Hello from Newcastle!

Hi Alison from City College Plymouth, business lecturer

Afternoon everyone

HI all

hi

Hi

Hello from Birmingham Metropolitan College

Hi everyone

HI everyone!!

Hello!

Hi

Thanks for inviting me!

Hello All!

Hello everyone from Leeds City College!

Hello everyone!

Hi everyone!

Welcome everyone, I'll be monitoring the chat and collating questions for Cath. Please feel free to type your questions in chat as we go.

Hi all

Hi all

Good afternoon.

Hello everyone from City College Norwich

Hi All from sunny Sheffield representing Selby College.

Hello from South and City College Birmingham

Afternoon all, Michael from Hartpury College

Hello all from Solihull College

Hi all from Furness College

Hello from York College

Hi all

Hello everyone from Dudley College

Hello from the College of West Anglia

Hello from Fareham College :)

Hi all from Milton Keynes College

Hello from Bishop Burton College

Hello from Birmingham Metropolitan College

Sorry, this is my first time on Zoom. I have no sound. I have tested speakers; all okay, but cannot find where to turn sound on.

can you turn up volume on your device itself?

Thank you Michael, Pat is now sorted

Does this mean that paper based functional skills can continue after March for maths and English?

will we receive a copy of this presentation? Thanks

Yes, the slides and recording will be available to you.

How are Access to HE learners to be considered?

FS - remote invigilation for these exams are not really helpful - you can only do one at a time - 1 invigilator per 1 student.

Will there be more parity across levels from different awarding orgs, as last year for example City & Guilds L1 Land based was CAG but ABC L1 Animal was adapted?

Also awarding bodies system for remote invigilation are not user friendly at all

If T levels are equivalent qualifications to A levels why are we not taking the same adapted approach?

There is a link to the QAA document on the bottom page 17 of consultation document

Talk of shorter mini assessments on Monday with Ascentis on Access to HE programmes

Is there any indication of funding available to support approaches such as remote invigilation?

Sorry can you clarify the position on FS as as a college we have suspended FS exams for Jan and Feb (paper based and online). Please can you clarify the position for these exams going forward, I was momentarily interrupted when Bethany was speaking before.

Agree with John - parity is important. Very difficult to keep up with different AO requirements

Thank you Leanne for the link. Access to HE a matter for QAA and the Access Validating Agencies, which we are taking up with them. Thank you Leann

Essential to have consistency of approach from different AOs - some of the decisions were made very late and are difficult to keep a track of

What is the stance on professional qualifications such as the AAT please

For adult learners who are on a 2 year programme and will not be certificated this year will the process around exams this year apply to them, or, are they expected to sit the exams next year?

Can you explain on your slide regards Vocational yousaid "written assessment no longer viable from April onwards" what does this mean..

We have some childcare students on courses with licence to practice who were delayed last year and may well end up being delayed again - this is horrendous for these learners

Written assessments no longer viable from April - does this cover the Technical synoptic assessments that are in scope?

FS needs to be a mixed approach for some reote assessment, those who have only just started a course (delay) those finishing the course TAG?

this suggests a split approach within the same year and how would it assure fairness and transparency

Not all AOs offer remote invigilation for FS

I would have hoped that we mirrored the protocol last year for predicted grades re FS. We have cancelled our Jan, Feb windows not all learners have access to remote learning. Also components such as S&L are much harder to coordinate remotely. Much more difficult to capture that achievement online.

The focus on whether students can access exams on-site, dependent on safety measures available in College, does not cover the issues of students having to self-isolate and cannot attend when exams are being held. Alternatives that can be accessed at home would give all best opportunity to sit.

Endorsing other colleagues comments - can we have parity across awarding organisations- is this something AoC can champion?

We have learners that sit Functional skills mixed in with GCSE-is it the position that they should have to sit their FS as this does not provide parity between the 2 quals-both have missed learning. Will we be able to approach GCSE the same as FS in our setting?

If there is sufficient evidence to support the TAG then that would be the fairest way to award FS grades

At the moment, we're holding FS tests for Apprentices only. Currently trialling remote invigilation but on a very small scale due to the 1-2-1 needed and also the software requirements.

Agree RE parity - one of the most time consuming issues from the previous lockdown was keeping up to date with all awarding bodies and their updates, different ways of uploading data etc. Strongly support the need for more similarity

The same issues exist with remote access and parity (advantage/disadvantage) for learners as per last academic year. The only fair approach would be CAGs or TAGs.

We would like to offer all our students one sitting in college for FS if safe to do so over a two week window. Those that do not pass but are within 5 marks we would like to offer a pass mark as a calculated grade as a way forward. Those that that are not within a five mark window we would consider mock papers, class work, phase tests if acceptable so a robust but fair process is in place

Sorry stuck on mute!

