Progression from GCSE to AS and A level, 2010
|
|
- Lilian Nichols
- 7 years ago
- Views:
Transcription
1 Progression from GCSE to AS and A level, 2010 Statistics Report Series No. 69 Tom Sutch December 2013 Research Division Assessment, Research and Development Cambridge Assessment 1 Regent Street, Cambridge, CB2 1GG
2 1 Introduction This report considers the progression of students from GCSE to AS and A level; that is, the proportion of students that go on to take an AS or A level in the same subject. Progression rates are presented by GCSE grade, as well as student gender and school type. In addition, the report looks at the relationship between GCSE grades and A level grades. A student s decision to study a GCSE subject further may depend on a variety of factors (see Vidal Rodeiro, 2007), including enjoyment of the subject, ability, and usefulness for career plans. In addition there may be further constraints based on the school or college, such as whether the subject is actually offered, and whether the school restricts entry onto AS/A level courses based on GCSE attainment. This report does not attempt to explain the reasons for the differences observed. The Department for Education [DfE] (2012) examined progression from GCSEs in This statistical report forms an update using similar methods, and concerning students who were in Year 11 in Data and methods The data for these analyses were taken from the National Pupil Database (NPD), maintained by the DfE. The Key Stage 4 (KS4) database for 2010 was used to obtain the GCSE results for all students in Year 11 in 2010 (regardless of when they had been taken). GCSEs graded X were excluded from the dataset. Records for these pupils were then extracted from the Key Stage 5 (KS5) database in 2011 and 2012, which contains results from any AS and A levels they went on to take. A student was deemed to have progressed to A level from GCSE if an A level result for them in the same subject was present in the KS5 database. Progression to AS level was recorded if the student had results for either AS or A levels in the KS5 database (because not all students have their cashed-in AS results reported separately). The highest grade obtained by each student in each A level subject was retained for analysis in Section 4, but AS grades were not used: the possibility of resitting AS units during Year 13 would make these difficult to interpret, especially for students subsequently progressing to the full A level. Some common subjects at GCSE are not offered in the same form at AS and A level, therefore specific matching had to be used. The two most prominent examples are the English and Science suites. Progression from GCSE English Language & Literature was recorded if the student went on to take AS or A levels in English Language, English Literature or English Language & Literature. For science, most students take the Core and Additional Science qualifications rather than separate sciences (Gill, 2012), while only separate sciences are offered at AS and A level. Progression for the following subject pairings has therefore been recorded: GCSE Science (either or both of Core Science or Additional Science, with the average grade being recorded) to any of AS/A level Biology, Chemistry and Physics; GCSE Additional Science to any of AS/A level Biology, Chemistry and Physics; GCSE Core Science only (excluding candidates who had taken Additional Science) to any of AS/A level Biology, Chemistry and Physics. In addition, Section examines which of the three AS level sciences those students went on to take. Progression was also reported from Mathematics GCSE to Further Mathematics A level. 2
3 Where progression from a combination of GCSE subjects was recorded, the average grade in these subjects was calculated (treating grades as successive points on a linear scale and rounding the average down to the nearest whole grade). Data on the students centre type at GCSE was also recorded, using information from the National Centre Number (NCN) database 2009, augmented by information on academy conversions from the DfE. The centre type relates to where the student was entered for the exam and could therefore vary by subject. 1 Most of the analyses are restricted to the most popular GCSE subjects, with entries of over students. The analyses in Section 4 use the grade at A level. Where progression to a range of A levels was considered (for example, Additional Science to any of the three separate science A levels) and students achieved more than one relevant A level, the highest A level grade was taken. The correlation between grades at GCSE and A level was calculated for all pairings of common subjects (not just for the same subject, so the relationship was considered between GCSE grade in History and A level grade in Mathematics, for example, as well as A level History). Each grade was converted to a numerical value (A*=8, A=7, B=6 and so on) and the Pearson correlation coefficient was calculated for the students that took the pairings of subjects. These are reported in Section For students taking Core and Additional Science, centre type for Additional Science was used in preference. 3
