description of archived data named list 1, 0 1...

UK Data Archive Study Number 2866 - TVEI Student Database, England and Wales, 1983-1988 "-

Description of archived data

The data on students on TVEI courses was collected using several forms. Copies of these forms together with the instructions for filling them are included in this submission. There are 5 basic types of forms which are named LIST 1, LIST 2/4, LIST 3, LIST 5 and LIST 6. LIST 2/4 was derived from the LIST 2 and LIST 4 forms designed in the first year of collection. The type of information collected each year has in some cases changed over the period. For example, LIST 3 contains data on qualifications entered and gained by students- during the period 0 levels and CSE were replaced by GCSE.

To aid analyses, the information collected each year for a given form (LIST) has been merged. There are five data files on the tape:

ESRC TVEILl - contains background information from LIST 1 and information on Reason for leaving and Destination from LIST 2/4

ESRC TVEIL3 - contains information on education qualifications entered and gained by TVEI students in Years 1 and 2 of the course from LIST 3

ESRC TVEIL4 - contains information on subjects studied by TVEI students in Year 2 of the course from LIST 2/4

ESRC TVEILS - contains information on education qualifications gained prior to joining TVEI by new entrants to Years 1 and 3 of the course. This is from the LIST 5 form.

ESRC TVEIL6 - contains information on courses and qualifications of TVEI students in Years 3 and 4 of the course from LIST 6.

A data dictionary g1v1ng the positions and descriptions of the fields on the files is given On the following pages.

Please note the following:

a) The first 3 fields in each file (in column pos1t10ns 1 to 11) make up the unique student identifier. These fields must be used for merging student information across the files.

b) All fields are numeric unless stated in the data dictionary

• 1

DICTIONARY FOR FILE: ESRC LIST!

This file contains background information for all pupils

DATA LAYOUT

Variable

LEA number Establishment number on entry Pupil number within establishment Day of birth Month of birth Year of birth Sex of pupil Situation 12 months previously Potential attainment Ethnic origin Day of joining Month of joining Year of joining Year of TVEI course on JOlnlng Day of leaving or transferring Month of leaving or trasferring Year of leaving or transferring Establishment number after transfer Reason for leaving Destination

CODES

Colwm Positions

1 - 3 4 - 7 8 - 11

12 - 13 14 - 15 16 - 17 18 19 20 21 22 - 23 24 - 25 26 - 27 28 29 - 30 31 - 32 33 - 34 35 - 38 39 - 40 41 - 42

Note: for this file zeros or blank fields can be treated as missing.

Sex of pupil

Situation 12 months previously

Potential attainment

1 Boy 2 Girl

1 Same school or college 2 Another TVEI school or college

within LEA 3 A non-TVEI maintained school or

college within LEA 4 A maintained school or college

in another LEA 5 Independent school or college 9 Other or Unknown

1 Potential to achieve grade A in at least 3 GCSE subjects (or GCE)

2 Potential to acheive 4 or more subjects at grades A-C in GCSE

3 Potential to acheive 1-3 subjects at grades A-C in GCSE

4 Potential to acheive grades D-G in at least 1 subject

5 Unlikely to achieve graded results

.. 2

DICTIONARY FOR FILE: ESRC LISTl

Ethnic origin 1 White 2 Afro- Caribbean 3 Indian subcontinent 4 Other

Year of TVEI course on joining 1 Year 1 of 4-year TVEI course

Reason for leaving

2 Year 2 of 4-year TVEI course 3 Year 3 of 4-year TVEI course 4 Year 4 of 4-year TVEI course

1 Wanted to enter employment 2 Wanted to join YTS 3 Wanted to enter full-time

further or higher education outside TVEI or YTS

4 Wanted to transfer to a non-TVEI course (same establishment)

5 Wanted to transfer to another establishment

6 7 8

9 10 11

Other codes + 99

Moved home Dissatisfied with TVEI course Found to be unsuited to TVEI course Behavioural problems Illness Other reasons Not Known

3

DICTIONARY FOR FILE: ESRC LISTl

Destination 1 Still on TVEI but transferred to another school within LEA

2 Still on TVEI but transferred to another college within LEA

3 Still on TVEI but transferred to another school outside LEA

4 Still on TVEI but transferred to another college outside LEA

5 Left TVEI: remained at same school or college

6 Left TVEI: moved to another school within LEA

7

8

9 10 11 12 13 99

21

22

23

24

25 26 27 28

29 30 31

Left TVEI: transfer to college within the LEA

Left TVEI: moved to another school or college in another LEA

Left TVEI: YTS Left TVEI: Employment Left TVEI: Unemployment Left TVEI: Apprenticeship Left TVEI: Higher education Left TVEI: Unknown destination

Still on TVEI but transferred to another school/college within LEA Still on TVEI but transferred to another school/college outside LEA Left TVEI: remained at same school

or college Left TVEI: moved to another school

or 6th Form college Left TVEI: transfer to FE college Left TVEI:entered higher education Left TVEI: YTS Left TVEI: Apprenticeship (not

within YTS) Left TVEI: Employment Left TVEI: Unemployment

Other codes + 99 Left TVEI: Other reasons given Left TVEI: Unknown destination

Note: codes for destination were changed during the period of collection with some of the old codes given new numbers.

•

.'

DICTIONARY FOR FILE: ESRC LIST3

THIS FILE CONTAINS INFORMATION OF EDUCATIONAL QUALIFICATIONS ENTERED AND GAINED BY STUDENTS IN YEARS 1 OR 2 OF TVEI COURSE

DATA LAYOUT

Variable

LEA number Establishment number on entry Pupil number within establishment Year of collection

Column Positions

1 - 3 4 - 7 8 - 11

12 - 13 14 - 17 Current establishment number

Qualifications 18 - 71 (SEE DETAILED LAYOUT BELOW)

CODES

Year of collection 84 Qualifications of students in years 1 & 2 in 1983/4 85 Qualifications of students in years 1 & 2 in 1984/5 86 Qualifications of students in years 1 & 2 in 1985/6 87 Qualifications of students in years 1 & 2 in 1986/7 88 Qualifications of students in years 1 & 2 in 1987/8

The layout for qualifications gained depends on the year of collection

, 5


FOR YEAR OF COLLECTION - 88

DATA LAYOUT Column

Variable Positions

No of GCSE Entered 18 No of GCSE Grade A-C 19 No of GCSE Grade D-E 20 No of GCSE Grade F-G 21 BTEC/CGLI Foundation Entered 22 BTEC/CGLI Foundation Gained 23 BTEC Entered 24 BTEC Gained 25 CGLl Voc. Qual Entered 26 CGLI Vac. Qual Gained 27 CGLI Foundation Entered 28 CGLI Foundation Gained 29 CGLI Other Entered 30 CGLI Other Entered 31 RSA RSA RSA RSA RSA RSA RSA RSA RSA RSA

Voc. Qualification Voc. Qualification Stage 1 Entered Stage 1 Gained Stage 11 Entered Stage 11 Gained Stage III Entered Stage III Gained Other Entered Other Gained

Entered Gained

32 33 34 35 36 37 38 39 40 41

Pitmans Elementary Entered 42 Pitmans Elementary Gained 43 Pitmans Intermediate Entered 44 Pitmans Intermediate Gained 45 Pitmans Advanced Entered 46 Pitmans Advanced Gained 47 Pitmans Voc courses Entered 48 Pitmans Voc courses Gained 49 Pitmans Group Cert. Entered 50 Pitmans Group Cert. Gained 51 Pitmans Other Entered 52 Pitmans Other Gained 53 Other qualifications gained Entered 54 Other qualifications gained Gained 55 None gained 56

• 6

..


