CfE Management Board – 23 April 2013 – paper 5.1
Update from Universities Scotland on the HEI sector’s
preparedness for CfE
Summary
Management Board will recall that Universities Scotland surveyed its members in August 2012 to
gauge their progress in implementing the recommendations set out in ‘Beyond the Senior Phase’.
This was following our agreement to provide the Scottish Government with periodic updates.
In February 2013 we began a follow-up survey, the results of which we have recently analysed.
This paper is to provide the Management Board with a summary of our findings, and to outline
some additional activity which is either ongoing or in planning across the sector.
Findings of our second member survey
In total we received twelve replies to our survey, and we are expecting to receive more shortly.
Our analysis shows an increase in activity across the sector, which is consistent with the
increasing availability of information about the Senior Phase and how it is likely to be implemented
in different areas of the country, and with the pressing need to respond to queries (particularly
about admissions) from pupils, their parents and their advisers.
We note that all of our respondents have either implemented, are in the process of implementing,
or planning how best to implement the vast majority of our recommendations. In situations where
there has been ‘no action to date’ in relation to a particular recommendation, this is normally
because that recommendation is less relevant in a particular institutional context.
This follow-up survey suggests that more work is in progress now than was in progress in August
2012, and there appears to be a generally closer engagement with the need to revisit entry
requirements and be explicit around those for entry at different levels. Most institutions have
published, or are aiming to publish shortly, what they expect CfE applicants to have acquired in the
course of their learning, and several institutions have mentioned their engagement with schools
and/or local authorities, Senior Phase delivery (academic or vocational), participation in local
authority groups, outreach, support Scottish Baccalaureates, and so on. Several institutions
mentioned work with the current Enhancement Theme and with graduate attributes, and there
continues to be a strong interest in getting an evidence base on how CfE is working in practice.
Overall, our view is that the institutions have also sharpened their focus in terms of setting and
expressing entry requirements, and that they have done so in recognition of the importance of the
need to ensure flexible entry points. Several institutions have already published statements about
their entry requirements and how these will or will not be affected by CfE, and more are in the
process of developing such statements, which we expect to be published soon. The following
seven universities have published statements on Curriculum for Excellence1 (note one only
addresses National 4 and 5 qualifications):
1
As at 9 April – the list is not necessarily exhaustive.
CfE Management Board – 23 April 2013 – paper 5.1
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University of Aberdeen
https://www.abdn.ac.uk/prospectus/ugrad/documents/curriculum_for_excellence_statement.pdf
University of Abertay
http://www.abertay.ac.uk/applying/ukeu/cfe/
University of Edinburgh (National 4 and 5 only)
http://www.ed.ac.uk/studying/undergraduate/applications-admissions/entry-requirements/cfe
Glasgow Caledonian University
http://www.gcu.ac.uk/study/undergraduate/howtoapply/curriculumforexcellence/
University of Glasgow
http://www.gla.ac.uk/media/media_273068_en.pdf
Robert Gordon University
http://www.rgu.ac.uk/future-students/parents-teachers-and-advisers/curriculum-for-excellence
University of St Andrews
http://www.standrews.ac.uk/admissions/ug/undergraduateadmissionspolicy/curriculumforexcellence/
In order to ensure that there is dialogue and the opportunity for sharing information and good
practice about fairness and transparency in the setting and expression of entry requirements, the
Universities and Colleges Admissions Service (UCAS) together with Supporting Professionalism in
Admission (SPA) held an event for admissions practitioners at The University of Edinburgh in
March. This event was well attended and focused explicitly on entry requirements in light of CfE
and the new National qualifications. The Management Board might also wish to note a
forthcoming event about equality in admissions to be hosted by the Equality Challenge Unit.
Though not directly related to CfE in terms of its stated aims, this event will invite multi-skilled
teams from institutions to consider each stage of their particular admissions processes in detail in
order to identify potential opportunities for enhancing fairness and transparency.
Frequently Asked Questions
The Management Board will recall the suggestion from a previous meeting that it might be helpful
to prospective applicants and their advisers if institutions would publish a common set of
‘Frequently Asked Questions’ on their websites. This suggestion was discussed at the Universities
Scotland Learning and Teaching Committee in December 2012, when members agreed to take
this forward. We have, therefore, been working to produce a short set of FAQs, which we have
passed to members to answer. So far, we have received six replies and we are expecting more to
come in shortly. Of the institutions responded, half have published statements and half have not.
The questions we asked were:
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What are entry requirements likely to be following the introduction of CfE?
What combinations of exam diet/presentation are acceptable?
What consideration will be given to Advanced Higher/Baccalaureate results?
What currency will National 5 results have in admissions decision-making?
How will ‘wider achievements’ be considered in the decision to offer a place?
In the replies we received to these questions there are clearly some similarities and some
differences. All, for example, said that they would continue to express entry requirements primarily
(note this does not mean exclusively!) in terms of Highers, but there were differences in terms of
how achievement at Higher will be considered in the decision-making process. Some institutions,
for example, may place a very strong emphasis on achievement by the end of S5, whereas others
may be satisfied with different requirements.
What are entry requirements likely to be following the introduction of CfE?
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Institution 1: Entry requirements still primarily in terms of Highers. Most courses currently ask
for 4 Highers by the end of S6 and this is likely to remain. Only one course asks for 4 Highers
in one sitting at the end of S5.
CfE Management Board – 23 April 2013 – paper 5.1
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Institution 2: Minimum of four Highers at BBCC for degree entry. Subjects will be considered
once for entry purposes (at Higher or Advanced Higher).
Institution 3: The institution is in the process of reviewing its admissions policy to ensure
flexibility for applicants taking different learner journeys. Entry requirements for Y1 will be in
terms of Highers and entry requirements for Y2 will be in terms of a combination of Highers and
Advanced Highers or Scottish Baccalaureate. Note that entry requirements do change
between different admissions cycles in response to variations in demand and the availability of
places.
Institution 4: It is too early to say – there will be a full review of entry requirements and the
outcome will be published. There is a piece of text on the website that has been updated as a
result of CfE:
Standard entry qualifications for an undergraduate degree are three Highers or two
A-levels, although some subjects have differing requirements – check your chosen
course for required grades and further details. These qualifications need not have
been gained at a single diet. We also accept a wide range of equivalent
qualifications and recognise that there is a variety of routes through which
qualifications may be gained and ways in which readiness for higher education
study may be demonstrated. If you are in any doubt about your entry qualifications,
or for guidance as to subject choice if you wish to prepare yourself for a particular
area of study, contact an admissions advisor.
Institution 5: Entry requirements will continue to be expressed in terms of Highers. Entry
requirements for specific courses may require specific subject combinations. These may not
be possible in an individual school curriculum so applicants may have to plan to include some
subjects in S6 studies.
Institution 6: The institution has provided detailed information for specific degree programmes
(note specific tariffs may be subject to change).
What combinations of exam diet/presentation are acceptable?
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Institution 1: Number of Highers achieved by end of S5 would be considered irrespective of
whether they had been studied for since S4 or S5. Pupils who fail to meet entry requirements
in S4 or S5 and resit the exam in S5 or S6 may be asked to achieve a higher grade.
Institution 2: The institution recognises that not all qualifications will be taken in one sitting and
will consider when applicants have taken their exams and when they commenced study as well
as looking at the overall profile of qualifications presented. The reference from the school
should include details of the school’s policy on exam diet and pace of study.
Institution 3: Highers taken in S4/S5 with exams in S5 and S5 with exams in S5 will be
considered as one sitting. Highers taken in S4 will also be accepted. In the context of high
demand for places and in order to show breadth and depth of study and preparedness for the
rigour and challenge of university learning, applicants are likely to be asked to do a minimum of
four Highers in S5 (either one or two year). They will accept applications from pupils with less,
but will expect a minimum of four Highers (or a mix of Highers and Advanced Highers) to be
taken in S6. They recognise that pupils may take lower level qualifications in S5 or S6 to meet
entry requirements or pursue specific interests, pupil should ensure that their exam diet and
presentation shows progression in terms of building on prior learning and attainment.