4 3 Results - progression 3.1 Overall results by subject Table 1 shows the overall progression rates from GCSEs in all subjects with at least 1000 entries, and for which relevant AS levels exist. Table 1: Overall progression, by subject Subject Number taking GCSE % A*-C at GCSE % progressing to AS level All students of those with A*-C at GCSE % progressing to A level All students of those with A*-C at GCSE Biology Chemistry Physics All combined science Core Science only Additional Science Environmental Science Mathematics progr to Further Maths Additional Maths progr to Further Maths Information & Communications Technology (ICT) Business Studies Business Studies & Economics Home Economics: Food Art & Design all Art & Design Art & Design (Graphics) Art & Design (Photography) Art & Design (Textiles) Art & Design (3D Studies) Art & Design (Fine Art) Geography History Economics Humanities Religious Studies Law Psychology Sociology Progression to Mathematics A level 3 Progression from any Art & Design GCSE to any Art & Design A level 4 Progression to any of History, Geography or Religious Studies A levels 4
5 Table 1 (continued): Overall progression, by subject Subject English Language & Literature Number taking GCSE % A*-C at GCSE % progressing to AS level All students of those with A*-C at GCSE % progressing to A level All students of those with A*-C at GCSE English Literature Drama & Theatre Studies Expressive Arts & Performance Studies Media/Film/TV Studies Film Studies French German Italian Portuguese Spanish Arabic Bengali Chinese Japanese Polish Russian Turkish Urdu Classical Civilisation Classical Greek Latin Music Physical Education (PE)/ Sports Studies Dance General Studies Design & Technology (D&T) all 5 D&T (Food Technology) D&T (Textiles Technology) D&T (Systems & Control) D&T (Product Design) For the remainder of this report, progression is reported for the most common subjects only: those with a GCSE entry of over (although individual Art & Design and Design & Technology subjects have been grouped). 5 Progression from any Design & Technology GCSE to any Design & Technology A level 5
6 Figure 1 shows the progression rates to AS and A level, for students awarded each GCSE grade, with the overall GCSE grade distribution as a background. The highest achieving candidates were generally most likely to progress to AS and A level, although there was less of a difference in some subjects (for example Geography, Media/Film/TV Studies and Design & Technology). Unusually, candidates awarded A or B in GCSE Business Studies were more likely to study the subject further than those achieving an A*. There was hardly any progression to AS and A levels from GCSE grades D and below. The proportion of Mathematics GCSE students going on to take Further Mathematics AS or A level was very low for all grades except A*. The composition of the AS and A level cohorts for each subject depends on the proportion of GCSE candidates awarded each grade as well as grade-based progression rates. In A level English Language & Literature, for example, more of the cohort obtained a B at GCSE than an A*, whereas for A level Mathematics, the cohort consisted almost entirely of those awarded A* and A at GCSE. Full figures are given in Table A1 in the Appendix. 6
7 Figure 1: Percentage of students progressing from GCSE to AS and A level, by subject and grade 3.2 Progression from GCSE to AS level By subject Table 2 shows progression rates from GCSE to AS level by GCSE grade. An average for A* C is reported, along with the difference in percentage points between the rate for A* and C pupils (which indicates the sensitivity to grade). 7
8 Among the subjects considered, average progression rates were highest for Biology, Chemistry and History, and lowest for languages, ICT, Design & Technology, Religious Studies, and students taking Core but not Additional Science. The largest differences between progression at A* and C were found in Mathematics and science subjects, while the subjects with least variation in progression were ICT, Business Studies and Design & Technology. In the sciences (except Physics), Mathematics, Art & Design and History, over half of students achieving an A* at GCSE went on to take an AS level in the same subject. Table 2: Progression to AS level, by subject and GCSE grade Subject A* A B C D E F G U Average A* C Difference between A* and C rate (percentage points) Number of GCSE entries Biology Chemistry Physics All combined science Core Science Additional Science Mathematics Progression to Further Maths Information & Communications Technology (ICT) Business Studies Art & Design all Geography History Religious Studies English Language & Literature English Literature Drama & Theatre Studies Media/Film/TV Studies French German Spanish Music Physical Education (PE)/ Sports Studies Design & Technology (D&T) all
