UAL Awarding Body Chief Examiner’s Annual Report 2016/17 ... · Level 3 Diploma in Creative Media...

Creative Media Production and Technology —

1 UAL Awarding Body Chief Examiner’s Annual Report 2016/17

UAL Awarding Body Chief Examiner’s Annual Report 2016/17

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Creative Media Production and Technology

Qualification TitlesLevel 2 Diploma in Creative Media Production and Technology Level 3 Diploma in Creative Media Production and TechnologyLevel 3 Extended Diploma in Creative Media Production and Technology



Contents—

Introduction 2

Chief Examiner Summary 3

Section 1: Overview of Qualifications 4Section 2: Centre Type, Approval and Registration 5Section 3: Qualification Support 6Section 4: Equal Opportunities 8Section 5: External Moderation 9Section 6: Commentary on Assessment Evidence 10

Conclusion 13

Actions and Recommendations 14

Benchmark Data and Statistical Analysis 15 Level 2 Award and Diploma in Creative Media Production and Technology 16 Level 3 Diploma in Creative Media Production and Technology 23 Level 3 Extended Diploma in Creative Media Production and Technology 30



UAL Awarding Body—

University of the Arts London Awarding Body believes in transformative education. We design and award creative qualifications that empower and inspire educators to help students reach their potential.

UAL Awarding Body is regulated by Ofqual, CCEA and Qualifications Wales. Qualifications are offered currently in art and design, fashion, creative media, music and performing and production arts. We are also the UK’s leading provider of the Diploma in Art & Design – Foundation Studies. Our qualifications have high retention and achievement rates because they are flexible, responsive and relevant to industry needs, and facilitate student progression.

University of the Arts London (UAL) is Europe’s largest specialist art and design university, comprising six renowned Colleges:

Camberwell College of ArtsCentral Saint MartinsChelsea College of ArtsLondon College of CommunicationLondon College of Fashion Wimbledon College of Arts.

www.arts.ac.uk/awarding

Qualifications that reward creativity.



This was the second full year of delivery for Level 2 and 3 Award and Diploma and the first year for the Extended Diploma in Creative Media Production and Technology. UAL Awarding Body worked with centres closely to ensure a quality of delivery to support students’ potential.

The report notes the feedback received from these centres on all aspects of the qualification’s structure and the opportunity it provides for students to progress from Level 2 to Level 3 and on to higher education or employment. The qualification at all levels fulfilled its primary objective of supporting achievement across a diverse array of students with a wide range of learning needs.

UAL Awarding Body has identified a need for a nominated person in each centre to act as a

UAL Coordinator to improve communication with centres, support internal standardisation, and be the primary academic contact. To ensure consistency and continuity, centre coordinators should be delivering and assessing UAL qualifications.

Following the successful development of the art and design applied general qualification to be included in the performance table this coming year, UAL Awarding Body will start work on developing a “creative media” applied general qualification. The Department for Education is creating new technical guidance for inclusion on performance tables, which are yet to be confirmed and published. The new structure for the qualifications is positive and exciting and reflects the ethos and suggested delivery models recommended by UAL.

Chief Examiner Summary—



The qualification has been designed to incorporate a strong element of vocational learning to provide young people with the understanding, knowledge and skills identified as necessary for future progression and employment, underpinned by the broad transferrable skills that will enable learners to demonstrate qualities of adaptability, self-reliance, collaboration, dependability, imagination and creativity.

The qualifications deliberately draw upon approaches to teaching and learning in music performance and production that have proven successful in targeting students that enjoy and learn through practical activity, and have had difficulty with prior academic learning. Through an immersive and demanding curriculum, it will support the transition from general to more specialised study, delivered in a further education setting.

Emphasis is placed on providing an experience, which draws on the realities of the creative industries with students being treated

as young professionals and encouraged to take increasing responsibility for their own learning. Study for the qualification is not time constrained but will normally be over a period of one year, and is likely to appeal to those seeking to complete a period of practical study as an alternative to a more academic study route.