FOR YEAR OF COLLECTION - 84 OR 85 OR 86 OR 87

DATA LAYOUT

Variable

No of CSE Entered No of CSE Grade 1 No of CSE Grades 2-3 No of CSE Grades 4-5 No of GCE 0 Level Entered No of GCE 0 Level Grades A-C No of GCE 0 Level Grades D-E 16+ No of GCE A Level Entered No of GCE A Level Grades A-C No of GCE A Level Grades D-E BTEC Voc Prep Entered ~TEC Voc Prep Gained BTEC Gen Cert Entered BTEC Gen Cert Gained BTEC Gen Dipl Entered BTEC Gen Dipl Gained BTEC Nat Cert Entered BTEC Nat Cert Gained BTEC Nat Dipl Entered BTEC Nat Dip1 Gained RSA Voc. Prep Entered RSA Voc. Prep Gained RSA Stage 1 Entered RSA Stage 1 Gained RSA Stage 11 Entered RSA Stage II Gained RSA Stage III Entered RSA Stage III Gained Pitmans Elementary Entered Pitmans Elementary Gained Pitmans Intermediate Entered Pitmans Intermediate Gained Pitmans Advanced Entered Pitmans Advanced Gained Pitmans Voc courses Entered Pitmans Vac courses Gained Pitmans Group Cert. Entered Pitmans Group Cert. Gained Pitmans Other Entered Pitmans Other Gained

Column Positions

18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58

• 7


FOR YEAR OF COLLECTION - 84 OR 85 OR 86 OR 87

DATA lAYOlIT

Variable

CGLI Voc. Qual Entered CGLI Vac. Qual Gained CGLI Foundation Entered CGLI CGLI CGLI CGLI CGLI CPVE CPVE

Foundation Gained Graft Entered Craft Gained Other Entered Other Gained Entered Gained

Column Positions

59 60 61 62 63 64 65 66 67 68

Other qualifications gained Entered 69 Other qualifications gained Gained 70 None gained 71

8

DICTIONARY FOR FILE: ESRC LIST 4

THIS FILE CONTAINS INFORMATION ON SUBJECT STUDIED BY STUDENTS IN YEAR 2 OF THEIR TVEI COURSE.

DATA LAYOUT

Variable

LEA number

Colwm. Positions

1 - 3 Establishment number on entry 4 - 7 Pupil number within establishment 8 - 11 Year subjects studied Current establishment Subject code 1 Subject code 2 ... (Repeating fields

Subject code 32

CODES

Year subjects studied

12 - 13 number 14 - 17

of

18 - 20 (Alphanumeric field) 21 - 23 (Alphanumeric field)

3 column alphanumeric fields for Subjects) 111 -113 (Alphanumeric field)

84 Subjects studied in academic year 1984/5 by students in Year 2 of course





Subject codes Refer to documentation on subject codes produced by Trent Polytechnic for TVEI.

• 9"

DICTIONARY FOR FILE: ESRC LISTS

THIS FILE CONTAINS INFORMATION OF EDUCATIONAL QUALIFICATIONS GAINED PRIOR TO JOINING TVEI BY NEW ENTRANTS TO YEAR 3 OR 4 OF TVEI

DATA LAYOUT

Variable

LEA number

Column Positions

1 - 3 4 - 7 8 - 11

12 - 15

Establishment number on entry Pupil number within establishment Current establishment number Qualifications Year of collection

16 - 45 (see detailed layout below) 46 - 47

CODES

Year of collection 85 86 87 88

Qualifications Qualifications Qualifications Qualifications

of 1984/5 of 1985/6 of 1986/7 of 1987/8

entrants prior to joining entrants prior to joining entrants prior to joining entrants prior to joining

The layout for qualifications gained depends on the year of collection

FOR YEAR OF COLLECTION - 88

DATA LAYOUT

Variable

No of GCSE Grade A-C No of GCSE Grade D-E No of GCSE Grade F-G BTEC/CGLI BTEC CGLI Vac. Qual (General) CGLI Foundation CGLl Other RSA Voc. Qualification RSA Stage 1 RSA Stage II RSA Stage III RSA Other Pitmans Elementary Pitmans Intermediate Pitmans Advanced Pitmans Voc courses Pitmans Group Gert. Pitmans Other Other qualifications gained None gained

Column Positions

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

· 10

· ,.

DICTIONARY FOR FILE: ESRC LISTS

FOR YEAR OF COLLECTION - 85 OR 86 OR 87

DATA lAYOUT

Variable

No of CSE Grade 1 No of CSE Grade 2-3 No of CSE Grade 4-5 No of GCE 0 Level Grade A-C No of GCE 0 Level Grade D-E 16+ No of GCE A Level Grade A-C No of GCE A Level Grade D-E BTEC Voc Prep BTEC General Cert BTEe General Diploma BTEC National Cert BTEC National Diploma RSA Voc. Prep RSA Stage 1 RSA Stage II RSA Stage III Pitmans Elementary Pitmans Intermediate Pitmans Higher Pitmans Voc courses Pitmans Group Cert. Pitmans Other CGLI Voc. Prep CGLI Foundation CGLl Craft Part 1 CGLl Other CPVE Other qualifications gained None gained

Column Positions

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45

· 11

DICTIONARY FOR FILE: ESRC LIST 6

THIS FILE CONTAINS INFORMATION OF COURSES AND QUALIFICATIONS OF TVEI STUDENTS IN YEAR 3 ·OR 4 OF THE COURSE.

DATA LAYOUT

Variable

LEA number Establishment number on entry Pupil number within establishment Year of collection Current establishment number Qualification code 1 Subject code 1 Examination code 1

Column Positions

1 - 3 4 - 7 8 - 11

12 - 13 14 - 17 18 - 20 21 - 24 2S

(Alphanumeric field) (Alphanumeric field) (Alphanumeric field)

... (Repeating fields of Qualification, Subject and Examination ) ..

Qualification code 8 Subject code 8 Examination code 8

CODES

Year of collection

Qualification code ) Subject code ) Examination code )

87

88

73 - 75 76 - 80 81

(Alphanumeric field) (Alphanumeric field) (Alphanumeric field)

Courses and qualifications of students Year 3 or 4 of TVEI course in 1986/7 Courses and qualifications of students Year 3 or 4 of TVEI course in 1987/8

Refer to instructions given for completing input forms.

in

in

12

I I

1985/86 (LNG~~ & ~ES)

,/ TJEI NON-FINANCIAL DATABASE: NOTES ON THE COMPLETION OF INPUT FORMS i

INTRODUCTION

1. The non-financlal database 15 the maln Informatlon source for the MSC IS

detalled monltorlng and evaluatlon of the Technlcal and Vocatlonal EducatIon 1nl t1atl ve. We are aware that collect1ng the data requested places an add1tlonal burden upon TVEI coord1nators and teachlng staff. However, 1t 1S vltal that we have th1S lnformatlon for assesslng progress on the scheme and for IdentlfYlng constralnts on Its operatlon.

2. we wlll feed back processed Information fran the database to '!VEl coordinators at regular lntervals and we oope that thlS W1ll be of benef1 t to all the staff wlthln the LEA who are Involved 1n the TVEI ~oJect. Please remember, however, that we cannot produce outputs until we have receIved fully completed Input forms fran LFAs. We have brought 1n NFER to handle the receIpt of lnput foens In order to speed up thIS process; please asslst them as much you can to ensure that the data can be input, checked, and output tables forwarded to you, as quickly as possible.

3. If you have any suggestions for 1mprovU19 the foms or the accompanying 1nstructlons, please contact Andrew McIntyre at MSC Tralnlng DIvlslon SER5, Room ~v825, Moorfoot, SheffIeld SI 4PQ, telephone: Sheffleld 70382~. TVEI Unlt staff and reglonal advlsers will be happy to d1scuss any further points concernlng the development and operatlon of the InItlatlve-wlde database.