9 3.2.2 Progression from Core and Additional Science As explained in Section 2, progression from the GCSE combined science qualifications has been reported if a student takes any of Biology, Chemistry or Physics at AS or A level. This section investigates progression from the GCSE sciences to each of the sciences separately at AS level. Figure 2 shows the progression rate to each of Biology, Chemistry and Physics AS levels from various GCSE science qualifications, by the GCSE grade obtained. A similar trend is evident for all types of GCSE science, although progression from separate sciences had a higher rate generally. Progression to Chemistry was the highest for those getting A* at GCSE, while progression to Biology was more popular after obtaining A, B or C. Progression to Physics was consistently lowest for all grades and from all GCSE science qualifications. Figure 2: Progression rates to AS science from GCSE science Figure 3 presents the data the other way round; that is, for each of the AS level science subjects, what is the progression rate to that subject from each of the GCSE science qualifications? A similar trend is evident for combined science and separate sciences, although the progression rate was consistently higher from separate sciences. Progression from combined science and Core Science only, given a particular grade, was very similar (although, as Figure 1 shows, the grade distributions were markedly different). 9
10 Figure 3: Progression rates from GCSE science to AS science 10
11 3.2.3 By gender Figure 4 shows the progression rate to AS level by GCSE grade and gender of the candidate (Table A2 in the Appendix gives the full results). In most subjects, progression by males and females was roughly similar, given a particular GCSE grade. However, female candidates were markedly less likely to take an AS level in Physics than male candidates given a certain grade. There were also small differences in Mathematics, with more male candidates progressing to AS level. Female candidates were slightly more likely than males to continue studies after GCSE in English Language & Literature, English Literature, Biology or French. Figure 4: Progression from GCSE to AS level, by gender 11
12 3.2.4 By centre type Figure 5 shows the progression rate to AS level by GCSE grade, and the type of school the student attended at Key Stage 4 (Table A3 in the Appendix gives full results). Academies and comprehensive schools have been amalgamated for simplicity, and centres of other or unknown type have been excluded. In most subjects, progression rates for a given grade were similar across centre types, but slightly higher in comprehensives, academies and secondary moderns than in grammar and independent schools; however, the differing grade distributions for these centre types have the effect that the average progression across all students gaining A* C was highest in grammar and independent schools. Figure 5: Progression from GCSE to AS level, by KS4 centre type 12
13 3.3 Progression from GCSE to A level By subject Table 3 shows progression rates from GCSE to the full A level by GCSE grade, along with an average for A* C, and difference between progression rates at A* and at C. Patterns were similar to those observed for progression to AS level in Table 2 although with lower rates, reflecting the fact that many students drop a subject after achieving an AS level. The largest differences in progression rates were mainly between students who achieved a grade A and those who achieved a grade B at GCSE. In Mathematics, 54.0% of students with an A at GCSE went on to study the subject at AS level, but only 32.1% took a full A level. The only subjects where over half of students awarded an A* at GCSE progressed to an A level in the same subject were Chemistry, combined science and Mathematics. 13
14 Table 3: Progression from GCSE to A level, by subject and grade Subject A* A B C D E F G U Average A* C Difference between A* and C rate (percentage points) Number of GCSE entries Biology Chemistry Physics All combined science Core Science Additional Science Mathematics Progression to Further Maths Information & Communications Technology (ICT) Business Studies Art & Design all Geography History Religious Studies English Language & Literature English Literature Drama & Theatre Studies Media/Film/TV Studies French German Spanish Music Physical Education (PE)/ Sports Studies Design & Technology (D&T) all
15 3.3.2 By gender Figure 6 shows progression from GCSE to the full A level by students gender (Table A2 gives the full results). The patterns are similar to those observed in Section although the rates are slightly lower. Figure 6: Progression from GCSE to A level, by gender By centre type Figure 7 shows progression from GCSE to the full A level by the type of centre attended by students in Key Stage 4 (Table A3 gives the full results). Note that centre type attended at Key Stage 5, which might also be expected to have an effect on whether students progress from AS to A level in a given subject, is not considered here. Results are similar to those observed for progression to AS level, although the rates are slightly lower. 15