Institution 4: There are no requirements for qualifications to be obtained in a specific number of
diets, although the qualifications must be recent.
Institution 5: There is not normally a requirement fgor a certain number of Highers to be
achieved within a certain number of sittings (although applicants should check specific subject
requirements).
Institution 6: The entry requirements for all courses specify a level of achievement that must be
attained by the end of S5. Highers may be sat in S4 or S5 and any combination of Highers
over the two years is acceptable – they do not differentiate between Highers in one sitting (S4)
or two sittings (S4 and S5). Some courses specify subjects that must be studied and in most
cases these must be achieved by S5.
CfE Management Board – 23 April 2013 – paper 5.1
What consideration will be given to Advanced Higher/Baccalaureate results?
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Institution 1: Not part of core entry requirement, but considered within context of student’s
overall profile
Institution 2: The Higher is the key entry requirement and it is unlikely that an offer would be
conditional on Advanced Highers/ Scottish Baccalaureate unless it is for Y2 entry. Recognise
the value of Advanced Highers in extending knowledge and depth of subject understanding
and showing commitment.
Institution 3: Majority of programmes are open to Y2 entry with Advanced Highers or the
Scottish Science Baccalaureate. Applicants without the required Highers in S4/S5 should take
further Highers/Advanced Highers in S6. They recognise the progression in knowledge and
skills that Advanced Highers brings, but applicants must still present with breadth of subjects at
specified grades (Higher and Advanced Higher results for the same subject will not be counted
twice).
Institution 4: All relevant qualifications (including Advanced Highers and Scottish
Baccalaureates) will be taken into account in admissions decisions, including where relevant,
for Y2 entry.
Institution 5: There is no requirement for pupils in S6 to only do Advanced Highers, but they do
prefer pupils to select as full a programme as possible, that meets their interests and presents
challenges and learning opportunities. When a S6 pupil gets an unconditional offer, they
expect full participation in the subjects declared on the UCAS form, particularly if the pupil is
studying Advanced Highers because the self-directed learning and project work has direct
relevance to the HE study environment.
Applicants for Y2 entry with Advanced
Highers/Scottish Baccalaureate will be considered on an individual basis. Relevant prior
subject knowledge at Advanced Higher will be particularly important.
Institution 6: Advanced Highers may be used as a basis for Y2 entry. In some professional
courses (e.g. medicine), Advanced Highers are required in S6, in addition to S5 requirements.
Even when students have an unconditional offer, they encourage full and continued
participation in Advanced Highers. For applicants who have not achieved entry requirements
by the end of S5, Advanced Highers will be set as conditions of entry. These may be instead
of or as well as additional Highers. Many courses allow double counting of Highers and
Advanced Highers.
What currency will National 5 results have in admissions decision-making?
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Institution 1: Only required where necessary to ensure minimum level of understanding in a
subject area not achieved at a higher level. Can be achieved at any point in senior phase..
Institution 2: Literacy and numeracy must be demonstrated at National 5 or above.
Institution 3: All students must have English at a minimum of National 5 or equivalent. Some
courses also require Maths at a minimum of National 5 or equivalent. Highers in these
subjects will be accepted in lieu.
Institution 4: This is still to be decided in the review of entry requirements.
Institution 5: There are minimum requirements for National 5 grade C in Maths and English.
Specific degree programmes may have additional requirements, which are set out in the
prospectus and on their website. There is no requirement for a minimum number of National 5
qualifications.
Institution 6: Standard Grades/Intermediate 2 results have not been a part of admissions
decisions in recent years and will not look at National 5 qualifications, except for a few specific
courses.
How will ‘wider achievements’ be considered in the decision to offer a place?
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Institution 1: Personal statement and reference should reflect wider personal achievement and
enthusiasm, interest and motivation for degree level study. This is considered alongside
academic qualifications.
CfE Management Board – 23 April 2013 – paper 5.1
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Institution 2: Applicants with a balance of academic qualifications and extra curriculum activities
relevant to the chosen course show a rounded experience which may compensate for a missed
Higher or help in selecting between candidates.
Institution 3: Academic qualifications are the main evidence for suitability, but the personal
statement, school reference and contextual factors which may impact on learning are taken
into consideration. Wider achievement is also likely to be taken into account. The more
relevant it is and the more the applicant shows they can reflect on the skills gained by it (e.g. in
the personal statement), the more likely it is to be taken into account. This policy may change
over time as applications are received from CfE pupils and experience grows.
Institution 4: All achievement is taken into account in reaching admissions decisions.
Institution 5: The personal statement is important in admissions decisions. Wider achievement
helps applicants to demonstrate their ability to benefit from university study and provides an
insight into their broader interests and may provide evidence of motivation for their chosen area
of study.
Institution 6: Academic achievement remains the core element of entry criteria, but there will be
increased emphasis on wider achievements. This will vary by course, but all applicants should
demonstrate (via personal statement and school references) a commitment to the principles of
CfE through involvement in community projects, charity work, part-time jobs, personal
development programmes (e.g. Duke of Edinburgh Awards). Some professional degree
programmes require work experience directly relevant to the profession.
It is important to realise, however, that there has never been uniformity in entry requirements, and
that this will not be achieved because of the introduction of CfE. As always, institutions will set
their policies according to the relationship between their organisational context and detailed
analyses of various different factors. At the institutional level, however, it must be clear that
applicants will be treated fairly, and this includes because of theirs experiences of CfE. Indeed,
this is why institutions are now engaged in the detailed process of considering and setting entry
requirements, in order to help fulfil the essential recommendation in ‘Beyond the Senior Phase’ – to
review policies and procedures to ensure that no-one is disadvantaged or potentially
disadvantaged in some way because of the differential nature of CfE implementation.
Future engagement
Following on from the UCAS/SPA event mentioned above, Universities Scotland will be planning a
cross-sectoral event which will provide an opportunity for the different parts of the education
system to discuss aspects of CfE, and especially the new National qualification, entry
requirements, and admissions. This is currently in the planning stage, but we will be able to keep
members of the Management Board informed about what is happening so that appropriate
contributions can be made.
QAA Scotland and HE Academy projects related to CfE
Members of the Board might also be interested to note work within the sector related to CfE that is
being led by QAA Scotland and HE Academy.
As part of the Developing and Supporting the Curriculum Enhancement Theme, QAA Scotland is
undertaking some work on the impact of CfE on universities, focusing in particular on pedagogic
implications. Further information is available at:
http://www.enhancementthemes.ac.uk/enhancement-themes/developing-and-supporting-thecurriculum/curriculum-for-excellence-and-its-impact-on-higher-education
HE Academy has offered a small grant (CfE scholarships) to enable academics to visit schools for
a few days to experience CfE first hand. We anticipate that the scholarships will be announced
shortly. Further information is available at:
http://www.heacademy.ac.uk/resources/detail/nations/scotland/curriculum-for-excellence-launch
CfE Management Board – 23 April 2013 – paper 5.1
Further information
Dr Kirsty Conlon (kirsty@universities-scotland.ac.uk / 0131 225 0710)
CfE Management Board – 23 April 2013 – paper 5.1
Annex A: Responses to proposed ‘Frequently Asked Questions’ about Curriculum for
Excellence for publication on institutions’ websites
Institution 1
What are the entry requirements likely to be following the introduction of CfE?
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The University will primarily still publish entry requirements in terms of Highers.
Most courses currently ask for no more than 4 Highers by the end of S6 and this is likely to
remain.
Only one course currently asks for 4 Highers in one sitting at the end of S5.
National qualifications will only be required when it is necessary to ensure minimum level of
understanding in a subject area that has not been achieved at a higher level and can be
achieved at any point in the Senior Phase.
What combinations of exam diet/presentation are acceptable?
