FPQ0065

Written evidence submitted by Impington International College

[Note: This evidence has been redacted by the Committee. Text in square brackets has been inserted where text has been redacted.]

The experience to date of those taking or delivering T Levels, and any changes to T Levels that may be needed to ensure they are accessible to all students.
The strengths and weaknesses of the current system of post-16 qualifications, with reference to A Levels, T Levels, BTECs and apprenticeships, in preparing young people for work or further and higher education.

In terms of weaknesses we believe, similarly to Sir Venki Ramakrishnan that A levels are too narrow to properly equip students for future study or work. It was interesting to note that Ramakrishnan said he wanted to see everyone studying science and maths to 18, but this should be "alongside subjects like English, history, geography, modern languages and the arts... nor must we forget technical skills". This perfectly describes the breadth and depth on offer by the IB programmes, the Diploma and Careers programmes.

For the majority of A-levels there is terminal assessment which disadvantages certain students.

One strength of the careers’ programme in particular is that it combines the vocational with the academic in a holistic way – the core allows for an interdisciplinary approach to learning. It means that progressions pathways for students remain open- giving them a breadth of choice rather than narrowing down to one progressions pathway.

The benefits and challenges the Government’s proposed changes to Level 3 qualifications would bring, with reference to any implications for BTECs and routes into apprenticeships.

We believe the Government’s proposed changes bring benefits in terms of the acceptance of the IBDP as the only L3 academic qualification, which will remain recognised alongside A levels. However, we are deeply concerned by the possible discontinuation of BTEC courses, which suit some learners particularly well, especially those who do not divide neatly between ‘academic’ and ‘vocational (or technical)’ as children tend not to do. In particular the IB Career’s programme, offering as it does a perfect balance between the academic and the technical, allowing children until the age of 18 to decide where their strengths lie is imperilled by these proposed changes (see above comment on progressions). In order to allow access to L3 education for all our learners we need to be able to offer courses that are academic, technical and a combination of the two. This is even more important in our post pandemic recovery as many children have simply not had the expose to high quality face to face lessons to be in a position to decide which route is best for them.

Looking at progression into apprenticeships, employers stress the importance of skills in their potential employee – those skills considered more academic, such as research, and those softer skills. Higher level apprenticeships require preparation for university level study. Losing BTECs and composite programmes like the IBCP narrows students’ opportunities.

The extent to which the Government’s review of level 3 qualifications will impact disadvantaged groups, students from minority ethnic backgrounds, students known to the care system, and students with special educational needs or disabilities, and what measures might be put in place to mitigate any negative impacts

Forcing all children to decide between the false dichotomies of academic and technical specialisms will certainly disadvantage many, as will having to give up on and leave behind essential skills such as maths or languages because they do not fit into a 3 subject programme. The measure that could be put in place to mitigate this will be to allow the IB Career’s programme to continue to be offered in state schools by funding IB single subjects (courses) and allowing a range of BTEC qualifications to continue with funding.

Please see case studies of specific students we have taught below.

The benefits and disadvantages of introducing a baccalaureate system in post-16 education that allows students to take a variety of subjects, including both academic and vocational options.

There are many benefits to a baccalaureate system and to the IB Diploma or career’s programmes in particular. Some of the most important are below:

IB subjects are academically rigorous, criterion assessed and highly challenging for L3
The Diploma programme offers breadth (as well as depth: Higher Level subjects are the direct equivalent of A levels in terms of depth)
Both the IB Diploma and Career’s programmes encourage independence, learning outside of the classroom and focus on skills as well as knowledge retrieval
Both programmes have a ‘Core’ which offers more than just subject qualifications, skills essential for university study, the work place and life in post pandemic Britain.

The benefits and disadvantages of a post-qualifications admission system.
International good practice examples of systems for post-16 education and qualifications.

International Baccalaureate Diploma and Career’s programmes, German Arbitur, French Bacc, Scottish Highers…

Case Studies:

These are just a few case studies of where IBCP or IBDP Courses supported students.