4. The LEA may wlsh to produce a short wrltten statement for the schools, colleges, parents and students 1n quest1on. This should explain that SInce TVEI 1S a new inltlatlve there 1S a need to find out what attracts young people, what cho1ces they make and what routes they follow as they progress through the scheme. It should further explain that TVEI 15 a national pilot scheme and that anonymlsed student records are CeIng held centrally; no lnfonnatlon about named Ind1v1duals 15 passed to the MSC and access to the records wlthIn the LEA 1S restrlcted. The 1tens covered on the Indlvldual records lnclude date of blrth, potentIal atta1nment, ethnIc or1g1n and so 00.

ALL INPUT FORMS

5. The numbers by wh1Ch the forms are referred to 1n these notes (ltllst Itt, "35", tl2T" etc) are prlnted at the top of each form. The nl.nbers at bottom rlght (eg CTF 11) are lnternal MSC reference numbers and should be 19nored.

,. 13

1985/86 (ENGLAND & ~LES)

LFA aoo Establlsnnent Reference Numbers

6. The standard J-dlgit DES reference number for the LEA should ~ar on every fonm returned. The 4-diglt DES reference numbers for individual schools and colleges within the LEA should also be gIven where requested (these are referred to as establIshment reference numbers on the foens).

Standardlsad date: 30 September 1985

7. All Informat10n supplIed on any of the lnput forms must relate to the POSl tlon as at 30 September 1985. Do not lnclude any changes WhlCh may have occurred Slnce that date; these should be reported on the forms to be issued next year.

THE LIST SERIES

8. The forms ln the llst serles (llsts 1-5) are desIgned to collect infocnat10n on the IndIvIdual students who partIcipate in the TVEI proJect (the TVEI students).

TVEI Students ,,-

9'. A "TVEI student" lS defIned as a student who IS: .. 1) folloWing the TVEI programme as set out In the contract with MSC, and

ill belng taught USing MSC resources (le designated TVEI students).

Student Reference Numbers

19. Please note that, although the name of the student should be recorded on the copies of the form wtllch are belllg retauled by the LEA, the copIes W'uch are SUbnltted to NFER/MSC should be made anonymous by detachu19 the left hand sectIon. A unique student reference nOOlber rrust be allocated to each student; thls WIll be used as a link between the fIrst and later submISSIons of Info~tlon and In case of querIes.

11. The method of formlng the reference number has been changed. The flrst 4 dIgIts of the reference number must 1n future be Identical wlth the establ1sOOlent nlmlber of the school or college at whICh the student entered TV!l (le the establIshment number aSSOCIated Wlth the student's 'lIst 11 record). Even 1f the student later transfers to another school or 00 1 lege wlthln the same LEA while still on the TVEI course, the fIrst 4 digIts of the student reference number WIll not change. Any student transferru19 to a TVEI proJect ln a dlfferent LEA should be recorded as a tetmlnatlon (llst 2)

14

1985/86 (ENGLAND , ~LES)

1n the orIgInal authorIty and a fresh start (lIst 1) 1n the second.

12. All 4 d1glt student reference numbers allocated 1n prevIous years wIll have the establlshment number of theIr 'llst I' entry automatlcally preflxed wlthln the database. When maklng entrles on lIsts 2-5 whlch refer to these students, the complete 8 dlglt sequence (establlshment number from the lIst 1 entry, followed by the origInal 4 dlg1t student reference number) must be quoted 1n full. For example, student number ~"24 \lilho JOIned the '!VEl proJect 1n 1984 at school number 4123 should be referred to as student number 41230024 on all future lIst entrles, even 1f the student has subsequently transferred to college number 8765 whIle stlll on the same TVEl course.

13. Th1S change has becane necessary because there have been sane cases of duplIcate student reference numbers beIng allocated wlthln a slngle LEA, wh1ch could lead to confuslon 1f the students concerned should flnd themselves attendIng the same establlsrment at a later stage 1n the NEI course. The .:.:3dltlon of the 4 dlglts of the establlshment number means that 1n future the floal 4 dlg1ts need only be unlque wlthIn the establlshment; dupllcates can now be allo~ wIth1n a sIngle LEA, provIded they are not at the same establlshment. we hope thlS wlIl make 1t eaSier for schools and colleges to keep track of thelr numberlng systems.

14. It wlll stIll be essent1al to ensure that student reference numbers allocated ln prevlous years are not duplicated wlthln the same establIshment. Also, be careful not to reuse numbers prev10usly allocated to students who have Slnce left the proJect. Flnally, all dIglts 10 the student reference number must be numerIC; thus 4123AH24 would not be acceptable (In cases wnere entrants 10 preVIOUS years were allocated reference numbers contaln1ng alphabetIc dlglts, these d1glts have been converted to zeros 10 the database) •

15. Please make sure that records of the Identltles of all students to whom reference numbers have at any tlme been allocated are retaIned throughout the l1fe of the 'I'VEI proJect, even if the students concerned have Slnce left educatlon. National evaluation teams may need to use the reference numbers to contact IndivIdual students or leavers Via the LEA.

16. Strlke out any unused rows on the foms. Also, put a lU1e through any colunns wh1Ch do not apply to the 1ndIvldual concerned (for example, any columns of l1st 3 correspondlng to quallflcatlon types for whlch the student has not been entered). Please do not leave any cell blank.

LIST 1: ENTRAm'S

17. All students who JOlned the TVEI project In September 1985 should be llsted. Detalls of any late entrants to the proJect 1n 1984/85 who were not Included In the llst 1 fo~s for September 1984 should also be given here.

15

1985/86 (ENGLAND & t~ES)

18. Wtlte the 8 dlglt student reference number for each entrant 1n columns 3 to 10. In each case, the flrst 4 d1gIts must be Identlcal wlth the establIshment reference number glven at the top of the fo~ (NB: use a separate lIst 1 form for each of the estab11stwents lnvolved)_

19. Date of bIrth, and codes for gender and for s1tuatIon 12 months prevlously, should be entered 1n columns 11 to 18 for each student (see annex 1).

Est1mated Potential rBvel of Attau~nent (see also under form 35 t:elow)

29. Colunn 19 S ~ uld contaln a potent1al attainnent code for every student JOlning the first or second years of the TVEI course. For students who enter d1rectly 1nto the th1rd or fourth years (and who therefore JOin TVE! after the date at wh1Ch they would no~ally S1t any GCE or CSE exam1natlons for wh1Ch they had been entered) no entry IS needed at colunn 19; lnstead, detalls of any quallflcatlons galned prIor to J01n1ng TVEI should be g1ven on lIst 5.

EthnlCIty

21. COIW1ll 20 should conta1n an ethnic1ty code for each student. The method recommended by MSC for allocatlng students to ethnlc categorles 1S vlsual assessment. LEAs are requested to use th1S rrethod as far as poss1ble. The MSC TVEI Unlt 1S aware of the dlfflculties whICh may ar1se In ascertainulg the ethnlc or1g1n of students. We have d1scussed th1S problem wlthIn the MSC and w1th the Comm1ss1on for RacIal Equal1ty (CRE), who agreed that 1n the CIrcumstances v1sual assessment should be preferred to other zrethods. However, 1f 1n doubt, It wIll be up to the teachers themselves to declde on the best way of obta1nlng thIS 1nformatlon (eg by ask1ng the student dlrectly). The Unlt W1ll be happy to d1scuss w1th LEA staff any problems ar1slng from thlS requ1rement, and to advlse them as necessary_

Why the Database Includes Deta1ls of Gender aoo EthnIc Or1g1n

22. It 1S one of the stated crlterlA of TVEI that equal opportunItIes should be avaIlable for both sexes. MSC and the LEAs are equal opportunIty employers; th1s means that there must be no unfalr dIscr1mInat10n in theIr po11cles and pract1ces on grounds of sex, rellg10n, race, COlour, ethn1c or nat10nal or1g1n. For th1S reason, the adherence of the Initlatlve to equal opportunity polIc1es wIll have to be Ironl tored, and accurate records of students t sex and ethnlc orig1n must therefore be maIntained. ThIS requlrement 1S 1n llne w1th the th1nkIng of the Rampton Report (1981), whlch has been endorsed by the Swann Report (1985) _ The Rampton Report declares 1tself:

• 16

1985/86 (ENGLAND , ~LE5)

"wholly In favour of the collectlon of edocational statlstlcs on an ethnIc baSlS where they are to be used In establlshlng facts about how members of ethnic mInorItIes are farlng 1n the educatIonal system."