The structure of the qualification, with units linked to provide coherence, allows learners to develop practical skills and theoretical understanding and through a process of reiteration and reinforcement develop effective working practices that will provide support for creativity across a range of stimulating and increasingly demanding activities.The final unit requires the learner to demonstrate the ability to use their skills, knowledge and understanding to successfully complete a collaborative assignment that requires greater self-direction in preparation for study at a more advanced level.

Section One—Overview of Qualifications



Section Two—Centre Type, Approval and Registration

Creative Media Production and Technology

National Benchmark Data

This is similar and expected growth to last year but significant growth to the previous year. As the figures highlight an increase of 49 centres, this includes existing centres

that have expanded their provision to include creative media – an increase of 3202 registrations, which includes students progressing to Level 3.

Further education colleges had 7369 registrations, sixth form colleges 259 and higher education institutions 19. There were no registrations from schools or academies.

2016 – 2017 2015 – 2016

No. of Centres 141 92

Total Registrations 7647 4445

Qualification Registrations Retention (%) Achievement (%) Success (%)

Level 2 Award 178 90 89 81

Level 2 Diploma 2340 97 83 80

Level 3 Diploma 3137 98 88 86

Level 3 Ext Diploma 2260 97 84 81



Delivery group UAL Awarding Body held three delivery group meetings for creative media in June at its headquarters in High Holborn. A total of 48 people attended from new centres, and existing centres interested in expanding their UAL offer. The delivery group is designed to support and consider innovative development of delivery models, inform the planning of the academic year and help create engaging assessment materials. The event is also a chance for the attendees to network and share ideas. The day consisted of discussions and workshops around the following topics:> Project based approach> Plan your first project> Ongoing formative assessment> Tracking progress > Yearly Planner

The feedback from attendees was very positive with aspects such as structure, organisation, and expectations being rated from 90 to 97%, with 92% of participants rating the day “good” or “excellent”.

Section Three—Qualification Support

Advisory visitsThere were 37 advisory visits conducted between October and February. These are an extension of the delivery group meeting and are designed to help support new centres/departments with the structure, delivery and assessment of the qualification across all levels as required. Where a centre delivers Level 2 and 3 there are two visits allocated, with the first taking place in the Autumn term followed by the second visit the following term. When possible, the student voice is represented allowing them to speak freely about the delivery, access to resources and feedback they receive. This and other recommendations and discussions are recorded in an advisory visit report, a copy is sent to the centre after the visit and informs the external moderation visit. There were some areas of good practice highlighted and, where possible, projects/assignment briefs and supporting materials are collected and used at our events and added to the resources page on the Awarding Body’s website.

Areas for concern where also discussed and advice, guidance and recommendations made to support the development of the team, these included:

“Assignment brief looked like BTEC with unit and task based approach…”

“More formative feedback would help develop the students’ understanding and practical work…”

“Reflection and research should be ongoing and developmental to inform progress…”

Some of the Delivery group feedback included:

“Everything was clear and to the point.”

“Well structured, excellent speaker and really good activity examples to help understand the delivery of the qualifications.”

“Really good to talk to tutors from other colleges.”



Section Three—Qualification support

This is common with new centres, and some existing centres, as they have been working with other awarding bodies that have very specific requirements and internal quality stipulations regarding layout and content. We do not stipulate any format, only advise these materials should be written for the student to engage, inform and guide them to develop both academic and practical skills to achieve their potential, they should be reflective of professional practice and in context of the project.

Standardisation eventsUAL awarding body held two standardisation events for Creative Media, one in October at High Holborn with 42 attendees and one in April at West Suffolk College with 27 attendees – the attendees were from new centres as well as existing centres delivering the qualification at all levels. The events are designed for participants to sample students’ work, discuss assessment methodology, feedback and grade given by the assessor to help inform their own practice and standardisation of assessment nationally. The samples are introduced by the assessor to communicate the context of the project, and answer any questions during and after reviewing the work and discuss the grades awarded.