Student 1:

Studied: International Baccalaureate Career Related Programme: BTEC Diploma performing arts, Higher Level English Literature, Higher Level History, Higher Level Theatre Arts

Progressions route: [University] , BA English, Education and Drama

Background: []This was a student from a clearly disadvantaged background. She had real interest in the performing arts – and the study of this was particularly important for her[personal information]. It became clear during her first year of study that she had aspirations to study at [University]. The nature of the IBCP meant that we could add a third IB course to her studies, and this opened the door for her study at [University].

She graduated from us with [results]. She is now in her third year at [college]. Without the flexibility of the IBCP, she would not be there. The IBCP supports students from socio-economically disadvantaged backgrounds to achieve excellent outcomes.

Student 2:

Studied: International Baccalaureate Career Related Programme: BTEC Foundation Diploma in Media, Higher Level English Language and Literature, Higher Level Film Studies

Progressions route: [University] Bsc Psychology

Background: Student two studied with us in the main school. His GCSE grades were a real mixed bag – [personal information]. He has a diagnosis of [personal information]– though he very much enjoyed and excelled in subjects that involved analysis and interpretation. The combination of the vocational, academic and the Core element of the IBCP all working in an inter-disciplinary way, meant that this programme was an excellent support for Student 2. His social and emotional skills were supported and grew over his studies as a direct result of the nature of the courses within the programme.

He graduated from us [results]. He is now in his third year of his degree. Without the IBCP, he wouldn’t have had the structured environment to help develop the key skills he needed to pursue his ambitions. His mother described the course as “revolutionary in its approach and consequent support”

Student 3:

Studied: International Baccalaureate Career Related Programme: BTEC Foundation [personal information].

Progressions route: Level 4 apprenticeship in [vocation]

Background: Student three was from a pupil premium background. [personal information] However, the nature of the IBCP meant that we could make adjustments to her programme – dropping the one of the HL courses to SL to make access easier for her. This is the sort of flexibility that would not have been possible if this student had been following an A level route.

It should also be noted that the service-learning element of the core is what introduced student three to [vocation] – [personal information] – and it was during this that she found her vocation.

Student 4:

Studied: International Baccalaureate Career Related Programme: BTEC Extended Diploma in Sport, Higher Level Psychology, Higher Level Biology, Higher Level Maths Applications. Part of our Football Scholarship Programme.

Progressions route:[University sport scholarship]

Background: Student four studied with us in the main school and achieved fairly strong GCSE results. The IBCP for him was the obvious choice as he wanted to combine his strong interest in sport with the real academic challenge of the higher level IB courses. He knew the growing popularity of the IBCP in [country] and was aware of the success rates of students who followed the programme in moving into the[country].

Student 5:

Studied: International Baccalaureate Career Related Programme: BTEC Extended Diploma in Sport, Higher Level Psychology, Higher Level Biology, Higher Level English Language and Literature. Part of our Football Scholarship Programme.

Progressions route: [University] Bsc Sport and Exercise Science

Background: [personal information] The student herself had ambitions to progress from GCSE on to study sport. In consultation with parents and student five, they saw the opportunities that the IBCP offered to allow her to keep her sports studies to a high level through the extended BTEC diploma, but also give her a high level of academic challenge through the three higher level IB courses. This student balanced this incredibly full course extremely well and thrived whilst doing so. She gained offers from all five of her university choices, including [University], but opted for [University] as she felt the course suited her needs more.

Student five graduated from us with [results]. The unique way in which student five was able to construct her programme meant that she got everything she needed. A straight A level or BTEC programme would have been too constricting for her.

Student 6:

Studied: IB Courses: English A: Lang and Literature HL, French B SL, History Americas HL, Biology SL, Mathematical Studies

Progressions route: [University]

Student 6 started studying the full IB Diploma Programme. This student joined the college with an EHCP and significant [personal information] challenges. Part way through their Diploma Programme they were no longer able to continue with the academic challenges due to their [personal information] challenges. The flexbility and breadth of IB Courses allowed the student to progress to a university of their choice without having to restart post 16 education.