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The number of Highers achieved by the end of S5 would be considered irrespective of
whether they had been studied for since S4 or S5.
Pupils who fail to meet the entry requirements when sitting the exam in S4 or S5 and
subsequently re-sit the exam either in S5 or S6 may be asked to achieve a higher grade.
Note: Discussions with colleagues implementing CfE in schools, suggests that it is more
likely that pupils will continue to sit National 5’s at the end of S4 and continue onto Highers
in S5 as they do now.
What consideration will be given to Advanced Higher/Baccalaureate results?
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These do not currently form part of the core entry requirement but could be considered
within the context of a student’s overall profile.
What currency will National 5 result have in admissions decision-making?
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National qualifications will only be required when it is necessary to ensure minimum level of
understanding in a subject area that has not been achieved at a higher level and can be
achieved at any point in the Senior Phase.
How will ‘wider achievements’ be considered in the decision to offer a place?
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The personal statement and reference should reflect the wider personal achievements of
an applicant and reflect their enthusiasm, interest and motivation for degree level study,
since alongside academic qualifications this is an important part if the selection process.
CfE Management Board – 23 April 2013 – paper 5.1
Institution 2
What are the entry requirements likely to be following the introduction of CfE?
Applicants seeking entry to HE will be expected to demonstrate a minimum level of literacy and
numeracy at National 5 level which SQA judges to be equivalent to the former Standard Grades (13).
A minimum of two Highers will be required for HN entry at grades CC and a minimum of Four
Highers at BBCC will be required for degree entry. Subjects will be considered once for entry
purposes (at Higher or Advanced Higher).
What combination of exam diet/presentation is acceptable?
The institution recognises that for a variety of reasons not all qualifications will be taken at the
same sitting. Consideration will be taken of when applicants have taken their exams and when they
commenced their study for them as well as recognising the overall profile of qualifications
presented. The reference from the school should include relevant details of the school’s policy on
exam diet, and pace of study.
What consideration will be given to Advanced Higher/Baccalaureate?
The Higher remains the benchmark for entry. Extending knowledge and depth of a subject’s
understanding to an advanced level demonstrates commitment. It is unlikely however, that
conditional offers would be made based on Advanced Higher/Baccalaureate results unless the
applicant was seeking entry to year 2. A subject will only count once in terms of its contribution to
an applicant’s breadth of subjects at Higher or Advanced Higher.
What currency will National 5 results have in admissions decision making?
A minimum level of literacy and numeracy must be demonstrated at National 5 level or above.
Study of Highers over two years (S4/S5 or S5/S6) for these subjects is acceptable (instead of
National 5).
How will wider achievements be considered in the decision to offer a place?
The institution’s courses are multi-disciplinary, practical and vocational. Applicants presenting a
balance of academic qualifications and extra curriculum activities relevant to the chosen course
demonstrate a rounded experience which may compensate for a missed Higher or assist the
institution in a selection situation.
CfE Management Board – 23 April 2013 – paper 5.1
Institution 4
The University’s website has been updated with the following text to reflect the diversity of study
routes which may lead to university entry as a consequence of CfE (and otherwise):
Standard entry qualifications for an undergraduate degree are three highers or two A-levels,
although some subjects have differing requirements – check your chosen course for required
grades and further details. These qualifications need not have been gained at a single diet. We
also accept a wide range of equivalent qualifications and recognise that there is a variety of routes
through which qualifications may be gained and ways in which readiness for higher education
study may be demonstrated. If you are in any doubt about your entry qualifications, or for guidance
as to subject choice if you wish to prepare yourself for a particular area of study, contact an
admissions advisor.
Specifically, the answers to the FAQ in circular 08/13 are as follows:
What are entry requirements likely to be following the introduction of CfE?
- It is too early to say precisely how entry requirements for each subject of study will change as
a result of CfE, however we intend to undertake a full review of entry requirements and publish
the outcome on completion.
What combinations of exam diet/presentation are acceptable?
- The University does not require entry qualifications to be obtained at any specific number of
diets, other than a requirement for currency of qualifications.
What consideration will be given to Advanced Higher/Baccalaureate results?
- All relevant qualifications, including Advanced Higher and Baccalaureate results, will be taken
into account in admissions decisions including, in relevant instances, as entry qualifications for
entry with advanced standing.
What currency will National 5 results have in admissions decision-making?
- This will be determined as part of the planned review of all entry qualifications.
How will wider achievements be considered in the decision to offer a place?
- The University takes into account all achievements in reaching admissions decisions.
CfE Management Board – 23 April 2013 – paper 5.1
Institution 6
What are entry requirements likely to be following the introduction of CfE?
The table below details the University’s Entry Requirements for the 2014/15 academic session.
Whist the first applicants to the University from the ‘Senior Phase’ will not be applying until 2015/16
(and the majority for 2016/17), the table illustrates our approach and whilst some of the tariffs may
change, the general approach will remain the same.
The table illustrates (column B) a level of attainment which, if achieved by the end of S5, will
enable (subject to acceptable wider achievement and school references) an unconditional offer
being made to applicants. Please note that no unconditional offers are made to applicants to
Medicine, Vet Medicine or Dentistry based on their S5 results, however the table details the level of
attainment required by the end of S5 for these courses.
The table also illustrates (Column C) the minimum level of attainment that must be achieved by the
end of S5 in order to be considered for a subsequent S6 offer. Achievement of these grades does
not guarantee an offer. The precise cut-off point at which offers will be made cannot be determined
until all applications have been received and evaluated. This evaluation will be completed and all
applicants notified of their subsequent offer or rejection by March 31st.
Column D details the entry requirements that must be achieved by the end of S6 for those
applicants who:
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have been given the opportunity of second sitting; or
in the case of Medicine and Vet Medicine must be achieved cumulatively in addition to the
S5 requirement.
It should be noted that the S6 entry requirement is, in most cases, significantly higher than the S5
entry requirement, and in many cases Advanced Highers are either required or preferred.
Column E details other relevant factors, including specific Higher subjects that must be included in
the Higher grades, identifies where an interview will be required, and other specific conditions such
as LNAT or UKCAT tests.
Column A
Degree
Programme
Column B
Column C
Minimum
Grades that
must be
achieved in S5
to be considered
for second
sitting OR for
Medicine and
Dentistry be
considered
based on
S5 Entry
interview /
Requirement UKCAT)
Arts
AAAA or
(MA Arts,
AAABB
B.Mus Music
and BD
Divinity)
ABBB
Column D
Column E
S6 Entry
Requirement
Other Relevant Factors or
Conditions
AAAAAB
All applicants must have
English and a humanities
subject/language (incl
Gaelic) at grades A/B or
B/A by S5
CfE Management Board – 23 April 2013 – paper 5.1
Highers and Adv Highers
will NOT be double
counted in achieving S6
grades
Science
B.Sc
AAAA or
AAABB
ABBB
AAAAAB
All applicants must have
TWO science subjects by
S5
Highers and Adv Highers
will be double counted in
achieving S6 grades
Applicants who receive an
offer conditional on second
sitting results will be
required to study
Advanced Highers in
relevant subjects.
Engineering
M.Eng
AAAAA
N/A
N/A
B.Eng
AAAA or
AAABB
ABBB
AAAAAB
All applicants must have
Maths and Physics at A or
B grades by S5
Highers and Adv Highers
will be double counted in
achieving S6 grades
Applicants who receive an
offer conditional on second
sitting results will be
required to study
Advanced Highers in
relevant subjects.
MA Social
Sciences
(MA)
AAAAB
AABB
AAAAAA
All applicants must have
English or a humanities
subject at grade B or
better by S5
Highers and Adv Highers
will be double counted in
achieving S6 grades
Applicants who receive an
offer conditional on second
sitting results will be
required to study
Advanced Highers in
relevant subjects.