16 Figure 7: Progression from GCSE to A level, by KS4 centre type 16
17 4 Results A level grade 4.1 Graphs Figure 8 shows the distribution of grades at A level, by subject and the GCSE grade obtained. As Table A1 shows, only one student progressed to Further Mathematics A level having gained a C at Mathematics GCSE, and hence the corresponding bar in Figure 8 is not shown. In general there is a correspondence between GCSE and A level grade in the same subject on average, students with the higher grades at GCSE went on to get higher grades in their A levels. The chance of attaining an A* at A level was much lower for students who had not achieved one at GCSE. The relationship with Maths GCSE grade was similar for the cohorts going on to take A levels in Mathematics and Further Mathematics, although the cohorts had markedly different ability levels (as shown in Table 3). For most subjects and grades, the grade most frequently received at A level was one below that received at GCSE. For example, students receiving an A at GCSE were most likely to get a B at A level. However, Physics is an exception: students receiving an A or below at GCSE were most likely to get an A level grade that was two below their GCSE grade. 17
18 Figure 8: A level grade attainment given GCSE grade 18
19 Figure 8 (continued): A level grade attainment given GCSE grade 19
20 4.2 Correlation Table 4 shows correlations between grades in combinations of the 25 most common subjects in each of GCSE and A level. In contrast to its treatment earlier in this report, the grade in Core Science has been reported for all students taking the qualification, including those also taking Additional Science. Correlations between the same subject at GCSE and A level (for example GCSE Biology and A level Biology) are shown in bold. The number of students taking the subject combinations varies substantially; correlation coefficients based on fewer than 500 students are shown in italics. All coefficients are positive, indicating that candidates with higher grades in GCSEs tend to receive higher grades at A level. In general, same-subject pairings have among the highest correlations, but certain GCSE subjects, notably the three separate sciences, Geography and History, are highly correlated with several A levels. There is an asymmetry in the relationship, in general: for example, Mathematics GCSE is better correlated with English Literature A level (r=0.531) than English Literature GCSE with Mathematics A level (r=0.390). Some A levels are not correlated highly with any of the most popular GCSEs: these include Art & Design (Photography), Law, Sociology, Media/Film/TV Studies, and Further Mathematics. The comparatively low correlation between Mathematics GCSE and Further Mathematics A level (r=0.360) is due to the nature of the cohort: as shown in Figure 1 and Table A1, the majority of those studying Further Mathematics A level had received an A* at GCSE, so most of the variation in A level grade cannot be explained by variation in GCSE grade. 20
21 Table 4: Pearson correlations between GCSE and A level grades in popular subjects A level subject Biology Physics Science (Core) Chemistry Additional Science GCSE subject Mathematics Statistics Business Studies Art & Design Art & Design (Fine Art) Biology Chemistry Physics Mathematics Mathematics (Further) Business Studies Art & Design (Photography) Art & Design (Fine Art) Geography History Economics Religious Studies Law Government & Politics Psychology Sociology English Language & Literature English Language English Literature Drama & Theatre Studies Media/Film/TV Studies French Physical Education/Sports Studies General Studies D&T Product Design Geography History Religious Studies 21
22 Table 4 (continued): Pearson correlations between GCSE and A level grades in popular subjects A level subject English Language & Literature English Literature Drama & Theatre Studies GCSE subject Media/ Film/ TV Studies French German Spanish Music Physical Education Sports Studies D&T Food Technology D&T Graphic Products D&T Resistant Materials Biology Chemistry Physics Mathematics Mathematics (Further) Business Studies Art & Design (Photography) Art & Design (Fine Art) Geography History Economics Religious Studies Law Government & Politics Psychology Sociology English Language & Literature English Language English Literature Drama & Theatre Studies Media/Film/TV Studies French Physical Education/Sports Studies General Studies D&T Product Design
23 5 References Department for Education (2012). Subject progression from GCSE to AS level and continuation to A level. Research Report DFE-RR195. Available from Gill, T. (2012). Uptake of GCSE subjects Statistics Report Series No. 35. Cambridge: Cambridge Assessment. Vidal Rodeiro, C. L. (2007). A level subject choice in England: patterns of uptake and factors affecting subject preferences. Cambridge: Cambridge Assessment. Available from 23
24 Appendix Table A1: Progression by grade Subject GCSE grade Progressed to full A level Progressed to AS level only Did not progress beyond GCSE Biology A* A B C D E F G U Chemistry A* A B C D E F G U.. 49 Physics A* A B C D E F G.. 95 U.. 44 All combined science A* A B C D E F G U Core Science A* A B C D E F G U