23. The TVEl Unit would be very grateful 1f you could give full consIderatIon to our need to collect ethnlcIty data. If, haVIng done so, you stlll feel unable to help us In thIS way, please attach a statement of the reasons for your non cooperation to the fo~ and forward thlS to NFER.

24. Columns 21-27 should contaIn the date at whICh the student JOlned the TVEI proJect and the year of the 4-year 'I'VEI course wtllch the student entered.

25. Please note that If any of the students on lIst 1 have SInce left the proJect they should also appear on lIst 2, along WIth detaIls of any teDmlnatIons from earller Intakes.

LIST 2: TER-1INATIONS ~ IN-COURSE TRANSFERS

26. Students who have left the proJect (thlS Incll.des any 'Mho have reverted to the notmal currIculum) and whose termInatlons have not been notIfIed on any prev lOUS -llst I forms, should appear on lIst 2. Details of students who transfer between establlshments withln the LEA and whIle stIll on the TVEI course should al90 be recorded on llst 2.

27. Columns 3 to 10 of list 2 must contaIn the student reference numbers orlglnally allocated to the indlvlduals concerned (remember to quote the full 8 dlglt reference number, Includlng the establlshment number of the school or college at whlCh the student entered TVEI as the flrst 4 dIgIts; see above). It IS essentIal that each entry on llst 2 Includes the student reference number; thIS IS the only means NFER have of llnkIng the record wlth previous data for the lndIvIdual concerned.

28. In the case of transfers dur lng the TVEI course, the date and the reference number of the new establlshment should be recorded 1n columns 11 to 20. (Note that students who move to establIshments 1n other LEAs should be recorded as ter.mlnatlons and not as transfers).

29. The teonlnatlon date, and reason for leaVing and destInatlon codes, of students who have left the proJect soould be entered In collDrlS 21-30.

17

1985/86 (ENGLAND & ~~LES)

LIST 3: QUALIFlCATIOOS ENI'ERID FOR AND GAINFD 00 'I'VE!

30. Ary ~lEI students who were entered for examlnat10ns or other quallflcatlons during the academ1c year 1984/85 should appear on list 3.

31. Columns 3 to la must contaln the reference numbers orlglnally allocated to the lndlvlduals concerned (remember to quote the full 8 dlglt reference number, lncludlng the establlshment number of the school or college at whlch the student entered TVEI as the f1rst 4 dlg1ts; see above) • It 1S essentlal that each entry on llst 3 Includes the student reference number; thlS 15 the only means NFER have of llnklng the record wlth prevlous data for the IndIvldual concerned.

32. There are at least 2 columns correspondlng to each quallficatlon ~. The number of quallficat10ns of any g1ven ~ for whlCh the student was entered should appear in the I entered I colum. The runber of these wtllch were actually galned should be recorded 1n the following column(s). For example: 1f a student was entered for 5 GCE 0 levels and ga1ned 3 at grade 0, 1 at grade E, and was ungraded 1n the rsnain1ng subJect, then enter 15 t

1n column 15, '0' in column 16 and 14' 1n column 17.

33. Each column should contaIn only a single digit. If anyone has been entered for, or has ga1ned, more than 9 qual1flcations of anyone type, a '9' should be entered 1n the approprlate column.

34. candidates for 16+ regional quallflcatIons are awarded gradings for both GCE arrl CSE. They should be recorded as hav1ng entered 1 CSE plus 1 OCE for each subJect taken. In addIt1on, the total number of subjects taken in the 16+ regIonal exam1natIon should be entered 1n column 18. Grades awarded should be recorded 1n the OCE and/or CSE colunns, as appropr1ate. Thus, for a student who took 2 subJects at GCE, 3 at CSE and 1 at 16+, "4 It should appear 1n colunn 11, 113" in collXl'll 15 and Ill" 1n colunn 18.

35. QuallfIcatlons which are outSIde the scope of columns 11 to 61 should be recorded 1n colL1lllS 62 and 63. Please wrlte the narres of any such qualIflcat10ns on a separate sheet, and attach thIS to the fonn.

36. Do not include on list 3 any quallflcatlons for wh1Ch students have been entered 1n the current academlc year (1985/86); such entrles should be reported on the fo~s to be lSSued next year, together wIth theIr outcomes.

LIST 4: SUBJECTS

37 • All students \Idlo WIll be 1n the second or subsequent years of the 4 year TVEI course dutlng academIC year 1985/86 should appear on list 4. Columns 3 to l~ must contaln ti1e reference numbers orlglnally allocated to the Ind1v1duals concerned (remember to quote the full 8 digit reference Ol.xnber, 1ncloolng the estaollshment number of the school or college at wh1Ch the student entered TVEI as the flrst 4 dIg1ts; see above). It 15 essentIal

18

1985/86 (ENGLAND & ~ES)

that each entry on llst 4 1ncludes the student reference number; thlS 19

the only means NFER have of llnk1ng the record WIth prevlous data for the 1ndIvIdual concerned.

38. Enter the codes (fran aMeX 2) for all the subJects which each student 1S expected to study 1n 1985/86 1n columns 11 to 55, ln any order. Each subJect should be entered as a 3 dIgIt code, for example: cornf1lter studIes would be 'C0l ' and word processlng would be IsI7'. It should seldan be necessary to classlfy a subJect in one of the "other" categorles (93 S99, B99, 099); however, 1 f you do need to use one of these, please wr i te the name of the subJect concerned on a separate sheet, and attach this to the fom. If a student 1S tak1ng ~ess than 15 subJects, put a lu'le through the unused colunns on llst 4i please do not leave any cell blank.

LIST 5: DIRECT ENTRANTS TO THE THIRD AND FOURTH YEARS OF THE TVE! COURSE, IOCLUDING DETAILS OF ANY QUALIFICATIONS GAINED PRIOR 'IO JOINING 'l'VEI

39. DIrect entrants to the third or fourth years of the 'I'VEI course should appear on l1St 5 as well as on l1st 1. Columns 3 to l~ of list 5 must conta1n the student reference numbers allocated to the 100 1 v 1duals concerned (remember to quote the full 8 d1glt reference number). It IS essentIal that each entry on lIst 5 Includes the student reference numberi thIS IS the only means NFER have of linkIng the record W1 th other data for the IndIVIdual concerned.

40. Details of any educatIonal quallflcatlons galned prlor to J01n1ng TVEI should be recorded in columns ll-4~, followlng the gUldelInes given under 'lIst J' above. The reference numbers of any entrants to the thlrd or fourth years who have no prIor qua11flcatlons must also appear on l1st Si please WI1 te "none" In colllll'l 40 agaulSt the lndlVIduals concerned.

CODES

41. The codes to be used for l1sts 1 and 2 are gIven In annex 1. The subJect codes for lIst 4 are 1n annex 2.

BATOiI N:i [xx:UMENTS

42. The c::ompleted lIsts I, 2, 3, 4 and 5 should be sent to the NFER (who are handlIng the returns for MSC TVEI Unit) together WIth completed batch1ng docunents; a separate batchlng docunent should be used for each lIst.

19

1985/86 (ENGLAND & WALES)

SUMMARY FORMS (FORMS 15-35 AND IT-3T)

ALL SlH1ARY FORMS

43. Enter zeros where approprIate and, on forms whICh have a row for each establIshment, str1ke out any unused rows. Do not leave any cell blank.