B.Acc
AAAAB
Accountancy
ABBB
AAAAAB
All applicants must have
Maths and English or a
humanities subject at
grade B or better by S5
CfE Management Board – 23 April 2013 – paper 5.1
LLB
Law
AAAAA
Highers and Adv Highers
will be double counted in
achieving S6 grades
All applicants must have
Higher English at A or B
AABBB
Advanced Highers
encouraged in Arts / Social
Science subjects
LNAT test required
BDS Dentistry
No entry
from S5
AABB
AAAAB
No entry from S5
Score in UKCAT
Interview
All applicants must have
Biology and Chemistry at
grade A by S5
MBChB Medicine
No entry
from S5
AAAAA or
AAAABB
AAAAAAA
No entry from S5
(including 2
relevant AH at Score in UKCAT
Grade B
minimum)
Interview
All applicants must have
Chemistry and Biology and
either Maths or Physics.
BN - Nursing ABBB
BBB
ABBB
Experience of caring
Interview
BVMS – Vet
Medicine
No entry
from S5
AAAAB
AAAAAAB
Evidence of motivation
(including 2
relevant AH at Interview
Grade B
minimum)
All applicants must have
Chemistry at Grade A and
Biology at B if sat in S5.
Biology accepted as a
crash Higher in S6 but
must be at Grade A.
CfE Management Board – 23 April 2013 – paper 5.1
What combination of exam diet/presentation are acceptable?
The entry requirements for all our courses specify a level of achievement that must be attained by
the end of S5.
Highers may be sat in either S4 or S5 – we do not differentiate between applicants who have sat
all their Highers in one sitting (S5), from those who have achieved over two sittings (S4 and S5).
Any combination of Highers across the two years is acceptable. Applicants will not be positively or
negatively regarded based on the profile of Highers over the two years. The level of attainment by
the end of S5 is all that is regarded.
Many of our courses specify subjects that must be studied at Higher level as a condition of entry. In
most cases these Highers must be attained by the end of S5. The table below details the subject
specific Highers by course:
Course
Subject Specific Highers
Arts – Music - B.Mus
Music Higher (OR Grade 8 in Associated Board of
the Royal Schools of Music).
Arts – MA and Divinity
All applicants must have English and a humanities
subject or a language (incl Gaelic) at grades A/B or
B/A by S5
Engineering (B.Eng or
M.Eng)
Accountancy – B.Acc
Maths and Physics at Grades A/B or B/A
Law - LLB
English at Grade A or B.
Social Sciences - MA
All applicants must have English or a humanities
subject at grade B or better by S5.
Medicine - MBChB
Chemistry AND Biology AND EITHER Physics or
Maths.
Dentistry - BDS
All applicants must have Biology and Chemistry at
grade A by S5.
Nursing - BN
Two Science Subjects from Chemistry, Biology (or
Human Biology), Physics and Mathematics at
Grades A/B or B/A.
Science - BSc
Two Science Subjects at either AA or AB
Vet Medicine - BVMS
All applicants must have Chemistry at Grade A and
Biology at B if sat in S5. Biology accepted as a
crash Higher in S6 but must be at Grade A.
All applicants must have Maths and English or a
humanities subject at grade B or better by S5.
CfE Management Board – 23 April 2013 – paper 5.1
What consideration will be given to Advanced Higher/Baccalaureate results?
The University values the importance of the Advanced Higher Qualification and the role it plays in
preparing students for university study. Depending on the course applied for, the Advanced Higher
is used as a qualification of entry in the following ways:
 Where applicants did not achieve the entry requirements by the end of S5, Advanced Highers
will be set as a condition of entry after S6. Depending on the course being applied for,
Advanced Highers may be specified instead of additional ‘crash Highers’, or in addition to
specified ‘crash Highers’. In setting the S6 conditions for entry, we will regard a B Grade at
Advanced Higher as equivalent to an A Grade at Higher, and a C Grade at Advanced Higher
as equivalent to a B Grade at Higher. Many of our courses allow ‘double counting’ of Advanced
Highers and Highers, even where the applicant has achieved an A Grade at Higher level.
 Some of our professional degrees (eg Medicine) now specify that Advanced Highers must be
attained in S6, in addition to having achieved a specified standard by the end of S5. However
even where a student in S6 has received an unconditional offer based on their S5 results, we
encourage full and continued participation at Advanced Higher level in subjects relevant to
their chosen degree programme.
 Advanced Highers may be used as a basis for applying for ‘Advanced Entry’ to some of our
degree programs.
As stated above, Advanced Highers may be used as a basis for Advanced Entry to some of our
degree programmes. In order to be considered for Advanced Entry, applicants must achieve three
relevant Advanced Highers at Grade A in S6 (one sitting). Applicants who are either sitting their
Advanced Highers for the first time or have already achieved three A Grades in relevant subjects
should apply for Year 2 entry to the course. All Year 2 applications will be considered in
conjunction with the Chief Advisor of Studies for the course and may be invited for interview.
Applicants who are not successful in gaining access to Year 2, but achieved the required S5 entry
criteria, will be offered a place on year 1 of the course.
The University is keen to endorse the Scottish Baccalaureate as a route to attaining Advanced
Entry, and is currently working with the SQA and Government agencies to see if a grading system
equivalent to AAA or better at Advanced Higher can be introduced.
What currency will National 5 results have in admissions decision-making?
The University has not, in recent years, referred to Standard Grades or Intermediate 2 results,
when assessing an applicant’s candidacy for entering a specific course. This will remain the case
with the introduction of the National 4 and 5 Qualifications. Applicants may study a subject at
Higher Level, even though no qualification is held at National 4 or National 5 Level. The only
exceptions to this are detailed in the table below, whereby applicants to these courses who do not
have Higher grade English, will be required to have a National 5 qualification in that subject.
Course
Medicine - MBChB
Nursing – BN
Vet Medicine – BVMS
National Qualification
English at National 5 Grades A or B
English at National 5 Grade C
English at National 5 Grades A or B
How will ‘wider achievements’ be considered in the decision to offer a place?
Whilst academic achievement remains a core element of our entry criteria, the University is placing
increased emphasis on applicants ‘wider achievements’. The emphasis placed on this varies by
CfE Management Board – 23 April 2013 – paper 5.1
course, however, applicants to all courses are expected to demonstrate through their personal
statements and school references, a commitment to the principles of Curriculum for Excellence,
through involvement in community projects, charity work, part time jobs, personal development
programs (such as Duke of Edinburgh Awards) etc. Some of our professional degree programs will
require applicants to demonstrate work experience directly relevant to the profession.
CfE Management Board – 23 April 2013 – paper 5.1
Institution 3
What are entry requirements likely to be following the introduction of CfE?
The University is in the process of reviewing our Admissions Policy to ensure that flexibility is
afforded to applicants undertaking different learner journeys. There are no plans at present to alter
entry requirements in terms of breadth, level of attainment, and subject-specific qualifications
required overall.
The University will continue to express entry requirements for entry to Level/Year 1 in terms of
Scottish Highers and for entry to Level/Year 2, in terms of a combination of Highers and Advanced
Highers or Scottish Baccalaureate.
The University's requirement for English at a minimum of National 5 or equivalent and for some
disciplines Maths, will replace the current requirement for English and Maths at Standard Grade
Credit or Intermediate 2, (Highers in these subjects will accepted in lieu National 5s).
Applicants and their advisors should be aware that entry requirements do change as standard
practice between different admissions cycles in response to variations in demand and the
availability of places. The University's website and Undergraduate Prospectus provide specific
guidance as well as contact details for further information.
What combinations of exam diet/presentation are acceptable?
The University intends to consider Highers studied in S4 and S5 with examinations in S5 having
been taken in one sitting. It is also the intention of the University to accept Highers taken in S4.
It is a requirement of the University that applicants have English at a minimum of National 5 or
equivalent and for some disciplines also Maths. Pupils who bypass National 5 examinations in
these essential subjects to present for the Highers, will have the Highers accepted in lieu of the
National 5s.