25 Subject GCSE grade Progressed to full A level Progressed to AS level only Did not progress beyond GCSE Additional Science A* A B C D E F G U Mathematics A* A B C D E F G U Maths-Further Maths A* A B C D E F G U Information & Communications Technology A* A B C D E F G U Business Studies A* A B C D E F G U Art & Design all A* A B C D E F G U
26 Subject GCSE grade Progressed to full A level Progressed to AS level only Did not progress beyond GCSE Geography A* A B C D E F G U History A* A B C D E F G U Religious Studies A* A B C D E F G U English Language & Literature A* A B C D E F G U English Literature A* A B C D E F G U Drama & Theatre Studies A* A B C D E F G U
27 Subject Media/Film/TV Studies GCSE grade Progressed to full A level Progressed to AS level only Did not progress beyond GCSE A* A B C D E F G U French A* A B C D E F G U German A* A B C D E F G U Spanish A* A B C D E F G U Music A* A B C D E F G U Physical Education/Sports Studies A* A B C D E F G U
28 Subject Design & Technology all GCSE grade Progressed to full A level Progressed to AS level only Did not progress beyond GCSE A* A B C D E F G U
29 Table A2: Progression by GCSE grade and gender Subject GCSE grade AS A Gender Gender Female Male Female Male Biology A* A B C Avg A*-C Chemistry A* A B C Avg A*-C Physics A* A B C Avg A*-C All combined science A* A B C Avg A*-C Core Science A* A B C Avg A*-C Additional Science A* A B C Avg A*-C Mathematics A* Mathematics Further Maths Information & Communications Technology A B C Avg A*-C A* A B C Avg A*-C A* A B C Avg A*-C
30 Subject GCSE grade AS A Gender Gender Female Male Female Male Business Studies A* A B C Avg A*-C Art & Design all A* A B C Avg A*-C Geography A* A B C Avg A*-C History A* A B C Avg A*-C Religious Studies A* English Language & Literature A B C Avg A*-C A* A B C Avg A*-C English Literature A* A B C Avg A*-C Drama & Theatre Studies A* A B C Avg A*-C Media/Film/TV Studies A* A B C Avg A*-C
31 Subject GCSE grade AS A Gender Gender Female Male Female Male French A* A B C Avg A*-C German A* A B C Avg A*-C Spanish A* A B C Avg A*-C Music A* Physical Education/Sports Studies A B C Avg A*-C A* A B C Avg A*-C Design & Technology all A* A B C Avg A*-C
32 Table A3: Progression to AS and A levels by GCSE grade and centre type Subject GCSE grade AS Centre type Comp/ Academy Grammar Independent Secondary Modern A Centre type Comp/ Academy Grammar Independent Secondary Modern Biology A* A B C Avg A*-C Chemistry A* A B C Avg A*-C Physics A* A B C Avg A*-C All combined science A* A B C Avg A*-C Core Science A* A B C Avg A*-C
33 Subject GCSE grade AS Centre type Comp/ Academy Grammar Independent Secondary Modern A Centre type Comp/ Academy Grammar Independent Secondary Modern Additional Science A* A B C Avg A*-C Mathematics A* A B C Avg A*-C Mathematics Further Maths A* A B C Avg A*-C Information & Communications Technology A* A B C Avg A*-C Business Studies A* A B C Avg A*-C
34 Subject GCSE grade AS Centre type Comp/ Academy Grammar Independent Secondary Modern A Centre type Comp/ Academy Grammar Independent Secondary Modern Art & Design all A* A B C Avg A*-C Geography A* A B C Avg A*-C History A* A B C Avg A*-C Religious Studies A* A B C Avg A*-C English Language & Literature A* A B C Avg A*-C
35 Subject GCSE grade AS Centre type Comp/ Academy Grammar Independent Secondary Modern A Centre type Comp/ Academy Grammar Independent Secondary Modern English Literature A* A B C Avg A*-C Drama & Theatre Studies A* A B C Avg A*-C Media/Film/TV Studies A* A B C Avg A*-C French A* A B C Avg A*-C German A* A B C Avg A*-C
36 Subject GCSE grade AS Centre type Comp/ Academy Grammar Independent Secondary Modern A Centre type Comp/ Academy Grammar Independent Secondary Modern Spanish A* A B C Avg A*-C Music A* A B C Avg A*-C Physical Education/Sports Studies A* A B C Avg A*-C Design & Technology all A* A B C Avg A*-C
A LEVEL SUBJECT CHOICE IN ENGLAND: PATTERNS OF UPTAKE AND FACTORS AFFECTING SUBJECT PREFERENCES
A LEVEL SUBJECT CHOICE IN ENGLAND: PATTERNS OF UPTAKE AND FACTORS AFFECTING SUBJECT PREFERENCES Carmen L. Vidal Rodeiro July 2007 1 2 Contents Page Executive summary 5 1 Introduction 9 1.1 A levels 9 1.2
More informationWelcome. Curriculum Evening
Welcome Curriculum Evening Who is who? Department for Education, (DfE) responsible for education affecting people in England up to the age of 18 Office of Qualifications and examination regulations (Ofqual)
More informationPrograms in Scotland and Ireland
: Griffith College Dublin : National University of : Waterford Institute of : Dublin Internships Program : Waterford Program : Dublin Internships- Culture- Semester Short Term Acting Arts and Performing
More informationGCE/GCSE subjects recognised for NUI matriculation purposes
Subjects listed below are recognised for the purpose of NUI matriculation. See NUI Matriculation Regulations pp.11 and 14. Unless otherwise indicated only one subject from each group may be presented.