Please could we have some clarification on online, on demand examinations such as BTEC level 2 Technicals?

True FS remote invigilation is not available with all awarding bodies. C&G can't appears to be completed remote (IT and invigilators permitting) due to web-based access BUT Pearson does not appear remote, it is offline and software has to be downloaded onto a laptop to share with learner and invigilated - so impractical.

Anything to minimise workload for teachers, managers and leaders will be very much appreciated. also need to bear in mind that we want to be teaching practical skills when we return to campus and this needs to be our priority.

The problem with TAGs for functional skills is that if the curriculum hasn't been fully delivered last year and then this year. We should stretch the end of year assessments so that as many students as possible have the chance to be taught and then assessed fairly

Consistency would be lovely as we deal with over 15 different AO's across college.

With Principle 2 in mind, I am very concerned about how the numerous, often smaller, awarding organisations of VTQs will keep up with the support given to centres and teachers by the larger ones responsible for GCSEs and A Levels

Is there a plan to bring the final results date for VTQ’s, which are not ‘license to practice’, to be in line with the new GCSE / A-Level results day?

This also highlights that some AO's have a "clunky" and burdensome approach to assessment etc. This is a good opportunity to review ways of working!

All FS should be CAGs (as last year). Exams for license to practice quals and EPAs and those that cannot be adapted etc. Colleges could make those a priority and they can be taken on campus (we have very few invigilators left now, too scared to attend campus)

The considerations around FS need to take into account the large volumes many colleges will have going through this year. Remote invigilation is problematic and expensive. If the FS alternative arrangements include a requirement for an evidence based approach, colleges need as much notice as possible to ensure this is in place. The FS approach does not currently have enough parity with proposals for GCSE with regards to lost learning. A teacher assessed grade process , whilst not perfect, does allow for some of this to be achieved.

Some of the VTQ’s, which are not ‘license to practice’ include optional and mandatory units which have a significant proportion of practical assessments. The ratio of practical to mandatory units may vary from centre to centre. How can this be standardised?

Last year we had completed at least one of the assessments already but this year we are working far more in the dark

Agree with Eddie and Karen about parity across FS through CAG grades instead of having a mixed process.

Challenging in this area as for some delivery models these are 6 week roll on roll off modular courses for Adults and not just 16-19.. means if you only started in week 2 there would not be enough evidence for a TAG...

Please type any questions on Part B here.

Please do not neglect ESOL qualifications this year. Last year it felt very much an after thought.

As with others, most of the incomplete assessment at the moment is practical based. How can KSU from elsewhere be utilised for practical elements. Or will this just go off CAG based on participation pre-lockdown?

Gathering of alternative evidence for practical skills is a concern - need to ensure we have a skilled workforce moving forward - keen to see how we can use remote options can be used

Impact of future appeals and complaints. Massive workload last time which was not considered.

Jan assessments where college ran exams but learners chose not to sit due to health/safety concerns, they must not be disadvantaged and very clear guidance from AO needed quickly to put learners minds at rest

Accommodating students within social distancing guidelines has made online and tests challenging in the current climate – each IT suite can now only accommodate half the students we had pre covid – along with our own covid protocols in cleaning each station before the next exam, has meant on-demand exams have doubled.

Impact of learners who were unable to complete practical work esp Engineering and the attitudes of some AOs to accept Adaptation and impact on results, resubmissions and certification.

Agree with the point about complaints. I am dreading July and August! It is important that we don't have a repeat of the haggling we saw last summer.

There is a big impact in terms in highly practical areas where there is a delay. Space in workshops is limited, the start of this year was late for a lot as we were assessing the 2019/20 students. This will now likely happen again so will have a knock on effect for next year if there's not enough time to deliver and assess practical work.

The speed of response by Awarding bodies once the arrangements are agreed is crucial, last year some were very good and others were very last minute which adds to the difficulties on the ground.

Would colleagues be happy to share their approaches so we can support each other through this?

More than happy to share approaches!!!

Agree with what someone else said that if we can allocate CAG to most then we can concentrate on CoC or practical teaching in term 3 fingers crossed!

Agree with Sue Hannan on the response of ABs - suggestion is how Ofqual/DfE hold AOs to account for quality/timeliness of guidance and support,

Agree with Antoninette in relation of adaptations for Engineering where AB's were not flexible enough or delay should have been the approach.

a similar position in Landbased subjects

Happy to share with others (North Herts here)

Agree with the comment about retaking an extra year and funded!

With regards to January exams - many colleges delivered these externally examined units (L3 BTEC) in term 1 and therefore need to be making decisions regarding any potential summer series they must sit very soon.

I agree with the points about practical subjects completely.

Will there be additional catch up funding? That maybe could be more wide ranging in how it can be used?