In the context of high demand for places for many of the University's undergraduate courses and
so that applicants can demonstrate the required breadth and depth of study, along with a
preparedness for the rigour and challenge of university learning, the University is likely to request
that applicants study for a minimum of four Highers in S5, (one year or two year Highers). Further
Highers and/or Advanced Highers/Scottish Baccalaureate may be required in S6, depending on
performance in S5 and the entry level applied for. Whilst we will accept applications from pupils
who have taken less than four Highers in S5, we would require a minimum of four Highers or a mix
of Highers and Advanced Highers to be taken in S6.
Whilst we recognise that pupils may on occasion take lower level qualifications in S5 or S6 in order
to meet entry requirements or to pursue specific interests, we strongly advise that in the context of
completion for places, that pupils ensure that their exam diet and presentation evidences
progression in terms of building on prior learning and attainment.
What consideration will be given to Advanced Higher/Baccalaureate results?
The majority of our programmes can be entered directly in Level/Year 2 by applicants with the
required Advanced Highers and we encourage learners to consider this as an option. We also
accept the Scottish Science Baccalaureate for entry in Level/Year 2 of most of our programmes.
Applicants who do not hold the requisite Highers from their studies in S4/S5 are advised to take
further Highers or Advanced Highers in S6. Whilst we recognise the progression in knowledge and
skills that undertaking Advanced Highers provides learners, applicants must still be able to present
with the required breadth of subjects at specific grades; bearing in mind that the University does
not count the Higher and Advanced Higher results for the same subject twice.
CfE Management Board – 23 April 2013 – paper 5.1
What currency will National 5 results have in admissions decision-making?
It will be a requirement of the University that all new students have English at a minimum of
National 5 or equivalent. Some disciplines will also require Mathematics at a minimum of National
5 or equivalent. Applicants who proceed to Highers in these subjects without sitting the National 5
examination, will have their Highers accepted in lieu of the National 5s.
How will ‘wider achievements’ be considered in the decision to offer a place?
Academic attainment will remain as the main evidence of suitability for an offer of a place at the
University. There are other factors that the University takes into account when deciding which
applicants will receive an offer, such as the UCAS personal statement and tutor reference and
contextual factors which may have had an impact on an applicant's learning. It is likely that 'wider
achievements' will be another factor that we will consider in addition to academic qualifications.
The more relevant the 'wider achievements' and the more able an applicant is able to reflect on
how the skills they have developed via 'wider achievements' will be utilised on their chosen
programme of study, for example in the personal statement, the more likely they are likely to be
seen as relevant by the Admissions Tutor and therefore to be taken into account.
It should be emphasised that at the time of writing, the University has no direct experience of
receiving applications from learners who have undertaken the Senior Phase and who have
undertaken 'wider achievements'. The advice we offer at present is very much based on what our
assumptions are, given the information we have at this time. Our Admissions Policy and the advice
we provide to applicants and their advisors may change as further knowledge and experience is
gained at the University and in the wider education sector.
CfE Management Board – 23 April 2013 – paper 5.1
Institution 5
What are entry requirements likely to be following the introduction of CfE?
Entry requirements are expressed with reference to Highers, and this will continue to be the case
with CfE. Offers to applicants are generally expressed in Higher grade passes at certain grades.
A number of programmes will also have specific subject requirements at Higher, and it is important
to remember this when making subject choices. The University is aware that an individual school
curriculum may not allow particular subject combinations at Higher so applicants may need to plan
to include these within their S6 student programme.
Whilst the University recognises the value of Advanced Highers and the Scottish Baccalaureate
with regard to the skills gained and the preparation for university study, they do not form part of our
standard entry requirements for first year entry.
The University’s entry requirements are the minimum standards and subjects required for entry into
our degree programmes, however achieving these does not guarantee entry. The University has
many more applications than places available, and many applicants meet our minimum entrance
requirements. Consequently, we may ask for more than the minimum, and this might be in the
form of additional qualifications or better grades. An applicant’s overall academic profile will
usually be the most significant factor in our decision making. Certain features of the personal
statement such as a demonstration of motivation for their chosen subject area, and contextual data
may help to strengthen an applicant’s profile.
What combinations of exam diet/presentation are acceptable?
The University is aware that there are different models of provision under CfE, and that it cannot
assume there is one model of when students are presented for Highers, or that learners
necessarily all have the same opportunities to study for a full range of Highers in a single year. We
note however that it is possible to study a subject at Higher level, even though that subject may not
have been studied at National 4 or 5 level.
The University does not normally set a requirement for a certain number of Highers to be achieved
within a certain number of sittings although applicants should check our website for the most up
information on specific subject requirements. The University remains committed to promoting a fair
admissions policy ensuring that we give equal consideration to applicants who apply on time, and
who possess the necessary knowledge and skills, regardless of the route taken during their senior
phase of studies.
What consideration will be given to Advanced Higher/Baccalaureate results?
The University acknowledges that many students remain at school until the end of S6 and
recognises the benefits gained from doing so. We place no requirement on students to follow an
S6 curriculum that is specifically linked to Advanced Highers only; our preference is that students
select as full a programme of study as possible that meets their interests, and continues to present
challenges and learning opportunities.
Where a student is in S6 and receives an unconditional offer of admission, we expect full and
continued participation in the subjects declared in the UCAS application as our offer will have been
made on the basis of all of the information provided. This is particularly important if the portfolio of
study includes Advanced Highers, as the self-directed learning and project work has direct
relevance to the University’s study environment.
The University recognises that it is the choice of the individual applicant whether they wish to
commence their university studies from year one or from year two. Our standard practice is to
consider applicants in relation to the point of entry they have requested on their application form.
Applicants offering Advanced Highers/Baccalaureates will be considered on an individual basis for
direct entry to year two where requested. In considering whether an offer for year two entry,
admissions tutors will pay particular attention to ensuring the applicant has relevant prior subject
knowledge at Advanced Higher level. For example, applicants for year two entry to the BSc (Hons)
Biomedical Science are required to hold Advanced Highers in Biology and Chemistry. Information
on advanced entry to year two is published in the University prospectus and website.
CfE Management Board – 23 April 2013 – paper 5.1
What currency will National 5 results have in admissions decision making?
The University does not stipulate a minimum number of Standard Grade and/or Intermediate 2
qualifications, and this will be extended to include National 5. We do not use the overall number of
Standard Grade/Intermediate 2/National 5 qualifications to determine suitability for degree level
study. However, applicants should be aware that the overall profile of academic study is one of the
factors taken into account when deciding whether to make an offer.
The University has a requirement to hold minimum qualifications in English and Maths. The
minimum grade requirement for these subjects at Standard Grade is 3. For National 5 the
minimum grade requirement is C. Some degree programmes may require particular subjects at
Standard Grade/National 5, and where required these are made clear in the University’s
prospectus and on our website. For example, our BSc (Hons) Forensic Science requires
applicants to hold English, Maths and Biology at Standard Grade 1 or 2, or National 5 grades A or
B.
How will ‘wider achievements’ be considered in the decision to offer a place?
The University pays special attention to the applicant’s personal statement when making a decision
on whether to offer a place. The wider achievements of applicants help to demonstrate their ability
to benefit from university study, and provide a fuller insight into their broader interests and
achievements. In many cases these wider achievements provide evidence of motivation for the
chosen area of study.
CfE Management Board – 23 April 2013 – paper 5.1
Annex B: Published statements on CfE
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University of Aberdeen;
University of Abertay;
University of Edinburgh (National 4 and 5 only);
Glasgow Caledonian University;
University of Glasgow (attached separately);
Robert Gordon University; and
University of St Andrews.
University of Abertay2
Abertay University recognises the importance of Curriculum for Excellence and its aim to ensure
that all children and young people in Scotland develop the knowledge, skills and attributes they will
need if they are to flourish in life, learning and work, now and in the future.
