On October 23rd the Centre for Teaching and Learning Economics (CTaLE) hosted an online seminar ‘Foundation Years: A better way to widen access to university?’
The session discussed the Astrophoria Foundation Year (AFY) programme at Oxford, emphasising their role in widening participation in higher education, particularly in challenging fields like PPE, and the Engineering Foundation Year at UCL. It highlighted the unique assessment methods of both programmes, the commitment to supporting diverse student backgrounds and the positive outcomes targeted in terms of student success and workforce diversity. The panel featured faculty members from these two universities who shared insights from their experiences in teaching and administering the foundation years.
The discussion was chaired by CTaLE Director, Parama Chaudhury (UCL) and featured the following speakers:
Natalie Quinn (University of Oxford) – PPE
Natalie is an Economics Tutor at Lady Margaret Hall in the University of Oxford and has taught undergraduates for several years now. In 2016, the college launched a pilot foundation year, which in 2019 expanded to include PPE. Natalie explains that the first year involved some improvisation from fellows of the college to see what would work as an effective access program, and as the program evolved, the university sought to scale it up, allowing Natalie to take on a leadership role in the PPE component of the Astrophoria Foundation Year. She’s also the Maths for PPE subject lead for AFY.
Ruth Tarrant (University of Oxford) – PPE
After graduating from Oxford, Ruth pursued a career in education, becoming a secondary school teacher and serving as chair of examiners for an awarding body. She later joined the team at Lady Margaret Hall, where her experience in preparing A level students for university and teaching undergraduates provides her with a unique perspective on education that she brings to the programme. She’s the Economics subject lead for AFY.
James Ford (UCL) – Engineering
James Ford is an Associate Professor at UCL and a beneficiary of a foundation year programme. After graduating, he worked in industry as a civil engineer before becoming the Admissions Tutor for the civil engineering undergraduate programme. Recognising the importance of diversity in the engineering sector, he has successfully helped students from various backgrounds achieve comparable, and often higher, attainment levels than their non-access peers. Under his guidance, the programme has also achieved a notable gender ratio of 30-40%, significantly higher than the typical 18% seen in civil engineering.
Q&A
Admission requirements?
The UCL programme requires 100 UCAS Points rather than A level grades. They take a broad spectrum of qualifications onto the programme to help widen participation of people form non-traditional backgrounds.
See more on Astrophoria’s requirements here Oxford’s Astrophoria Foundation Year Programme | University of Oxford
Who is eligible?
All students will need to have been in UK state education, they also look at socio-economic indicators and a long list of individual circumstances such as, whether the student has been on pre-school meals or whether they’ve had significant disruption to their education. Students need to be eligible against at least one of those individual circumstances.
Eligibility | Astrophoria Foundation Year
Engineering Foundation Year | Prospective Students Undergraduate – UCL – University College London
What is the process for students to progress onto a degree?
The Astrophoria programme’s admissions process follows the standard UCAS timetable, with a January deadline rather than Oxford’s typical early deadline in October. This timing aims to accommodate students from varied educational backgrounds, where Oxbridge deadlines may not be a common focus. Applicants apply via UCAS and submit extra information to assess eligibility. Admissions aim to identify students who may have underachieved due to challenging circumstances but show promise. Shortlisted candidates are interviewed, with each applicant meeting tutors in PPE as well as discussing their motivation and readiness for the foundation year. They will also sit a written exercise to show their potential. Standard grade requirements for PPE at Oxford would be AAA but here they are looking for BBB from students to enter the foundation year. Last year, there were 100 eligible applicants for the PPE foundation year, and 9 offers were made, giving applicants roughly a 1 in 10 chance of admission.
Engineering Foundation Year | Prospective Students Undergraduate – UCL – University College London
What is looked for in an interview?
Interviews for the Astrophoria programme focus on a student’s ability to think critically, learn quickly, and engage in discussion. Candidates respond to scenarios or questions to show how they analyse, reason, and apply basic skills. Interviewers also consider grades and written work, assessing foundational literacy and numeracy skills and overall potential.
Can students apply for direct entry and the foundation year?