The ESOL cohort were a disadvantaged group last year. Would be good to see them considered for TAGs to stop them being disadvantaged for a second year.

on ESOL we would like to record S&L exams remotely rather than get student in Some awarding organisations have said no to this - could this be considered

Thank you - will do as soon as this finishes.

There are a number of adults who attend technical programmes. Can we ensure these are also considered in funding should they also be delayed due to no access technical elements of their programme

Timeline of clarity is crucial. We need to inform students and parents about what is happening.

Its also the access to the workshops etc when they do not complete :)

Agree with Sue about the speed with which certain ABs respond to this. The drag by some just adds to the pressure we are under.

All of my students are asking whether there will be exams later in the year or if not, what will be in place instead for those units that are only assessed by an exam

Agree with Sue comments above on AOs expectations and being proactive but also avoiding heavy administration/workloads when agreeing adaptations. Some specific AOs, especially in heavy practical based/license to practice programmes did not seem to be ready or too short staffed to deal with the demand and this delayed information and further support for colleges and our students.

It would be very useful if the existing 16-19 tuition fund could be adapted so that it can be used for larger group sizes - colleges can then utilise this funding more effectively to reach more learners and it will also help with staffing levels for these additional support sessions for learners as staffing workload are already high

Agree with Steven, OCR were so admin heavy last year for the Cambridge Technicals, it took up huge amount of time. Hopefully they might have learnt from last year....

Some AO's furloughed their EQA's during the lockdown which meant liaison was very difficult and also time consuming. Need to ensure AO's have the capacity to support us too.

yes agree Kate

Agree Kate

My worry is some of these solutions create further barriers for some of our most vulnerable.

Ensuring that the changes to adaptations are minimal in one AO of Engineering there were 9 redrafts of the documentation on what could and could not be adapted and the guidance was started in May and learners in lock down since March and the final draft came out in June. Too late for tutors to apply the guidance!

Agree Kate. This was a real point of frustration amongst staff last year

agree about tuition fund - very sensible to have more flexibility

There was a disconnect with one AO writing the adaptation and the training of the EQA.s

(Who were furloughed!)

Clarity and parity will be some important to help us communicate with students and keep them motivated.

...and resources.. workshops are only so big and working safely

Teaching and learning, resources and teachers

Big issues with Practicals - massive numbers and heavy on resources

Size of workshops, teacher availability

Social distancing in workshops

Fully agree with Antoinette re social distancing in workshops etc.

and staff time.

Also access to specialist software in some cases.

Issues in particular with Motor vehicle, hair and beauty and construction. All limited space.

Sectors closed such as hair and beauty, cant work on clients in RWE currently to practice/complete assessment

Learners on certain courses can only work within bubble peers or family bubbles - especially if an area is in T4 and the industries still locked down - difficult to get assessments and range covered

Similar challenge in hair and beauty in salon environment

Starting points for practical skills were behind the normal starting points we would have sen in previous years. Need to work hard to upskill students quickly before we can even consider assessment

The demand on College to focus on developing practical skills following lockdown periods and lower numbers in colleges during tier periods is building and building. Theory is the focus during remote so everyone wants the practical skills development on return to college that will be unmanageable.

Teaching and learning across all practical areas is a concern. Lots of learning missed here firstly effected by social distancing, this lock down is adding more pressure...there will be very little time to address this once college re-opens

We need to recognise that campus accommodation for exams has changed with social distancing - some class rooms do not have ventilation etc.

Adaptations need to be realistic to deliver, hair and beauty is a clear example of this.

Thank you everyone for your questions and comments. We're working on an AoC response and will share this as soon as possible to help us all meet the deadline of 29 Jan.

A difficult issue of semantics when the discourse hangs between 'vocational' and A-Levels> many OCR Nationals and BTECs are equally as academic as GCSE/A-level exams and procedures.

Good point Alison, and where Applied Generals, Tech. Level and OCR National assessments are more like GQs they will be treated the same way.

Brilliant webinar - thank you Cath, Eddie, Bethany and Angela

Thank you for organising.

Thank you

Thank you all

Thank you so much

Thank you to everyone - really, really useful to hear all the comments and concerns

Thanks Catherine and others good collection of feedback on the practical challenges we are facing just now

Thanks, a very informative webinar

thank you, v useful to hear all the comments

Thank you this has been really useful

Thank you from South and City College Birmingham

Thank you

Thank you, really useful to share our views and contribute to the debate.

really useful - thank you

Thanks Catherine and Eddie!

Thank you.

very helpful, thanks very much

Thank you Eddie and Catherine for all you are doing. Shireen

Thank you all

See you on the other line in a minute Gavin :)

Comments and input have been invaluable thank you

Thank you Catherine and Eddie

Thank you! From Newcastle College

Thank you.

Thank you

Thanks

thank you

AOC West/East Midlands suggest meeting at 14:10