The feedback from attendees was very positive with elements such as structure, organisation, and expectations rated between 87 and 100% with 94% rating the event “good” or “excellent”.

Conference 2017Instead of running separate conferences, this year’s event brought all subjects together under one roof. Delegates from Art & Design, Music, Performing Arts and Fashion came together in the morning, before separating for subject-specific breakout sessions in the afternoon. The Foundation (FAD) conference had a separate agenda, but delegates joined those from the other subjects during the breaks and post-conference networking session.

UAL’s Vice Chancellor Nigel Carrington opened the main conference and introduced Grayson Perry (UAL Chancellor), who delivered a lively presentation on why arts education is so important. There were also policy updates from Naomi Nicholson from Ofqual and Helen Thorne from UCAS.

Subject-specific speakers included Posy Simmonds (newspaper cartoonist, writer and illustrator), Jenny Mollica (Barbican), Jenni Sutton (Fashion Capital), Sam Summerson (Global Academy) and Dave Randall (composer/producer). Delegates then re-grouped for a moving presentation by Helen Marriage, Director of public arts company Artichoke.

Guests were also treated to live performances by talented students from the Academy of Contemporary Music, West Suffolk College and BSix throughout the day.

Some of the Standardisation events feedback included:

“Well organised and a good opportunity for asking questions.”

“All questions answered. Useful and informative.”

“Giving a greater understanding of students and insight to better prepare.”



Section Four—Equal Opportunities

Across all the levels the data indicates 2947 students registered are White, 867 BAME and 2439 not known, or they did not provide this information. The gender balance is 5417 male students and 2463 female students across all levels, and the majority of students are under the age of 19.

There was an increase in special considerations this year. This would be expected with the increase in registered students but the majority were reasonable adjustments, not special considerations. Reasonable adjustments are adjustments made to the delivery or assessment of a qualification. These are normally identified at recruitment, or induction stage, and in a lot of

cases are internally addressed at the centre as the flexibility of UAL qualifications means that they can be adapted easily to support individual needs.

Special consideration given to a student allows for the extension of the original agreed time-frame for the completion of the assessment. This is normally unforeseen circumstances and an application from should be completed and submitted as soon as possible, all applications should be submitted and agreed before external moderation takes place. Full details of both reasonable adjustment and special considerations can be found in the centre handbook which is available on the UAL website.



Section Five—External Moderation

External moderation was undertaken between May and July. The visits were coordinated by operations team. UAL Awarding Body continues to monitor and review the external moderation process to ensure it is fit for purpose. There were 11 new external moderators this year giving a total of 21, and four senior external moderators. UALab plan to recruit more external moderators this year to support the growth of the qualifications, and there is a new recruitment and training process being implemented based on the feedback and the annual review.

Following the moderation process, verbal feedback was given to the course teams and recommendations and action plans were agreed where appropriate. A formal external moderation report was completed for all cohorts and forwarded to the awarding body to be checked by a member of the UAL Awarding Body team and any with actions were checked by the Chief Examiner prior to being sent to the centre. Across all centres most of grading decisions were accurate, but there were some inconsistencies regarding content and judgements. These issues will be addressed at the annual senior and external moderation training event.

Moderators noted that many centres were not adequately prepared for their moderation visits. There was an increase in the number of

students being referred and proposed grade sheets were not available. Centres should allow time for assessment and address any referrals before the agreed external moderation date. It should also be noted that students should receive the necessary support, guidance and advice to avoid referrals happening. The proposed grades must be available for the moderation to take place, and this should be on the UAL portal (Quartz) system as the external moderator selects the sample from this list. Once the moderation is complete the centre is responsible for submitting the agreed grades and the external moderator checks these against the sample, and if there are any inconsistencies they are returned to the centre to amend. A number of the issues highlighted during the moderation period will be addressed at UALab events which should have more of a ‘moderation ready’ focus this year to further support centres with the process. It is also worth noting that the moderation process is set out clearly in the centre handbook.