More informationSchool Sixth Form Performance and Assessment Report
School Sixth Form Performance and Assessment Report 22/3 Unvalidated data February 24 Maricourt Catholic High School URN 496 UPIN 379 The sixth form performance and assessment (PANDA) report is intended
More informationRevised GCSE and equivalent results in England, 2014 to 2015
Revised GCSE and equivalent results in England, 2014 to 2015 SFR 01/2016, 21 January 2016 Attainment in the headline 5+ A*-C including English and maths measure is stable in 2015 Percentage of pupils achieving
More informationStatistical First Release
Statistical First Release Revised GCSE and equivalents results in England, 2013 to 2014 Reference SFR 02/2015 Date 29 January 2015 Coverage England Theme GCSEs (key stage 4) Issued by Department for Education,
More informationHow old are GCSE candidates?
How old are GCSE candidates? Statistics Report Series No. 20 Tim Gill June 2010 Research Division Statistics Group Assessment Research and Development Cambridge Assessment 1 Regent Street, Cambridge, CB2
More informationUnit grade boundaries - June 2010 exams. GCSE (new)
Version 1.0 Unit grade boundaries - June 2010 exams Here you can see the scaled mark unit grade boundaries for the specification units. As all units consist of just one component, no scaling of marks is
More informationYou will be studying each subject for 5 hours per week, plus at least a further 5 hours of personal study, so it needs to be a subject you enjoy.
INTRODUCTION Choosing your subjects can be a really difficult decision for many students. In this booklet we have tried to pick out some of the most helpful information from the Admissions to Higher Education:
More informationCambridge Final Exam Timetable June 2016 Administrative zone 3
Cambridge for exams officers Cambridge Final Exam Timetable June 2016 Administrative zone 3 Interactive Open Contents Instructions...03 Test date windows...04 Cambridge CSE...04 Cambridge O Level...04
More informationPopularity of A level subjects among UK university students
Popularity of A level subjects among UK university students Statistical Report Series no. 52 Carmen Vidal Rodeiro and Tom Sutch June 2013 Research Division Assessment Research and Development Cambridge
More informationGrade boundaries - June 2013 exams GCSE
Version 1.0 Grade boundaries - June 2013 exams This document presents grade boundaries for Full courses, Short courses, and Double Awards. For the unitised specifications unit grade boundaries are shown
More informationA-level subject take-up
Numbers and proportions of girls and boys studying A-level subjects in England In November 2013, in the report Maintaining curiosity, Ofsted recommended that: Secondary schools monitor and evaluate the
More informationSUBJECTS REQUIRED FOR DIFFERENT DEGREE COURSES. Linking A Level subjects to your degree choice
SUBJECTS REQUIRED FOR DIFFERENT DEGREE COURSES Linking A Level subjects to your degree choice You will see here the A level subjects, which are most commonly essential requirements for different degree
More informationCambridge Final Exam Timetable June 2015 (Administrative zone 4)
Cambridge for exams officers Cambridge Final Exam Timetable June 2015 (Administrative zone 4) Cambridge CSE, Cambridge O Level, Cambridge International AS & A Level and Cambridge Pre-U GPR (International
More informationGrade boundaries - June 2012 exams GCSE
Version 1.0 Grade boundaries - June 2012 exams GCSE This document presents grade boundaries for GCSE Full courses, Short courses, and Double Awards. For the unitised specifications unit-level grade boundaries
More informationGrade Boundaries. Edexcel GCE AS/A level and Applied GCE
Grade Boundaries Edexcel GCE AS/A level and Applied GCE June 2014 Understanding our Edexcel GCE AS level, A level, and Applied GCE grade boundaries This document shows the grade boundaries for our modular
More informationBusiness and Marketing. Early Childhood Education -Birth-Grade 2. Generalist in Middle Childhood Education- Grades 5-9. Elementary Education
Agriculture Certification Area Blind and Visually Impaired Business and Marketing Childhood Education-Grades 1-6 Deaf and Hard of Hearing Early Childhood Education -Birth-Grade 2 Educational Technology
More informationCambridge Final Exam Timetable June 2015 (Administrative zone 4)
Cambridge for exams officers Cambridge Final Exam Timetable June 2015 (Administrative zone 4) Cambridge CSE, Cambridge O Level, Cambridge International AS & A Level and Cambridge Pre-U GPR (International
More informationEntrance Requirements of Self-financing degree-awarding institutions and the Hong Kong Academy for Performing Arts under the New Academic Structure
Entrance Requirements of Self-financing degree-awarding institutions and the Hong Kong Academy for Performing Arts under the New Academic Structure (September 200) English Version (Revised as at August
More informationCHADWELL HEATH ACADEMY
CHADWELL HEATH ACADEMY APPOINTMENT OF TEACHER WITHIN THE DEPARTMENT OF PHYSICAL EDUCATION DETAILS FOR APPLICANTS Chadwell Heath Academy a company limited by guarantee, registered in England with number
More informationList of Higher School Certificate Board Developed Courses
List of Higher School Certificate Board Developed Courses ACE 6002 Last Updated: 27 February 2013 Subjects Courses Extension Courses Aboriginal Studies Aboriginal Studies Agriculture Agriculture Ancient
More informationQUALIFICATION REFORM: A GUIDE TO WHAT IS HAPPENING AROUND THE UK
QUALIFICATION REFORM: A GUIDE TO WHAT IS HAPPENING AROUND THE UK Issue: v1 February 2015 CONTENTS Introduction... 3 Qualification reform statements... 4 England... 5 A levels in England... 5 Science practical...