The purpose of Curriculum for Excellence encapsulated in the Four Capacities of successful
learners, confidential individuals, responsible citizens and effective contributors has direct
relevance to study at Abertay University, where we aim to ensure that our graduates make
valuable contributions to the organisations and communities that they join through the development
of Graduate Attributes – confident thinkers, determined creators, flexible collaborators, and
ambitious enquirers.
Abertay welcomes the increased emphasis of Curriculum for Excellence on developing skills such
as critical thinking, essay writing and independent study skills, as well as fostering creativity and
innovation in learners, should provide good preparation for progression to further study at college
or university.
Implementation Phase
We recognise that the implementation of Curriculum for Excellence is a significant challenge for the
education sector as a whole, and that it will take time to bed down. We also understand that any
major change can be a worrying time for students, parents and advisers, as questions arise about
the suitability of qualifications for entry to university. We have prepared this information to address
some of the questions that may arise, and provide information on how Abertay University will view
applicants offering the new qualifications offered through Curriculum for Excellence.
Standard Grades/National 5s
Abertay University does not currently require a minimum number of Standard Grade and/or
Intermediate 2 qualifications for entry purposes and this will be remain the same with the
implementation of Curriculum for Excellence. We do not use the overall number of Standard
Grade/Intermediate 2/National 5 qualifications to determine suitability for degree level study.
However, applicants should be aware that the overall profile of academic study is one of the factors
taken into account when deciding whether to make an offer.
The University does have a requirement to hold minimum qualifications in English and Maths. The
minimum grade requirement for these subjects at Standard Grade is 3. For National 5 the
minimum grade requirement is C. Some degree programmes may require particular subjects at
Standard Grade/National 5, and where required these are made clear in the University’s
prospectus and on our website. For example, our BSc (Hons) Forensic Science requires
applicants to hold English, Maths and Biology at Standard Grade 1 or 2, or National 5 grades A or
B. Applicants should note that we do not accept National 4 qualifications in lieu of Standard
Grades.
2
http://www.abertay.ac.uk/applying/ukeu/cfe/
CfE Management Board – 23 April 2013 – paper 5.1
Higher Qualifications
Abertay University expresses entry requirements with reference to Highers; we do not use the
UCAS tariff in offer-making, and this will continue to be the case with CfE. Offers to applicants are
generally expressed in Higher grade passes at certain grades. For the majority of our
programmes, applicants are expected to achieve either three or four Highers (depending on the
degree programme) at specific grades. A number of programmes will also have specific subject
requirements at Higher, and it is important to remember this when making subject choices. The
University is aware that an individual school curriculum may not allow particular subject
combinations at Higher so applicants may need to plan to include these within their S6 student
programme.
We currently offer a flexible approach to students who take Highers over more than one academic
year and/or who achieve their qualifications in more than one sitting. We anticipate that this
flexible approach will continue with the implementation of Curriculum for Excellence. We are
aware that there are different models of provision under CfE, and that it cannot assume there is
one model of when students are presented for Highers, or that learners necessarily all have the
same opportunities to study for a full range of Highers in a single year. We note however that it is
possible to study a subject at Higher level, even though that subject may not have been studied at
National 4 or 5 level.
The University does not generally set a requirement for a certain number of Highers to be achieved
within a certain number of sittings, however where a degree has this requirement it is specified on
our website.
The University remains committed to promoting a fair admissions policy ensuring that we give
equal consideration to applicants who apply on time, and who possess the necessary knowledge
and skills, regardless of the route taken during their senior phase of studies.
Advanced Higher and Scottish Baccalaureate Qualifications
We recognise the value of Advanced Highers and the Scottish Baccalaureate with regard to the
skills gained and the preparation for university study, however they do not form part of our
standard entry requirements for first year entry.
The University acknowledges that many students remain at school until the end of S6 and
recognises the benefits gained from doing so. We place no requirement on students to follow an
S6 curriculum that is specifically linked to Advanced Highers only; our preference is that students
select as full a programme of study as possible that meets their interests, and continues to present
challenges and learning opportunities.
The University recognises that it is the choice of the individual applicant whether they wish to
commence their university studies from year one or from year two. Our standard practice is to
consider applicants in relation to the point of entry they have requested on their application form.
Applicants offering Advanced Highers/Baccalaureates will be considered on an individual basis for
direct entry to year two where requested. In considering whether an offer for year two entry,
admissions tutors will pay particular attention to ensuring the applicant has relevant prior subject
knowledge at Advanced Higher level. For example, applicants for year two entry to the BSc (Hons)
Biomedical Science are required to hold Advanced Highers in Biology and Chemistry. Information
on advanced entry to year two is published in the University prospectus and website.
Assessment of Applications
The University’s entry requirements are the minimum standards and subjects required for entry into
our degree programmes, however achieving the minimum grades does not guarantee entry. The
University has many more applications than places available, and many applicants meet our
minimum entrance requirements. Consequently, we may ask for more than the minimum, and this
might be in the form of additional qualifications or better grades. An applicant’s overall academic
profile will usually be the most significant factor in our decision making. Certain features of the
CfE Management Board – 23 April 2013 – paper 5.1
personal statement such as a demonstration of motivation for their chosen subject area, and
contextual data may help to strengthen an applicant’s profile.
Where a student is in S6 and receives an unconditional offer of admission, we expect full and
continued participation in the subjects declared in the UCAS application as our offer will have been
made on the basis of all of the information provided. This is particularly important if the portfolio of
study includes Advanced Highers, as the self-directed learning and project work has direct
relevance to the University’s study environment.
Wider Achievements
The University pays special attention to the applicant’s personal statement when making a decision
on whether to offer a place. The wider achievements of applicants help to demonstrate their ability
to benefit from university study, and provide a fuller insight into their broader interests and
achievements. In many cases these wider achievements provide evidence of motivation for the
chosen area of study.
University of Edinburgh3
The University of Edinburgh will welcome the first cohort of undergraduate students from Scotland
who have followed Curriculum for Excellence, and taken the new SQA qualifications, in 2015.
In light of Curriculum for Excellence and the introduction of the new National 4 and 5 qualifications
and revised Highers and Advanced Highers, the University is reviewing a number of its admissions
policies and procedures.
As decisions are made, they will be published here on the University website, and will be included
in future editions of the University of Edinburgh undergraduate prospectus.
National 4 and 5 qualifications
The University has reviewed the new SQA National 4 and 5 qualifications and has agreed the
following policy:
The University will accept National 5s where we currently accept Standard Grades, with the
following equivalences used:
Standard
Grade
1
2
3
National 5
A
B
C
Where an applicant does not hold a subject that is required at National 5, they must have
achieved, or be predicted to achieve an SQA Higher or SQA Advanced Higher pass in the subject.
Depending upon the grade required at National 5, this may equate to achieving a B or C grade at
Higher or Advanced Higher.
The relevant Admissions office can provide further information on grades required.
Robert Gordon University4
Robert Gordon University strongly supports Curriculum for Excellence and its aims to provide
young people with the relevant skills and knowledge to succeed in life and work. This complements
the RGU vision that recognises the importance of academic achievement and the development of
3
4
http://www.ed.ac.uk/studying/undergraduate/applications-admissions/entry-requirements/cfe
http://www.rgu.ac.uk/future-students/parents-teachers-and-advisers/curriculum-for-excellence
CfE Management Board – 23 April 2013 – paper 5.1
personal skills which provide individuals with the confidence and opportunities to achieve their
goals in life and become highly employable, active citizens.
From an early age Curriculum for Excellence introduces a broader, more flexible and individual
approach to learning which allows pupils to gain a broad education until the end of S3. This
prepares individuals well for the Senior Phase, S4 to S6, ready to specialise in their chosen
subjects and continue to grow as individuals.
Entry to undergraduate study at Robert Gordon University is highly competitive. However we are
committed to ensuring that all applicants are given fair and equal consideration. In light of the
variable pathways that can be followed through Curriculum for Excellence, we have reviewed our
admissions policies to address these changes to ensure no applicant is disadvantaged. This
statement seeks to give guidance to applicants considering applying to RGU in the future.