There were some areas of good practice highlighted by the external moderators. One of the areas where we encourage expansion is the visual representation and online industry-focused blogs/websites, reflecting industry practice and allowing students access to an outward global audience.



Section Six—Commentary on Assessment Evidence

ContextAreas of good practice were highlighted throughout the reports, but there were inconsistencies regarding the proposal forms used; it is recommended that centres use the UAL proposal form and that students have access to the ‘guidance for students’ section of the specification.

Many students achieving higher grades conducted problem analysis, which challenged them to consider the scope of their proposal, and anticipated areas of focus they would need to engage with to develop their work as well as the technical challenges they might face.

“Very good practice of contextualisation and prep work accomplished before the main ideas are formulated. Students are encouraged to explore words as starting points for broadening contextual reasoning and this was clearly evident in their idea discussions.”

Linking theory with context seemed to be an area for concern this year; “there was a noticeable lack of engagement with theoretical and historical developments.” Historical and theoretical understanding should be reflected where possible to help inform the context of the work.

Where possible students should be encouraged to make use of copyright free materials within their projects or for more able students, original materials (visuals and audio). This would reflect industry practice and develops their understanding of copyright law within creative media.

ResearchPrimary and secondary research was highlighted in most centres with evidence of referencing throughout. More substantial critical and contextual research would help inform students’ projects and support reflection and evaluation. Research can be experimental, it should also be ongoing and inform the development of the practical work, there was some reports of “unrelated research projects, similar to BTEC…”. Unrelated research projects do not support or inform the student’s project and students should be encouraged to develop and plan their research activities and include practical primary research. Practical and physical research with reflection and evaluation is an ideal way for students to measure their individual development and, where possible, keep visual records. Harvard referencing method should be used by students in preparation for academic progression and there needs to be more investigation into areas of practice and theory.

Problem solvingMost students’ work showed evidence of problem solving but they should be encouraged to show more information, including how the research and planning informed this element of the final project in context. “Students used a range of skills to record their evidence which provided good evidence of practical and technical challenge.”There was a lack of problem solving against theoretical issues as outlined in the grading matrix as the students’ evidence was more concerned with practical problems. Referring to the student guidance and exemplification matrix may help inform the practical elements and students should make use of a production log or blog with visual references to inform the reflection and evaluation more holistically.



Planning and productionPlanning and production was mostly highlighted within the proposal as expected, the confident and high achieving students were able to follow and adapt as required to meet the project goals. A detailed timeline with interim deadline checks for both student and tutor is advised to ensure all students are supported individually.

“The learners produce individualised portfolios that feature working production documents reflecting industry and allowing assessors to gain a greater understanding of the learner journey through the project.”

There were many centres that had referred students at the time of the external moderation. All referrals should be completed by this time and/or a special circumstance form completed and agreed by the Awarding Body. It is important to work to sensible project goals but within realistic academic time restriction.

Practical skills There was some good practice seen overall, with candidates exhibiting strong application of practical and technical skills. Supporting paperwork for practical projects should use templates for pre-production that reflect industry practice. The technical skills within the delivery teams should be celebrated and rewarded; the enthusiasm for the subject sector from the tutors is an inspiration and is shared with the students unconditionally in most cases. “Projects show competent application of skills to explore ideas with high achieving learners.”

PresentationThe presentation of the work was varied in format but increased use of e-folio systems. This is good to see but also centres need to ensure all the systems and are easy to navigate for the external moderators. More visual evidence would also help inform the context and decrease the amount of written work. There have been some excellent examples of blogs this year which are outward facing and professional looking, this practice should be adopted, it allows students to begin building their online profile and in some cases, receive feedback from a global audience.

It was good to see some of the creative media work sharing spaces with art and design work at some of the centres end of your exhibitions;“Learners were able to present work as part of the college’s end of year show in a shared exhibition space. The exhibition space is well organised and the layout considered.”

Evaluation and reflectionEvaluation was highlighted as an area for improvement. Students should reflect and evaluate throughout the qualification and in their professional careers. Many centres allowed students to complete ongoing diaries in various forms (blogs, vlogs, Facebook pages, written/audio/visual diaries, etc). We are happy for centres to decide what format they wish to use.