More informationGrade boundaries June 2014 exams GCSE
Version 1.2 Grade boundaries June 2014 exams This document presents grade boundaries for Full Courses, Short Courses, and Double Awards. For the unitised specifications, unit grade boundaries are shown.
More information27/28 April all day Wed/Thurs Edexcel GCSE Fine Art - 2 Assignments and Personal Portfolio 10hr 00m
Ipswich Academy - Summer 2016 Timetable Date Session Awarding Body Qual Title Duration Non-timetabled units and early exams W/C 7 March> CIE IGCSE English Language - Speaking & Listening 15 March Tuesday
More informationExam timetable May/June 2016
Ex timetable May/June 2016 GCSE, AQA Certificate (all levels except Level 3), ELC, CSE, SMQ (oundation and igher), Level 1 and 2 Projects and QC Select your qualification Week view Day view Tue Wed 11
More informationTeaching in secondary schools. Department of Education and Children
Teaching in secondary schools Department of Education and Children November 2012 Teaching in secondary schools Education and training Unlike teachers in primary schools, secondary teachers are almost always
More informationAt this time, no edtpa is required for this field.
Page 1 of 5 ALABAMA: Initial Certification and Alignment Agriscience (6-12) Biology (4-8; 6-12) Business/Marketing Education (6-12) Career Technologies (6-12) Chemistry (4-8; 6-12) Early Childhood Education
More informationMon 5 Tue 6 Wed 7 Thu 8. Wed 25 Thu 26 Fri 27. Copyright 2013 AQA and its licensors. All rights reserved. Version 1.6
GCSE (including Pilots), Entry Level Certificates, unctional Skills, ree-standing Mathematics (Level 1 and 2), AQA Certificates, Vocationally Related Qualifications and other exs and tests Exs timetable
More informationAlaska Public Schools
Advanced Placement: Student Participation 9.1% increase in the number of students participating between 25 and 26 In 26: 2,34 Alaska Public School Students took AP Exams In 25: 2,112 Alaska Public School
More informationUCAS ENTRY 2014 GUIDE TO UCAS APPLY ONLINE FOR STUDENTS
UCAS ENTRY 2014 GUIDE TO UCAS APPLY ONLINE FOR STUDENTS PLEASE KEEP THIS BOOKLET IN A SAFE PLACE AND RECORD YOUR DETAILS HERE Username: Password: Security Questions: 1. 2. 3. 4. Personal ID No: Email Verification
More information2012-2013 Undergraduate Admissions Statistics
2012-2013 Undergraduate Admissions Statistics Below are summaries of the numbers of undergraduate applications made through UCAS during the 2012/13 entry admissions cycle. These applications were for immediate
More informationAchievement and retention in post 16 education. A report for the Local Government Association
Achievement and retention in post 16 education A report for the Local Government Association February 2015 1 Contents Executive Summary... 3 Achievement and retention in post-16 education... 5 Analysis
More information1. The number of teachers who gained QTS via the GTP split by sector trained and registration status
An analysis of teachers who gained Qualified Teacher Status (QTS) by completing the Graduate Teacher Programme (GTP) in Wales between st April 20 and 3 st December 202 Notes The data relates to those teachers
More informationEducator Licensure Policy Tennessee Department of Education Operating Procedures (5.502a): Endorsement Flexibility and Additional Endorsements
Educator Licensure Policy Tennessee Department of Education Operating Procedures (5.502a): Endorsement Flexibility for Districts and Schools Endorsement Flexibility and Additional Endorsements Districts
More informationContact Information 1. Edexcel Information Manual 2008-2009 - Section 1
Contact Information Edexcel Information Manual 2008-2009 - Section 2 Contact Information Contact Information Contact Information Contents Customer Service 4. What you should expect when you contact us