Students eligible for direct entry cannot apply for the UCL foundation year; only one application type is considered based on entry criteria. For the foundation year, a minimum GCSE grade of C / 4 in Maths and English is required. The course includes three modules: Maths and Science focusing on core theories, Engineering Skills developing professional skills and an Engineering Design Project integrating skills through problem-solving and teamwork. Students must pass all three modules with at least 60%, a higher threshold than standard UCL courses, to demonstrate readiness for further study.
More on Oxford’s Astrophoria Foundation Year entry eligibility here Eligibility | Astrophoria Foundation Year
What happens in the foundation year? Is there a common approach behind the design of foundation year courses across degrees?
The foundation year for PPE at Oxford is structured to mirror the first-year experience in terms of skill-building and time management across PPE with continuous maths instruction. Students belong to a college and interact with separate departments, similar to standard first year PPE students. Each subject (P, P and E) has two modules, pitched at progressively advanced levels. Students who pass with 60% or more overall can progress to the first year; a basic pass qualifies them for a Certificate of Higher Education. The programme avoids overlap with A level or first year content to keep learning fresh and challenging.
What you will learn | UCL Engineering – UCL – University College London
What are the marking and progression requirements for students in the PPE foundation year?
In the Astrophoria Foundation Year, a 60% mark is the progression threshold, like the standard for a 2:1 at the undergraduate level. Assessment is based on similar qualitative criteria to undergraduate assessment, although the assessment tasks themselves are more straightforward than Oxford PPE undergraduate assessments. To progress, PPE students need an overall weighted average of 60%, with at least 60 in two of the PPE subjects and no subject mark below 50 in PPE or Maths. These specific requirements help ensure that students are well-prepared to succeed in the first year and beyond.
What is the relationship between the foundation year model and other widening participation strategies, like UCL’s adjusted entry requirements, and how do both universities view their approaches?
Oxford doesn’t adopt a grade dropping approach for widening participation. Our standard offer for PPE is AAA, which is quite low given the competitiveness of the course, allowing us to make offers to candidates who may not achieve the highest grades but show potential (the median entrant achieves A*A*A). We strive to attract diverse applicants, providing a summer bridging programme (Opportunity Oxford) to support candidates from less advantaged backgrounds, who do attain the standard offer, to make the transition from school to university study. We also recognise that some students with great potential may not meet the standard entry requirements or be ready to embark on the first year of the undergraduate programme, which is why the foundation year exists to help them reach their potential. We also accept a range of qualifications, including BTECs and access courses, to ensure flexibility in our admissions process.
Access UCL Scheme | Prospective Students Undergraduate – UCL – University College London
Why is there a need for a foundation year, particularly in the context of widening participation in the engineering sector?
The foundation year is essential for widening participation in engineering because the sector currently lacks diversity, traditionally comprising middle class white men. By addressing the barriers that prevent individuals from varied backgrounds from entering university, the foundation year aims to enhance both the field of engineering as well as broader society.
Have you ever considered a Foundation like Bristol’s where you don’t need to have A-levels, or even GCSE, for those who have dropped out of standard education for all sorts of reasons?
We do consider applications from candidates with non-standard backgrounds and qualifications. However, as our Foundation Year is certified as a Level 4 CertHE and aims to prepare students to progress to the challenging PPE degree at Oxford, we would expect candidates who have dropped out of standard education to have completed a Level 3 Access to HE course or equivalent (for example a Level 3 Foundation Year course). More information about the variety of entrance requirements is available here: https://www.ox.ac.uk/admissions/undergraduate/courses/course-listing/fyPPE#content-tab–3
How do you get to schools/potential applicants so that they know these opportunities exist?
The Astrophoria Foundation Year programme has a dedicated outreach officer who engages in a variety of outreach activities including school visits and webinars, both stand-alone and with partner organisations. We also integrate information about AFY into the University’s existing outreach programmes where possible, alongside information about direct entry to Oxford undergraduate courses.
Watch the full seminar recording here https://www.youtube.com/watch?v=RnXgZPCFAtE&list=PLg9U2RdvO3e-S_o1fkOA9x2T6HAAWd1I4
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