It is important for students to critically reflect and evaluate their work in context. “Decision making is clearly demonstrated throughout the evaluation of the project and this leads to




action planning for future projects. Feedback from peers is used to develop work further, which is particularly evident in those learners who achieved higher grades.” It is important for them to have a product to measure, or to be measured against.

Assessment methodologiesOverall there was consistent grading across most of the centres. This is good for the first year of delivery and it is recommended that centres attend standardisation and sharing good practice events as frequently as possible to continue this trend.

Some of the issues highlighted by the external moderators included:

“More evidence of ongoing informal and formal feedback to students.”

There is no template for feedback; centres can be as creative as they wish to ensure students are supported individually. Some centres used video and audio feedback to good effect. Where possible feedback should also reflect the terminology used within the specification and exemplification matrix.

“Candidate authentication forms not completed or available on the day of external moderation.”

All candidate authentication forms must be completed and available on the day of the external moderation, these are available from UAL Awarding Body website. When booking moderation visits, it is important that centres allow time for internal standardisation and the completion of referred students. Delivery teams should read the specification, centre handbook and exemplification matrix carefully and refer back to them frequently. Most of the issues highlighted in this report are covered in these documents.




Conclusion—

Overall this has been a very positive year for this qualification and the feedback from the centres and students has been good. The standard of the student work has been very encouraging with much of the work exhibiting great technical ability and creativity.

The centres and tutors ability and enthusiasm within these trying times is an inspiration and is reflected in their students and the great work they produce. To ensure academic standards are maintained UAL Awarding Body will need to increase its body of external moderators for creative media.

The centres that have embraced the ethos and flexibility of the qualification to create an engaging and dynamic curriculum with industry focus have had the best success. Making use of the various platforms and resources available, and used by industry practitioners, widens the students’ experience which gives them the skills and confidence to succeed – true value added.

The best student’s presentations this year had a before, during and after approach showing individual development with continual reflection and evaluation from context to presentation, with problem analysis at the proposal stage. Although the sections in the Diploma do not include “problem solvin” and “planning and production” it does not mean students, if they wish to, could not use these heading within their proposal at the Diploma stage and would be a good example of “stretch and challenge” for higher achieving students.

Students should be made aware of the “guidance for students” section in the specification and ideally be made available to them. There is some important advice and guidance in this section, and they should also be completing the five section headings. This will allow them to assess the level of their work and also assist the navigation of their portfolio for internal assessment and verification and external moderation.

Most of the actions and recommendation from last year have been implemented, apart from the appointment of centre liaison officers, this is due to the review of the role and expectations. We hope to promote the role of a newly titled centre Coordinator now there is a clear description of the role.

There are still many student referrals at moderation, a referral is technically a fail with option to resubmit and will be capped at a “referred pass” grade. There are two issues here, first planning to ensure the centre/department is moderation ready, this includes most, if not all, referred work has been resubmitted and assessed before the moderation date. The other issue is why let your students fail? Monitor, advise and guide students to help avoid the work being referred, this should happen throughout the qualification, and the final assessed unit, and will hopefully encourage the students to have more ownership and understanding of what they are being assessed against.



Actions and Recommendations—

Actions and recommendations implemented from previous Chief Examiner Report> Actions and recommendations implemented

from previous Chief Examiner Report> Senior External Moderator allocated to new

centres for first year. > Focus UAL Awarding body events on

becoming moderation ready and support centres as needed.

> Recruit centre liaison contacts at each college to improve communication between UAL Awarding Body and centre.

> Review external moderator scheduling process to accommodate growth.

> Introduce alternative system for review and release of external moderation reports to centres to reduce delay.

> Recruit additional external moderators.

Actions and recommendations identified for implementation 2017/18> Standardisation events to be revised with

more focus on examples.> External moderation recruitment and training

to be revised. > Work with partners within the industry.> Confirm centre Coordinator.> Produce “extended project in action”

documentary.> Locate and publish more dynamic and

engaging examples of project briefs.