ALL STUDENT FORMS (15-35)

44. Data on Ind1 vldual '!VEl students IS collected on the forms in the 11St serles. We also need aggregate, canparatIve lnfonnatlon on other full tlme students attendIng TVEI establishments; foens 15-35 therefore ask for summary deta1ls of non TVEI students at these establlshments.

45. Each student should l::e COtmted once only even if he or she spends tlTne 1n two or more schools or colleges. In such a case, the LEA should declde wtuch scl'x>ol or college IS to be regarded as the establishrrent at which the student IS based; thiS lndlvldual should then only be counted under the base establlsl"lnent.

46. Part-t1me students (eg day release I block release or evenlng students) soould not be counted. Those aged 18 or over as at 31 August 1985 should also be excluded.

FORM IS: NUMBERS AND GENDER OF STUDENTS NOT PARTICIPATING IN TVEI

47. Form IS covers non-TVEI students at 'I'VE! establlsrments. The colunn headlngS in fo~ IS relate to the no~l year-groups in 11 to 16 (or 18) schools. Students In establishments WIth a different structure, eg upper schools or colleges, wlll be 1n equ1valent grouplngs and should be allocated to the approprlate column. Students who currently meet the definlt10n of II'I'VEI students" gIven above should DOt be inclOOed 1n the figl..lIes quoted on 1S (nor on 2S or 35).

7 A '> It. <.,L e,;,.,t fII,I1 ,t:'..... d.I~) c...aoJ I) • 1':1...4 ~~~ ~'" tt .... ·.,..1 l' fV..-'I).t'f')

"",IA 'l l .,4.(I' FORM 25: ETHNICITY OF l'I:)N TVEI STUDENTS

yl.Jl v

48. Form 2S refers to non-TVEI students at TVE! establisl'1nent&. Only one form 2S should be completed, cover1ng the 4th year of secondary edocatlon (and lts tert1ary equ1va1ent). Note that the flgures 1n column 8 of foen 2S aust equal the sum of those 1n colunns 4 and 5 (headed "4th year boys" and "4th year 91r1s") of fom 15. Please see also the lnstructlons for llSt 1 a}:x)ve.

20

1985/86 (ENGLAND & ~E5)

FORM 35: ESTI~TED POTENTIAL A'ITAINMENT OF NON TVEI STUDENTS

49. One form 35 should be ccxnpleted, to cover the 4th year of secondary educatlon (and lts tert1ary equ1valent).

59. The categorles 1n the columns of foen 3S are expressed 1n te~ of GCE and CSE potential. LEAs should use their dlscretlon 1n decldlng which category IS most appropriate for students who may take other examlnat10ns (B/TEe, RSA, CGLI etc) In add1tlon to, or Instead of, these.

51. Please note that the potential attainment categor1es for 35 (and for list 1) are 1ntended to be mutually exclusive. Thus a student who IS

assessed as merlt1ng IncluSion 1n colLmn 4 of 35 should be counted only 1n that colum.

52. The flgures 1n colunn 9 of form 35 should be Identical wlth the sum of those In colunns 4 aoo 5 of fonn IS.

TFACHER FORMS (IT-3T)

53. An 1nd i v ld ual 1 s de f 1 ned as a IITVEI teacher 11 1f:

1) thelr salary IS prov1ded by TVEI, and

11) they are dlrectly Involved In teach1ng TVEI students, or Involved 1n TVEI act1vltles.

54. ThlS 1ncludes school coord1nators but excludes admlnistrat1ve and anc1llary staff, such as proJect coordinators.

55. Where a member of teach1ng staff has been released from other dutles to do 'I'VEI work by, for example, anploYlng a supply teacher to cover the eX1stU19 work, 1t 15 only the teacher who IS actually do1ng the '1VEI work who should be counted, and not the supply.

FORM IT: FULL TIME EOOIVALENT PARTICIPATION IN 'NEI

56. TVEI teachers who are employed full-tlme and who spend all that tJ.me 1n one school or college should be shown 1n colunns 4, 5 and 6 of form IT. The number of teachers should be counted 1n colunn 4, the1r InvolVEment as TVEI teacher 1n columns 5 and 6.

57. Contact and non contact tllre are to be recorded separatel¥. Non contact t1me refers to t~table perlods whICh are spent on actIvlt1es connected wIth TVEI other than teach1ng (eg counselllng or prof1l1ng). Any t1me spent outslde the nonnal tlmetable on preparatlon, marklng or extra currlcular actlvltles should be excluded from the calculatIon.

21

1985/86 (ENGLAND , WALES)

58. For example: a full time teacher who is snployed 1n an establIshment where the weekly tlmetable 15 dlVlded Into 40 teachIng perlods of unlfo~ duratlon, and who spends 20 perlods per \llgek (le half a full tl~table, or 3.50 full tlme equIvalent) on TVEI dutIes, d1vlded up as follows:

'I'VEI class teachIng er'contact tl~II): 12 perlods, or 31iJ% of full tImetable, and

other act1v1tles connected with TVEI (Unon contact tlme"): 8 perlods, or 20% of full tImetable

should .be co un ted as:

1 unIt 1n column 4

0.30 in col\m1 5

0.20 1n column 6

59. For establlshments where the week 18 dIv1ded into d1fferent numbers of teach1ng perIods, or where teach1ng perlods are of unequal length, the fo~ula wlll need to be adJusted to sU1t.

60. TVEI teachers who are either (1) anployed full-tlme but do not spend all thelr tIme In anyone establlshment, or (11) employed part-tlme should be soown 1n coltmlOs 7, 8 aoo 9 of table IT. They should be shown as 1 un1t for each of the establIshments 1n questlon 1n colmn 7, thelr lnvolvenent as a 'I'VEl teacher should be shown for each establ1sl'1rent 1n colunns 8 and 9. In colunn 7, a number of 1nd1V1dual teachers may be recorded ~re than oocei the total number of lndlvlduals lnvolved should be shown 1n the flnal box 1n calum 7.

61. Full tlme equlvalent partlclpatlon 1n TVEI should be calculated 1n the same manner as 1n the example aoove, USlng the nlElber of perlods 1n a full tlmetable as denoollnator. For example, a part time teacher at the same school who works half a full tunetable (20 perlods), of whlCh 10' per1od.s (a quarter of a full t1metable, or 0'.25 full tIme equ1valent) are OCCUPIed by TVEI class teachlng, and 6 perlods (IS% of a full tlmetable, or 0.1S full tlme equlvalent) are set aSlde for other actlvIt1es connected WIth TVEI, should be counted as:

1 unl t 1n colunn 7

0.25 1n collnl'l 8

0'.15 1n colunn 9

22

1985/86 (ENGLAND & ~ES)

62. TVEI teachers based at TVE! centres should be treated 1n the same way as teachers based at schools or collec:Jes. A full tune teacher based at a TVEI centre who does not spend any portlon of the tlmetable elsewhere should be recorded 1n colllTlns 4-6. Teachers who are based at 'I'VE! centres but who spend some or all of theIr t1me at other establlshments should appear ln colunns 7-9.

63. For teachlng staff 1n further educatlon establiShments, the standard 30 contract hours should be used as the denominator ln the calculat10n of full tlme equlvalent Input into TVEI. Thus, a full t1me lecturer who works at a single establIshment and does 15 hours per week TVEI class teachlng pI us 5 hour 5 on other 'NE! wer k, would be coun ted as:

I un1t 1n column 4

Q.SO 1n colum 5

0.17 in coll.lt1Il 6 L/?'" ~WHI> b ( 1-- I

l ' - :11" ;1. ~ ~-,/",,;

FORM 2T: EMPLOYMENT AND TEACHI~ STATUS AT SEPTEMBER 1984 (le OOE YEAR AOO) -p . ./ ) rll1",.(~-

64. Form 2T should cover the same lndlvlduals as colunns 4 and 7 of form b-f J

IT, thus the total of colum 5 of form 2T should equal the sum of the totals ,,~,~-ll"""" of Uldlvlduals 1n colunns 4 ani 7 of IT. please note that although th1S formy('c.l~ • ..iC>-

refers to TVEI teachers 1n post as at September 1985, lt records their ~O~~ employment and teachlng status as It was 1n September 1984, one year prevlously. 1~,4-

t'1 ~c /~.I~-/

FORM 3T: WORK EXPERIENCE OF 'I'VE! TEACHERS ./Ic;ALth .A. ,~

65. Fo~ 3T should cover the same lnd1v1duals as are covered by foems IT and 2T, le the total of column 9 of fo~ 3T should be ldentlcal WIth the total of column 5 of for,m 2T.