General admissions requirements
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Academic qualifications will remain a key requirement when assessing an applicant’s
suitability for entry to RGU and the University will require evidence of academic attainment
and progression throughout the Senior Phase.
Published entry criteria will be the minimum required and offers given are often higher due
to the volume of applications received and the restricted number of places available. The
University will continue to publish entry criteria in terms of the Highers required for entry to
year 1 of an undergraduate degree.
Entry requirements for individual courses will differ and the University will publish the
required combinations of subjects and grades to ensure students are academically
prepared.
The personal statement and reference should reflect the wider personal achievements of
an applicant and reflect their enthusiasm, interest and motivation for degree level study,
since alongside academic qualifications this is an important part of the selection process.
For some courses, attendance at an interview or selection visit will be a mandatory part of
the application process as it is required to assess suitability for entry and is a key
requirement for some professions.
Level of qualifications or grades achieved
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The University’s Academic Regulations asks that students entering a degree programme at
year 1 should have achieved a minimum of 5 subjects, 3 of which should be held at Higher.
National 5 qualifications will only be required for entry when there is minimum subject
knowledge necessary and it has not been achieved at a higher level and National 4
qualifications will not be taken into consideration as part of the application.
The University recognises applicants will follow variable pathways in the Senior Phase and
they may present with Highers achieved in S4, S5 and S6. We will consider that all Highers
achieved by the end of S5 are classed as one sitting.
Those applying at the end of S5 that have not already met the academic entry profile, but
have the potential to achieve, will be asked for additional qualifications which will have to be
met by the end of S6.
If any subject is a repeat, a higher grade than has been previously attained may be
required.
For some courses, attendance at an interview or selection visit will be a mandatory part of
the application process as it is required to assess suitability for entry and is a key
requirement for some professions.
This statement is for general information only and we would strongly recommend that any applicant
that requires specific guidance should contact the Admissions Office to discuss their individual
circumstances.
CfE Management Board – 23 April 2013 – paper 5.1
Glasgow Caledonian University5
In 2015 the first cohort of undergraduate students from Scotland who have followed Curriculum for
Excellence (CfE) and taken the new SQA qualifications will apply for entry to university courses.
In light of CfE, and the introduction of the new National 4 and 5 qualifications, revised Highers and
Advanced Highers, the University is currently reviewing its admissions policies and procedures and
further updates will be published here and will be included in future prospectus publications.
National 4 and 5 Qualifications
We have reviewed the new SQA National 4 and 5 qualifications and confirm that; where we
currently accept Standard Grades and Intermediate 2 qualifications in required subjects we will
accept National 5 qualifications with the following equivalency used:
Standard
Grade
1
2
3
Intermediate
2
A
B
C
National 5
A
B
C
We recognise that under CfE learners will take different pathways, including the possibility that
qualifications at National 5 may be bypassed. Where an applicant does not hold a subject that is
required at National 5, they will be required to achieve an SQA Higher or Advanced Higher pass in
the subject, and depending on the grade required at National 5, this may equate to achieving a B
or C grade at Higher or Advanced Higher.
SQA Highers
The University will give equal consideration to applicants who have sat Highers following one year
of study in S5, and those who have sat Highers following two years of study (S4 and S5) and taken
in one sitting. We will clearly specify in programme entry requirements where we require Highers to
be taken in one sitting (normally in S5). Where Highers are taken over two sittings in S5 and S6,
we may ask for more Highers or for higher grades and we would expect applicants to have sat a
minimum of three Highers or Advanced Highers in at least one of the Senior Phase years – S4, S5
or S6. This is to ensure students are prepared for the academic rigour they will encounter within
university level study.
SQA Advanced Higher
Where Advanced Highers are taken into consideration as part of an offer the same subject taken at
Higher level will not be counted. Advanced Higher students may be eligible for Year 2 entry to
some programmes.
Recognition of Wider Achievement/Contextual Data
Applicants with additional awards or achievements through voluntary, self-development and
supported activities should provide details within the ‘Personal Statement’, where applicants would
be expected to describe/explain how such experiences have contributed to their overall
educational/personal development.
5
http://www.gcu.ac.uk/study/undergraduate/howtoapply/curriculumforexcellence/
CfE Management Board – 23 April 2013 – paper 5.1
There may also be occasions where the applicant and/or their referee requests that the university
takes account of certain contextual factors which may have affected their performance. Any further
contextual information, for example on parental factors (first generation attending University) or
applicants who are from a care background (care leavers), that is or may become available from
UCAS forms, may be used to supplement the overall picture of a candidate, however no single
piece of such information will, on its own, be conclusive in an admissions decision.
University of St Andrews6
The Universities Scotland paper Beyond the Senior Phase-‘University Engagement with
Curriculum for Excellence’ states clearly that all universities across Scotland are committed to
ensure there will be no disadvantage to those pupils undertaking the new curriculum in Scotland.
"University leaders affirm that they continue to be committed to fair admissions policies and
that these will allow for the equal consideration of candidates who possess the necessary
knowledge and skills base irrespective of what routes they may have taken through the
Senior Phase (S4 to S6) of Curriculum for Excellence.
To implement this, university principals commit themselves to a review of admissions policy
and practice within each of their institutions, to ensure that they will be able to give fair and
equal consideration to candidates who have followed diverse routes to qualification through
the Senior Phase"
Therefore, the University of St Andrews, after consulting with many of our colleagues in the
secondary school sector which culminated in our Teachers Together Conference in June 2012,
has set out the following 10 points to be used as the guidelines for our way forward when
considering the changes that will come about due to the Curriculum for Excellence.
Changes to the University of St Andrews’ Admissions Policy and Practice
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6
The University will remove the need for a second language at level 5 from the Faculty of
Arts entry qualifications, making clear that this is desirable but not a requirement.
Subjects that are required at level 5 for Faculty entrance, if not taken at level 5, must be
taken at level 6 both for applications after S5, and for any unconditional offers based on S5
results.
Even where Academic School entry grades have been achieved, offers may still be
conditional and based on applicants’ S6 course of studies in order for an applicant to meet
Faculty entrance requirements. These conditions can be set at National 5 or Higher where
appropriate.
The University will accept 5/4 Highers studied for over 2 years (S4 and S5) and taken in a
single diet of exams as meeting entry requirements.
The University will require evidence of academic rigour, preferably in the form of a suitable
diet of exams at the end of S5. The combination of the diet is entirely dependent on the
context of the school curriculum: this could be 5/4 Highers or a mixture of Highers and
Advanced Highers.
The University will expect to see academic progression and those applicants achieving a
Higher in a subject should progress to Advanced Higher where possible and when
appropriate to the subject area to which they have applied.
Although most decisions are based on results achieved in S5 the University reserves the
right to base any offer of a place on examinations taken in the senior phase (S4-S6) and
may place conditions on the academic programme taken in S6.
http://www.standrews.ac.uk/admissions/ug/undergraduateadmissionspolicy/curriculumforexcellence/
CfE Management Board – 23 April 2013 – paper 5.1
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The University will require certain combinations of subjects that will prepare the student for
their academic studies and decline applicants with subject combinations that are unsuitable
for our degree programmes.
The University will require school profiles from all Scottish Schools that are following the
Curriculum for Excellence in order for Admissions Officers to contextualise applicant’s
academic attainment.
The University of St Andrews will endeavour not to disadvantage any applicant due to the
school’s curriculum.
These are principles and actions that should be followed by all Academic Schools. However, where
there are specific variances in Academic Schools these will be clearly shown in the prospectus and
the Academic School’s web pages.
In accordance with good practice in Admissions all relevant information supporting the above
principles and actions, such as combination of subjects and faculty requirements, should be
published either via the prospectus or the University website.
University of Aberdeen7
1. Overview
The University of Aberdeen recognises the importance of Curriculum for Excellence and its aim to
make learning more relevant to the modern world and to give young people the skills, knowledge
and understanding they need to succeed in learning, life and work. The changes under Curriculum
for Excellence have a direct relevance to study at the University of Aberdeen as a result of our own
Curriculum Reform, launched in 2010.