Benchmark Data and Statistical Analysis—

The following data and diagrams are provided to illustrate the key statistical information for the UAL Awarding Body’s Creative Media Production and Technology. The information is based upon data collected from the qualifications and learning management system Quartz. Please note the not achieved figure includes both withdrawals and fails and therefore impacts on the percentage achievement rate shown.

Level 2Diploma in Creative Media Production and Technology


Level 3Extended Diploma in Creative Media Production and Technology



Approved Centre



UAL Level 2 Diploma in Creative Media Production and Technology

2016 – 2017 2015 – 2016 2014 – 2015

No Of Approved Centres 73 50 21

No Of Registered Students 2340 52.4% 1571 35.2% 558 12.5%



Student Registration – Centre Type



2016 – 2017 2015 – 2016 2014 – 2015

Total % Total % Total %

College of Further Education

2283 97.6% 1504 95.7% 546 97.8%

Sixth Form College 37 1.6% 23 1.5% 12 2.2%

School 20 0.9% 44 2.8% 0.0%

Total 2340 1571 558



Student Registration – Age Band


2016 – 2017 2015 – 2016 2014 – 2015


Under 19 2143 91.6% 1433 91.2% 508 91.0%

Over 19 197 8.4% 138 8.8% 50 9.0%

Total 2340 1571 558




Student Registration – Centre Type – Age Band


2016 – 2017 2015 – 2016 2014 – 2015



Over 19 194 8.3% 132 8.4% 49 8.8%

Under 19 2089 89.3% 1372 87.3% 497 89.1%

Total 2283 1504 546

School Over 19 0 0.0% 6 0.4% 0 0.0%

Under 19 20 0.9% 38 2.4% 0 0.0%

Total 20 44 0

Sixth Form College Over 19 3 0.1% 0 0.0% 1 0.2%

Under 19 34 1.5% 23 1.5% 11 2.0%

Total 37 23 12

Total 2340 1571 558




Student Registration – Gender


2016 – 2017 2015 – 2016 2014 – 2015


Male 1744 74.5% 1175 74.8% 435 78.0%

Female 590 25.2% 391 24.9% 123 22.0%

Not Set 6 0.3% 5 0.3% 0 0.0%

Total 2340 1571 558




Student Registration – Ethnicity


2016 – 2017 2015 – 2016 2014 – 2015


BME 367 15.7% 256 16.3% 82 14.7%

White 1269 54.2% 889 56.6% 377 67.6%

Not Known/Not Provided 704 30.1% 426 27.1% 99 17.7%

Total 2340 1571 558




Achievement Grade


2016 – 2017 2015 – 2016 2014 – 2015


Distinction 278 12.0% 223 14.2% 62 11.1%

Merit 633 27.3% 442 28.1% 161 28.8%

Pass 953 41.1% 612 38.9% 203 36.3%

Fail 454 19.6% 296 18.8% 134 23.9%

Total 2318 1573 560




Approved Centre

Benchmark Data and Statistical Analysis—UAL Level 3 Diploma in Creative Media Production and Technology