66. TVEI teachers who are school-based should be allocated to columns 3 to 6 of fOIm 3T 1n accordance W1 th the aroount of tlme they spend on 'I'VE! work (lncloolrlg non contact time) as compared wlth the full tImetable. For example: ln an establlshment where the weekly timetable 1S dlv1ded 1nto 4~ teachlng per lads of unlform duration, a full-tlrt'e teacher who spends 28 perlods out of 40 (= 9.7 of a full week) on 'I'VEI work each week should be counted as one unlt 1n colunn 4. Slmllarly a part-time teacher who spends 2 perIods (= Q. 05 of a full week) on TVEI should be counted as one unl t 1n column 6. For establlsrunents where the week 15 dlVlded Into dlfferent nurnl:ers of teach1ng per1ods, or where the teachlng perIOOs are of unequal length, the fo~nula wlll need to be adJusted to SUlt. Exclude any time spent outslde the nonnal t~table on preparatlon, marklng or extra currIcular actlvltles connected With TVE!.

23


67. TVEI teachers who are not school-based, for example those who are based at TVEI centres, should be counted In colum 8 of fom 3T.

68. Please ensure that all fOODS are fully completed and properly checked before despatch to NFER (who are handlIng the returns for MSC TVEI UnIt). The followIng polnts are partlcularly L~portant; fallure to carry out these checks, and any necessary correctIons thus Identlf1ed, w1ll result 1n NFER havIng to contact the proJect coordlnator to obtaln corrected data. Th1s process IS tll"ne COnSllTIlng and expenslve for both NFER and the LFA concerned. Please help to keep the need for such follow up actIon to a mlnimum.

1) Student reference numbers on lIst 1: check that there are no cases of dupllcatlon of the full 8 dIgit numbers. Remember that numbers allocated to students 1n prevlous years llUlst not be relssued to thlS year's entrants.

11) Check that correct 8 d1gIt student reference numbers are present for all entrles on l1sts 2-5. It is essent1al that student reference nlltlbers are quoted on these forms; they are the only llnk wlth prev10us records of the students concerned.

111) Check that there 1S an entry for every TVEI establlshment on each type of form. If there 1S no lnformatlon to report for any establ1shment on anyone of the fo~s, thlS should be made clear on the form or 1n an accc:rrpanylr1g note; please do not atllt any establlshment wlthout explanatlon.

1 V) Check that the values of codes used on forms 1n the lIst serles are not outsIde the val1d range. For example, the code for potentlal attalnment can only take values 1n the range 1-5; t71t would therefore not be an acceptable entry 1n thlS column.

v) Quote DES reference numbers where requested.

Vl) Oleck that all totals are correct, and that they agree Wlth totals quoted on other forms where appropr1ate.

Vll) In "grey areas" where you are uncertaln 00w to canplete a fom, It 1S better to complete It and glve a note saylng what the problem was and how you resolved It, rather than g1vIng a note Wltoout completIng the fo~.

V11l) Check whether any flelds have been left blank and complete them or attach a note of the reason why the Info~tlon cannot be suppl1ed.

1 24


IX) Flnally, ensure that all fonms have been completed and are Included 1n the despatch to NFER.

69. If careful attent10n IS gIven to these po1nts, It wIll help to reduce the delay between receipt of fo~ at NFER and despatch of output tables to LFAs.

OOTPUT TABLES

70. LEAs w111 receive prIntouts sho~ng the percentage d1strlbut1on of 'NEI and non TVEI students, and of 'l'VEI teachers, on the vat lables recorded on the forms.

25

1985/86 (ENGLAND AND ~ES)

ANNEX 1 '!VEl DATABASE FOR INDIVIDUAL STUDENTS

ClX)ES 10 BE USED WHEN COMPLETI~ LISTS 1 AND 2

Item of Informatlon

Student reference number

Date of blrth

Sex

Sltuatlon U months prevlously

Codes or Values

ThlS number should be allocated by the LEA (or establlshment). Each student wlthln an establlshment should have a unlque reference number.

Show day (DD), month (MM) and year (YY) 1n flgures. Note that the flgures should be rlght Justlfled, le 3 May 1969 should be shown as 939569 and not 305069.

Boy

Glrl

Sane school or co lIege

One of the other 'I'VEI schools or colleges Wl thIn the LEA =2

One of the non-TVEI malntalned or asslsted schools or colleges wlthln the LEA =3

A malntalned or assIsted school or college 1n another LEA a4

An lOOependent school or college -5

Other or unknown =9

26

1985/86 (E~LAND AND WALES)

Potentlal at tau"Jnen t

EthniC orlg1n

Year of 'I'VEI cse.

Potential to achleve grade A 1n at least 3 subJects at 0 level (lIkely to prove strong A level candida te

Potential to achieve 4 or more subJects at

=1

grades A-C 1n o-level or grade 1 1n CSE =2

Potentlal to ach1eve 1 to 3 subJects at grades A-C 1n o-level or grade 1 1n CSE =3

Potentlal to ach1eve grades 2-5 1n CSE 1n a number of subJects =4

Unlikely to achieve graded results or attempt publlc exam1nations =5

Afro-Carlbbean

IndIan subcontlnent

other, eg Ch1 nese

1st year of 4-year '!VEl course =1

200 year

3rd year :11:3

4th year

27

1985/86 (ENGLAND AND ~LES)

Reason for leavIng

Wanted to enter employment =01

Wanted to JOIn YTS =~2

Wanted to enter full tIme further or higher education (outside TVEI or YTS) =93

Wanted to transfer to a non TVEI course (same establIShment) =~4

Wanted to transfer to another establlshment =~5

Moved hcme =G6

Dlssatlsfled With TVEI course =07

Found to be unSUl ted to TVE! course =08

BehaVioural problems =99

Illness =10

Other reasons (please speclfy) =11

I~

28

1985/86 (EN:;[.Al-lD AND WALES)

Destlnatlon on leav u-q '!VEl 1 n current lnstl tutlon

Stlll on '!VEI

Stlll a TVEI student but to another school Wl thIn the LEA

Still a TVEI student but to another college Wl thln the LEA -Q2

StIll a TVEI student but to a school 1n aoot~r L~ ~3

Stlll a TVEI student but to a college In another LEA =~4

Not on 'IVEl

At the sarre school or college but no longer a TVEI student =GS

t To another school Wl thln the LEA but no longer a WE! student ="6

To another college Wl thln the LEA but no longer a TVEI student =07

To a school or college 1n another LEA but no longer a TVEI student =08

YTS (but not apprentIce) =09

Enplo~nt Qutslde YTS (but not apprentlce) =1~

unemployment =11

Apprentlceshlp (not on YTS) =12

HIgher edu:atlon =13

ApprentloeshlP (wlthln YTS) =14

Unknown =99

29

1985/86 (ENGLAND AND WALES)

ANNEX 2 '!VEl DATABASE FOR INDIVIDUAL 5TUDENrS

COOES ID BE USED WHEN cor-1PLETIN:; LIST 4 t C-/v~- ~\.h·~ -... qc( 4 '-''''l .. ~l I'fo~ 1l11~.~,M~ J"'I)""f.., .. -