The purpose of our Curriculum Reform, having consulted extensively with employers, professional
bodies, academics, the Government, current and prospective students, parents and teachers, has
been to modernise the structure, content, delivery and flexibility of our degree programmes to allow
Aberdeen graduates to leave the University both academically excellent and intellectually flexible
and to be critical thinkers, effective communicators and active citizens.
The University acknowledges that the Curriculum for Excellence pathway, travelled from Nursery
through to S6 has a number of key components and incorporates the student profile gained at the
conclusion of P7 and S3. The University believes that in expanding the broad educational
experience from S1 and S2 to encompass S1, S2 and S3, with specific subject choice later, at the
end of S3 instead of S2, the Curriculum for Excellence provides a strong platform on which to build
when students commence the Senior Phase across S4 to S6, effectively the start of the journey to
obtain qualifications for entry to higher education. We understand that the design of the S1 to S3
curriculum should allow learners to specialise in preparation for qualifications and personal
achievement gained across S4 to S6.
The University understands it cannot assume that there is a single model of when students are
presented for Highers, or that learners necessarily all have the same opportunities to study for a
full range of Highers in a single year. We note however that it is very much possible to study a
subject at Higher level, even although no qualification in that subject is held at National 4 or
National 5 level.
We remain committed to promoting a fair admissions policy to ensure we give equal consideration
to candidates who apply on time and who possess the necessary knowledge and skills,
irrespective of the route travelled through the Senior Phase, S4 to S6.
Our Entry Requirements are the minimum standards and subjects required for entry into our
degree programmes, however achieving these does not guarantee entry. We have many more
applicants than places, and most meet our minimum entrance requirements. Consequently we may
7
https://www.abdn.ac.uk/prospectus/ugrad/documents/curriculum_for_excellence_statement.pdf
CfE Management Board – 23 April 2013 – paper 5.1
need to ask for more than the minimum. This might take the form of further academic
qualifications, or better grades, and an applicant’s academic profile will normally be the most
significant factor in our decision making. Additionally, certain features of the personal statement
and contextual data may help to strengthen an applicant’s profile.
For applications to very competitive degrees such as Education, Law or Medicine, special attention
is paid to the Personal Statement and the Referee’s Statement.
CfE Management Board – 23 April 2013 – paper 5.1
Entry Requirements are expressed predominantly with reference to Highers. Whilst the University
of Aberdeen recognises the value of Advanced Highers and the Scottish Baccalaureate with regard
to the skills gained and preparedness for entry to University, they will not form part of our standard
Level 1 Entry Requirements. The University acknowledges many students remain at school until
the conclusion of S6 and the benefits gained from doing so. We place no requirement on students
to follow an S6 curriculum that is linked specifically to Advanced Highers only; our preference is
that students select as full a programme of study as possible that is of interest to them, continues
to present challenges and learning opportunities, and where appropriate, allows the student to
contribute to the life of the school.
Where a student is in S6 and receives an unconditional offer of admission, we expect full and
continued participation in the subjects declared within the UCAS application, particularly if their
study involves Advanced Highers, as the self-directed learning and project-based work will have
direct relevance to the University environment.
Where an offer of admission is conditional and an applicant has any query relating to the terms of
the condition, or their ability to achieve the condition (for instance because the subjects being
studied at school have changed following submission of the UCAS application), we would
encourage them to contact our Student Recruitment and Admissions Service immediately in order
to clarify whether or not an amended offer needs or can be made.
2. Standard Grade/Intermediate 2/National 5 Qualifications
The University of Aberdeen currently does not stipulate a minimum number of Standard Grade
and/or Intermediate 2 qualifications. This will be extended to include National 5 subjects. We do
not use the overall number of Standard Grade/Intermediate 2/National 5 qualifications achieved to
determine suitability.
There is a requirement to hold minimum qualifications in particular subjects, such as English and
Maths, as detailed below. The grade at Standard Grade is 3 or above. Intermediate 2 or National 5
is grade C or above.
MA and Divinity – English for all degrees; Maths for degrees involving Accountancy, Economics or
Finance.
Law – English
Science – English and Maths, plus either Chemistry or Physics
Engineering – English
Primary Education – Maths - Standard Grade 2 or above, Intermediate 2, Grade C or above.
National 5 grade still to be set by Scottish Executive Education Department.
Medicine – English and Maths
3. Proposed Academic requirements for Medicine for entry in September 2016,
incorporating Curriculum for Excellence
Prospective medical students must demonstrate a clear commitment to medicine and have an
understanding of what a doctor’s job entails. Competition for places each year is extremely high
and the number of places is controlled by the Scottish Government.
In addition to the UCAS application and the UKCAT Admissions Test, an interview forms part of
the selection process. Not all who apply are interviewed. In preparing an application for Medicine,
students are advised to consult the extensive information found online at:
www.abdn.ac.uk/medicine/prospective
National 5 qualifications
 English and Maths are required (currently Grade B minimum); Biology and Physics are
recommended but not compulsory (Grade B minimum).
Higher qualifications
 Chemistry (Grade B minimum).
CfE Management Board – 23 April 2013 – paper 5.1




Two subjects are required from Biology/Human Biology, Maths, Physics.
Two further Highers in most other subjects – applicants should check with the Medical
Admissions office if clarification required.
These may be taken across the Senior Phase – S4 to S6
There is no requirement, and therefore no advantage given, to obtaining the three sciences
required in one sitting. Maths is regarded as a science.
Year 5 studies
 AAAAB from five full academic courses to be taken at one sitting; from Highers and
Advanced Highers. We require five programmes of study, to demonstrate breadth and
volume, in order to cope with the academic demands and rigour of Medical School.
Year 6 studies
 The Admissions Committee will not normally consider applications to Medical School
directly from Year 5.
 Candidates who have achieved the Entrance Requirements, i.e. five full academic courses
@ AAAAB or better in S5, may choose to continue their studies in S6 and are free to
choose a programme of study which is of particular interest to them, noting: That we expect
candidates to engage fully with a S6 programme of study. Higher Biology will prove useful.
 Candidates who have achieved the Entrance Requirements, i.e. five full academic courses
@ AAAAB or better in S5, may choose to leave school and undertake paid employment or
a Gap Year. Candidates would be expected to continue to develop their written application
further during this time, preferably involving work of a caring nature or healthcare work.
Note:
Information will be required for those candidates who have achieved less than our minimum
academic requirements or who are re-sitting their examinations to upgrade results, if there are very
serious personal difficulties at the time of the first sitting.
Appropriate supporting documentation would be expected as above. To be considered, any
serious personal difficulties experienced at the time of undertaking an examination must be
declared at the time and validated immediately. Cases would be considered on an individual basis.
Additional information for MA/Divinity/Law/Science/Engineering:
 S4 Highers
Students who take a Higher or Highers in S4 will not be penalised; we regard Highers
achieved in S4 and S5 as being from ONE sitting.

Resit Highers
Students choosing to resit a Higher in which they achieved a grade C or below in their first
sitting, will be required to achieve an A grade in their second sitting. If the Higher at C was
achieved in S4, the resit rule does not apply, even if the resit is not until S6.

Minimum number of Exams in One Sitting
In at least one of the Senior Phase years – S4 or S5 or S6, there is an expectation that a
minimum of three Highers or Advanced Higher subjects are studied and presented for
examinations. This is to ensure that students are prepared for the academic rigour they will
find at University

Advanced Highers
At the University of Aberdeen we do not double-count Highers and Advanced Highers in the
same subject. We class a B grade at Advanced Higher as equivalent to an A grade at
Higher, so Advanced Highers can be used to upgrade a Higher.
CfE Management Board – 23 April 2013 – paper 5.1
University of Aberdeen Curriculum for Excellence December 2012