2016 – 2017 2015 – 2016 2014 – 2015


No Of Registered Students

3133 57.7% 1892 33.7% 470 8.7%






2016 – 2017 2015 – 2016 2014 – 2015



2968 94.7% 1711 93.5% 458 97.4%

Sixth Form College 165 5.3% 73 4.0% 12 2.6%

School 0.0% 45 2.5% 0.0%

Total 3133 1829 470






2016 – 2017 2015 – 2016 2014 – 2015


Under 19 2825 90.2 1653 89.4% 411 87.4%

Over 19 308 9.8% 194 10.6% 59 12.6%

Total 3133 1829 470






2016 – 2017 2015 – 2016 2014 – 2015



Over 19 304 9.7% 184 10.1% 58 12.3%

Under 19 2664 85.0% 1527 83.5% 400 85.1%

Total 2968 1711 458

School Over 19 0 0.0% 4 0.2% 0 0.0%

Under 19 0 0.0% 41 2.2% 0 0.0%

Total 0 45 0


Under 19 161 5.1% 67 3.7% 11 2.3%

Total 165 73 12

Total 3133 1829 470






2016 – 2017 2015 – 2016 2014 – 2015


Female 1048 33.5% 615 74.8% 33.6% 35.3%

Male 2063 65.8% 1212 66.3% 302 64.3%

Not Set 22 0.7% 2 0.1% 2 0.4%

Total 3133 1829 470






2016 – 2017 2015 – 2016 2014 – 2015


White 1647 52.6% 1049 57.4% 298 63.4%


BME 476 15.2% 324 17.7% 89 18.9%

Total 3133 1829 470




Achievement Grade


2016 – 2017 2015 – 2016 2014 – 2015


Distinction 500 15.9% 278 15.1% 63 13.4%

Merit 884 28.1% 516 28.1% 126 26.8%

Pass 1307 41.6% 774 42.2% 215 45.6%

Fail 452 14.4% 267 14.6% 67 14.2%

Total 3143 1835 471




Approved Centre

Benchmark Data and Statistical Analysis—UAL Level 3 Extended Diploma in Creative Media Production and Technology


2016 – 2017 2015 – 2016 2014 – 2015


No Of Registered Students

2254 62.5% 1072 29.7% 278 7.7%






2016 – 2017 2015 – 2016 2014 – 2015



2116 93.9% 947 88.3% 267 96.0%

University or HE Centre 19 0.8% 62 5.8% 11 4.0%

Sixth Form College 52 2.3% 38 3.5% 0.0%

Other 67 3.0% 0.0% 0.0%

School 0.0% 25 2.3% 0.0%

Total 2254 1072 278






2016 – 2017 2015 – 2016 2014 – 2015


Under 19 1723 76.4% 828 77.2% 241 86.7%

Over 19 531 23.6% 244 22.8% 37 13.3%

Total 2254 1072 278






2016 – 2017 2015 – 2016 2014 – 2015



Over 19 515 22.8% 220 20.5% 33 11.9%

Under 19 1601 71.0% 727 67.8% 234 84.2%

Total 2116 947 267

Other Over 19 67 3.0% 0 0.0% 0 0.0%

Total 67 0 0

School Over 19 0 0.0% 6 0.6% 0 0.0%

Under 19 0 0.0% 19 1.8% 0 0.0%

Total 0 25 0

Total 3133 1829 470


Under 19 37 1.6% 31 2.9% 0 0.0%

Total 52 38 0

University or HE Centre Over 19 1 0.0% 11 1.0% 4 1.4%

Under 19 18 0.8% 51 4.8% 7 2.5%

Total 19 62 11

Total 2254 1072 278






2016 – 2017 2015 – 2016 2014 – 2015


Male 1483 65.8% 738 68.8% 188 67.6%

Female 764 33.9% 332 31.0% 88 31.7%

Not Set 7 0.3% 2 0.2% 2 0.7%

Total 2254 1072 278






2016 – 2017 2015 – 2016 2014 – 2015


White 353 15.7% 197 18.4% 38 13.7%


BME 650 28.8% 197 18.4% 158 56.8%

Total 2254 1072 278



Achievement Grade



2016 – 2017 2015 – 2016 2014 – 2015


Distinction 434 21.9% 155 16.7% 8 25.8%

Merit 561 28.4% 289 31.1% 15 48.4%

Pass 641 32.4% 259 27.8% 8 25.8%

Fail 342 17.3% 227 24.4% 0 0.0%

Total 1978 930 31



Want to find out more?—Contact

UAL Awarding Body 272 High Holborn London WC1V 7EY

Tel: 0207 514 [email protected]

UALawardingbody UALawardingbody

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UAL Awarding Body Chief Examiner’s Annual Report 2016/17 ... · Level 3 Diploma in Creative Media...

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