CODE 5UBJEX:T

S SClence

S91 S"2 5"3 594 505 506 507 598 599 519 511 512 513 514 515 516 517 518 519 520 521 522

-~ 524 525 526 527 528 S29 530 531 532 533 534 535 599

Blology Hunan biology Botany Zoology ChenlStry Physlcs General or canbu1ed sclence (lnc biological and physical sclence) Physlcal sclenoe/pl~sICS Wlth chemistry Geology Environmental sclence Rural science Eng lneer 1 ng SC lence SCience Further SClence Applled sclence Integrated sclence Envlronmental biology Applled chemlstry Applled phySICS BIOlogy and chemlstry laboratory studles Meteorology General science

OClSP Sclence at work Modular science (tOPlC based) Sclence for l1fe Materlals sclence Science for you MCXiular sclence SClence for less able MOdular science (less able) CGLI SClence Industries 687 SClence for llvlng Personal and ccmnunl ty health (5) Other (please speclfy)

M MatheITetlCS

M01 MathematiCS M02 Pure mathematlcs

30

1985/86 (ENGLAND AND ~~ES)

M03 Applled mathematlcs M04 Statistlcs M0S RemedIal mathemat1cs M06 Nunerac:y Ma7 M08 Money management M09 Addltlonal maths Ml0 ArlthmetlC M99 Other (please speclfy)

C Colt1JUter stuches

C0l Canputer studies C02 Can~t1ng

C03 Computer technology C04 Canp,lter 11 teracy CgS C06 Info~atlon technology (C) C07 InfoDnatIon tech / computer studIes cas Applled compltlng rrode 3 C2" Computer llteracy (TVEI) eg9 Other (please spec1fy)

T Craft I deSIgn and technolo9i:

T0l Craft, desIgn and technology T02 Technology TID3 Deslgn (cor based) T34 ElectronlcS T05 MetallltlOrk T06 WOOdwork TfJ7 Technlcal drawlng T08 Eo:i1neerlng aoo EWrP T99 Bulldlng crafts T10 MOtor vehlcle crafts Tll New technolO9Y T12 Modular technology T13 Control technology T14 DeSlgn technology TlS Craft bechnology Tl6 Manufacturlng technology Tl7 InformatIon technology TIB EngIneerlng technology TI9 Craft and deSlgn T20 DeSlgn and make T21 DeS19n and englneerIng T22 Mechanlcal eng Uleer U"19 T23 ElectrIcal englneerlng T24 EngIneerlng 686 T25 MlcroelectronlcS T26 RobotlcS T27 TechnIcal 686

31


T28 Technical and studIes T29 TechnIcal and SClentIflC T30 ElectrIcIty 1n action T31 Electrlcal and electronlc 1nstrumentatlon T32 BUlldlr19 T33 Con~tructlon

T34 ConstructIon 685 T35 Agrlcul tural engll'leeru19 T36 T37 Construction technology T38 DeSlgn technology / technIcal drawing T39 The buIlt envlronment T4a Rural craft T41 ArchItectural constructlon T42 Electron1cs / computer studIes T43 Modular technology IncludIng deSIgn T44 Transport studIes T45 BoatbUIldlng T46 FabrlcatIon T47 DIY T48 PractIcal SkIlls T49 Aspects of engIneer1ng T50 General craft T5l Eng1neerlng (B/TEl:) T52 Motor vehIcles (B/TEe) T53 Infocnat10n technology (B/TEC) TS4 Glass decoratIon T55 PlastIcs T56 BrIckwork T57 FabrIcatIon englneerIng TS8 T59 B/TEC technlCIan studles T60 Englneerlng drawIng T61 Pract1cal construct1on T62 DIY T99 Other (please specIfy)

G SocIal SCIences

G01 Geography Ge2 EconomICS Ge3 SocIology G04 EnvIronmental studIes G~S Brltlsh constltut1on/polltICS/C1VlCS G~6 SocIal studIes Ga? Br1t1sh IndustrIal SOCIety G08 Industrlal studIes G09 UnderstaooIng 1ndustry GIB UnderstandIng lndustr1al SOCIety Gll G12 ForeIgn travel G14 European studIes (G) Gl5 EconomICS & publIC affaIrs

32


G16 Soclal & CQnnunlty studles G17 Local studles GIS SOclal economlcs GIg Soclal & economlc studles (365) G20 Soclal & economlc studles G2l Archaeology course G22 WOrld affairs G23 Geography for young school leavers G24 Modern geography G99 Other (please speclfy)

B BUSlness studles

B0l Buslness studles B92 Commerce B03 Accountsjbookkeeplng B04 Keyboard Skllls/typewrltlng B95 Shorthand B06 BUSIness accountlng 807 BUSiness skIlls 808 Commerclal studles B~9 Admlnlstratlon/clerlcal B19 Infonnatlon systems Bll lnfo~atlon processlng/fInance B12 Offlce practIce a13 TypIng/offlce practIce B14 Keyboard Skllls/word processlng B15 PractIcal offlce SkIlls B16 Typlng/Info~tlon proceSSIng B17 Word processlng B18 Clerlcal SkIlls B19 Clerlcal/admlnIstratlon and offlce SkIlls B29 B2l OffIce SkIlls B22 Shared buslness experlence 823 BUSiness language B24 OffIce technology and communIcations 825 BUSIness studies / bUSiness studles French 826 Typlng B27 Keyboard / audlo ~Ing / word PCOoeSSlDg / electronlc maIlIng 828 typIng / audIO typlng / word proceSSIng / electronIC mailIng 829 839 Studles in sales & marketlng B31 MInI-company 832 Office SKills & lnfoDnatlon technology B33 BUSiness studies (STEe) 834 Infonnatlon technology for bUSlness studles 835 Office and retall Skllls 836 Computer llteracy / keyboard / word proceSSIng 837 BUSIness technology 838 Public admlnlstratlon B99 Other (please speclfy)

33


E EnglIsh

E01 Engllsh E02 Engllsh language E93 EnglISh lIterature E94 Remedlal Engllsh E0S Llteracy E06 English as a second / forelgn language Ea7 E08 ProJect work E09 Commerclal EnglISh E99 other (please specIfy)

L Other languages and area studles

Llif1 Welsh L92 Gaellc 1:..93 Erse Lg4 French L05 German L96 Spanlsh L07 RUSSIan L08 ItalIan L09 Other modern European languages L10 Other modern languages ['11 Classlcal languages L12 Latln L13 Anclent Greek L14 Classlcal studIes L15 French studIes L16 L17 BusIness studles French L18 Urdu L19 PunJabl L2fr1 European studies (French) L21 European studles (Gennan) L22 Hlndl L23 European studIes (Spanlsh) L24 ChInese L25 L26 Eurot;:ean studIes L27 European studIes (CSE low grade) L28 Language studles L99 Other (please specIfy)

U01 Hlstory U02 Economlc and socIal hlstory U93 RelIglOUS educatlon U04 MOral edocatlon

• 34


U05 Comblned humanltles U06 Law U07 UOO Archaeology Ua9 European studies (U) Ul" Stenhouse human I tIes proJect CSE roode 3 011 RellglOUS studIes U12 world hIstory U13 Local hIstory 014 Cltlzenshlp UlS MOdular humanItles course U16 Afro-carlbbean studles U17 Modern hlstory U99 Other (please specify)

