerships.
- As part of the collaboration, a mapping exercise of the curriculum provision in local schools was undertaken to provide suitable progression routes and avoid duplication. This should increase choice for students by allowing them to study minority subjects in a wider range of centres. Close contact was kept with the awarding bodies and regular checks made on the QCA website to ensure that any newly accredited courses were considered.
Further plans for the introduction of alternative provision
- Curriculum planning will continue to address the college’s strategic plan, particularly as regards widening participation. This is particularly important in Wrexham, which has the lowest profile of GCSE passes across Wales. With schools becoming increasingly interested in offering BTEC First Diplomas and other level 2 curriculum, such as CACHE childcare, with Yale College’s help, it is felt that this could help widen participation in terms of individual students. by providing a full range of BTECs from First Diploma with progression through levels 2 and 3, individuals can progress through further education to reach their full potential in terms of inclusive and lifelong learning.
- Review of level 1 provision The newly appointed level 1 cross-college coordinator will look at all level 1 provision and make recommendations for future models and ensure that the valuable core aspect is integrated into all subject areas.
- Staff training Plans are in place to train staff introducing BTECs as a successor provision for both GNVQ and AVCE. Training will consist of in-house or external Edexcel training and sharing of good practice by those vocational areas that currently deliver BTECs and have had excellent reviews following Estyn Inspections.
- Extension of choices for students within the 14–19 network – Yale is working with schools to establish a learning network in and around Wrexham. A particular aim is to help them fill the gap in vocational provision in order to:
- improve attainment at level 2
- improve staying-on rate in Wrexham.
It is felt that the provision of the three levels of BTEC will help.
At the moment, the main developments with the 14-19 network in the Wrexham area concern marginal A levels, and various models (including collaboration of schools, colleges and training providers) are being explored. Three vocational options are also included – construction and hair and beauty for one day a week, or three vocational tasters, including land-based operations, performing arts and catering.
The model is: Three days a week at school, following either GNVQ intermediate, Diploma in digital applications (DiDA), or ASDAN, depending on the school; one day on vocational courses or on the vocational circus; one day a week on work-related experience arranged by the school.
- Employers’ Forum – Work is also underway to involve employers in curriculum decisions. The Employers’ Forum Group will be very valuable in supporting developments in the 14–19 Partnership, particularly regarding the ongoing requirement for work placements, which forms a vital part of the vocational model that is now being proposed.
Key lessons learnt from managing the change process
The phasing out of GNVQs was only a small part of a major overall change process that took place at Yale during 2004/5, including managing a programme of financial recovery and introduction of curriculum planning. It was significant because it meant that the AVCE route was removed from the college, with BTECs being adopted as the main vocational route.
The key factors contributing to success have been:
- the need for a clear curriculum planning process which promotes understanding of the process by making sure that staff are aware of the options
- appointment of cross-college coordinators with BTEC expertise who have been able to help in the transition
- establishment of the collaborative agenda
- good communication with staff
- training.
Student case study: BTEC First Diploma in sport
In September 2004, student A came to Yale College after a brief period in the army. His GCSE results did not allow him to do the National Diploma so he was advised to join the BTEC First Diploma in sport. He hoped to progress from this course to the National Diploma and then study for a sports science degree and a PGCSE.
Looking back on his course, student A felt that it met or exceeded his expectations: the BTEC First was more challenging then he thought it would be and he was glad he chose it. He felt that the leadership unit had helped him learn to communicate more clearly. The student categorised the BTEC First as a ‘step-up’ course, meaning that it is useful as a progression route, not an end in itself. He enjoyed the way the lessons were broken down into manageable chunks and the independent learning and simplified assignments. The course was not boring, as there was always something new to learn.
By September 2005, the student had progressed to the BTEC National Diploma in sport and exercise science and hoped to go to university and eventually become a physical education teacher at GCSE level.
Also see
> Using alternatives to GNVQs
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Page updated: 12 June 2008