A CreatIve arts and aesthetIC development

Ail MuSIC A02 Drana AS3 Dance A04 Art, art and design A05 Design (not CrY!' based) A06 LIght crafts (Jewellery, ceramIcs, pottery ete) A07 Comolnatlons/creatlve arts A0a GraphICS A09 Graphlc design Ala Graphic communIcation All CommunicatIon skills Al2 Comm~11catIon studles Al3 Ccmmuolcatlon and applIcatIon Al4 Visual communIcatIon A15 Visual arts A16 CommerCial art Al7 Creative studies Ala creatlve skills A19 FurnIture design A20 Furnltu~e and furnlshlngs A2l Photography A22 prlnting A23 MedIa studies A24 Language and media A25 A26 CreatIve arts A27 FIlm makIng A2a History and apprecIatIon of art A29 Art I graphICS I prlntIng I textiles A30 CeramICS A31 GraphICS I prIntlng I textIles A32 Pottery A33 Communications A34 Theatre arts A35 Vocatlonal drama A36 GraphiC communicatIon I media studles

• 35

1985/86 (ENGtAND AND WALES)

A37 Creatlve & perfo~anoe arts A38 Creatlve art (drama / mUSlC) A39 MUSIC studles A49 Medla technology A41 Design and the enVlronment A42 GraphIcal communlcation A43 LIght musIC A99 Other (please Speclfy)

P PhYSlcal educatlon

P01 Physlcal educatlon P02 Garres P03 OUtdoor educatIon/pursuIts P94 P05 Sport and leIsure P96 Physlcal recreatlon & health p07 Lelsure actlvIties P98 SWlmnlng P99 Sports centre P10 Physlcal educatlon and games Pll P12 Actlvltles Pl3 LeadershIp & personal achlevement P14 Physlcal actlvltles PlS P.E. mode 3 PI6 Lelsure appreclatlon Pl7 P.E. theory PIa Keep fit P99 Other (please specify)

H Home economlcs

H01 Home economIcs H02 Food and nutrltlonal/cookery H03 ChIld care/chlld development H04 Needlecraft, fashlon/dress and textlles H05 Home malntenance H06 Repalr and malntenance H07 Food lndustrles (C~I) H08 FOod lndustrles H09 Food studles and caterlng Hl0 Food SClence and processlng Hll cateru19 H12 caterlng and hotel management Hl) caterlng/food and accommodatlon studles H14 H15 Nutrltlonal cookery / boys· cookery H16 Preschool chlld H17 Fashlon & beauty HlS Parentcraft HI9 Food & hOSPltallty lnCustries

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H2Q Cookery & optlonS 1n NK or chlld care H2l Housecraft H22 TVEI caterlng H23 caterlng course H24 Food studles and caterlng (TVEI) H25 Hone (. lnstl tutlonal rnanagenent H26 Commerclal caterlng H27 Design for llvlng (H.E. / homemaklng) H28 Food and accanooatlon (BTEX:) H29 Deportment and groanlng H30 sel f cater 1[19 H31 carlng & communlty SkIlls H99 Other (please speclfy)

o PreparatIon for llfe as an adult

001 careers educatlon and guidance OQ2 Health educatlon 003 SocIal educatlon 004 Preparatlon for parenthood D05 Communlty work/communIty servIce 006 WOrk experIence 007 Study SkIlls 008 Consumer educatIon 009 LIfe Skllls 010 Communlty care Dll Communlty and health 012 Soc1al care 013 Famlly and CommunIty care D14 Soclal and heal th 015 016 Road safety scheme 017 Trafflc educatlon 018 world of work 019 S.T.E.P. 020 021 CommunIty studIes 022 Communlty care / prenursIng 023 ClVICS / careers 024 TutorIal 025 Personal gUldance course 026 LeIsure studles 027 Soclal & corrmtml ty care 028 Moral, soclal & rellglous educatlon 029 PolItICS 030 Current affaIrs 031 FIrst aId 032 Lelsure 033 Personal & socIal educatlon 034 Careers prevIew D35 AssIstlng wlth teachIng of baslC subJects 036 Travel (plannIng for lelsure) 037

37


038 Preparatlon for work 039 LIvlng 1n the communlty 040 Llfe and leIsure D41 Understandlng lndustry / world of work 042 MUSlC apprecIatlon 043 044 Careers and Ilfe skllls 045 St Thanas award scheme 046 School/communIty educatIon for PUPIls' speclal needs 047 Soclety and law 048 BUSlness ventures 049 Selfcare / groom1ng OSQ ProJect afternoon / Duke of edInburgh 051 Modern world 052 053 054 Money matters 055 SocIal & rellglous studIes 056 057 Educatlon for lelsure 058 RIghts and responsIbIlltles 059 TVEI core SkIlls 06~ HumanItles / TVEI core studIes 061 MOral, soclal & careers WIth R.E. 062 World of work / SkIlls 063 TVEI core studles 064 Money management (0) 065 PolItIcal awareness & R.E. 066 careers / personal, SOCIal and health educatIon 067 Record of personal experIence 068 carIng and communIty skllls 069 Problem solvlng D70 P.S.D. and health care 071 Common element oourse D99 Other (please speclfy)

V VocatIonal and prevocatlonal studIes

VBl Nurslng ~2 HalrdressIng VB3 Retall servlces V94 RetaIl dIstrIbutlon V05 HortIculture V06 AgrIculture V07 V98 weldIng and fabrIcatIon VQg TextIles Vl0 Nautlcal studles - seamanshlp VIl Cross currlcula asslgnment based module Vl2 Industr lal SkIlls (allIed to CG:.I) V13 Industrlal skllls (CGLI courses) V14 Land based indus tr les VlS Motor vehlcle

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1985/86 (ENGLAND AND t-lALES)

Vl6 ExtensIon and vocatIonal studIes (365) Vl7 Rural studIes Vl8 Nursery management Vl9 Small Item repaIr V29 Home management V21 Voc prep tourIsm V22 Halr and beauty V23 Market gardenlng & smallholdIng V24 Agrlculture, hortlculture V2S Communlcatlons skllls (lntervlews) V26 v99 Other (please specIfy)

R Remedlal (and speclal) educatIon

Ral RemedIal work R~2 Deslgn for lIvIng R~3 Language support R~4 speclallst teachlng / hearlng ImpaIred pll RBS RemedIal humanItles R~6 TIme 1n support un1t R07 lOOlVldual studles R08 Envlronmental studles (REM) R99 Other (please speclfy)

J Comblned studIes

301 Comb1ned/Integrated studIes w1thln artsjhumanltIeS/SOClal sclence J02 Comblnatlons of arts and/or soclal SCIence wIth sclence J03 EconomIcs and buslness studles J04 Agrlcultural studIes and technology J05 BUSlness studles and lnfo~tlon technology J06 Commerce and typIng Jg7 Commerce (bUSIness studIes) and computIng J08 Computer studles and commerce J09 Computer studles and technology J10 Home economlcs and bIOlogy J1l Home economIcs and chIld care J12 Structure of BrltIsh Industry and computIng J13 EngIneerIng SCIence and computer studIes J14 EngIneerlng SCIence and bUSIness studles J15 J16 AgrIculture and hortIculture J17 Home & fashIon JI8 J19 C.D.T. and phYSlCS J20 TVEI combIned studles J21 SClence, technology , Industry J22 Sound and ViSIon J23 The world of work J99 Other (please specIfy)

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o Other classlflable groups

001 002 Prlvate study / library perlods Q03 Duke of Edinburgh award scheme 0~4 Tutorial work during fo~ period 005 General studies 006 Prlvate study Q07 TVEI lndlvldual / group asslgnments 008 Pupil's personal record 0~9 Llfe & study skills Q10 Technology at work / buslness world 011 Personal & communl~ TVEI asslgnments 012 Form period 013 Economlc & lndustrlal awareness 014 Enqulrles course 015 Clubs and actlvltles 016 Interest course 017 Active tutorlal work 018 Travelllng t~ 019 School bus 020 021 TVEl proJect 022 General subJects (low ablllty) Q23 Class prlvate study 024 BaslC subJects - general class teaching Q25 Road trafflc studles 026 027 Tutor group 028 Assembly Q29 030 TUtor base / computer llteracy 031 Asslgnments 032 Practlcal studles Q33 Tutorial perlod Q99 Please speclfy group(s) and subJect(s)

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