More informationCertificates in Pennsylvania Types and Codes
Certificates in Pennsylvania Types and Codes Candidates for certification in Pennsylvania must identify the certificate type and subject area for which they plan to apply before entering the online application
More informationAdvanced Placement Exams (AP) and International Baccalaureate Higher Level Exams (IBH) 2015-2016 (General Education Requirements)
AP Art History 3, 4, 5 8 IM One course waived for the Art major but may not be used in lieu of lowerdivision courses for the History of Art and Visual Culture major. AP Art, Studio: 2-D Design 3,4,5 8
More informationGeneral Education Requirements
General Education Requirements The Board of Trustees of the State University of New York has mandated that students in baccalaureate degrees, as a condition of graduation, complete an academically rigorous
More informationLanguages at key stage 4 2009: evaluation of the impact of the languages review recommendations: findings from the 2009 survey
Research Report DFE-RR052 Languages at key stage 4 2009: evaluation of the impact of the languages review recommendations: findings from the 2009 survey Caroline Filmer-Sankey Helen Marshall This research
More informationHow To Write A Paper
Ex timetable May/June 2015 GCSE, AQA Certificate (all levels except Level 3), ELC, CSE, SMQ (oundation and igher), Level 1 and 2 Projects and QC Select your qualification Week view Day view Mon 4 Tue 5
More informationEarly Entry Guidance for schools
Early Entry Guidance for schools January 2015 Contents Introduction 3 Rationale 4 How are performance meaures be affected by the early entry rules? 5 Which subjects do the early entry rules apply to? 5
More informationWYVERN TECHNOLOGY COLLEGE POLICY NUMBER 7 CURRICULUM POLICY
PAGE 1 OF 8 WYVERN TECHNOLOGY COLLEGE POLICY NUMBER 7 CURRICULUM POLICY PURPOSE The purpose of this policy is to provide the framework within which Wyvern Technology College will carry out its responsibility
More informationTarget Setting: Technical Guide. The Axholme Academy
Target Setting: Technical Guide The Axholme Academy Target Setting and Progress Tracking How are targets set for my child? At The Axholme Academy, all students are given aspirational targets to aim for
More informationRequired Tests by Licensure Content Area
Required Tests by Licensure Content Area Entry into Educator Preparation Basic Skills Assessment Notes (001) Core Academic Skills Assessment Reading (002) Core Academic Skills Assessment Mathematics (003)
More informationCOURSE CATALOG. Motivate. Educate. Graduate.
CATALOG Motivate. Educate. Graduate. Welcome to Greenways Academy of Washington Greenways Academy of Washington offers a wide range of accredited courses in grades K through 12. We have the luxury of being
More informationScaled mark subject grade boundaries - June 2007 exams. GCSE (Full and Short Courses)
Scaled mark subject grade boundaries - June 2007 exams Subject Maximum Scaled Mark Grade Boundaries Code SubjectTitle Scaled Mark A* A B C D E F G 3205 ART AND DESIGN (3-D DESIGN) 150 144 121 98 75 58
More informationGENERAL AND SPECIAL REQUIREMENTS FOR TEACHERS OF RECOGNISED SUBJECTS IN MAINSTREAM POST- PRIMARY EDUCATION
GENERAL AND SPECIAL REQUIREMENTS FOR TEACHERS OF RECOGNISED SUBJECTS IN MAINSTREAM POST- PRIMARY EDUCATION REQUIREMENTS FOR RECOGNITION AS A SUBJECT TEACHER The following Requirements must be satisfied
More informationGraduate Employment. First Destinations Report. UL Graduates 2012. Careers Service. Cooperative Education & Careers Division. www.ul.
Graduate Employment First Destinations Report UL Graduates 2012 Careers Service Cooperative Education & Careers Division www.ul.ie/careers 1 TABLE OF CONTENTS 1 EXECUTIVE SUMMARY... 6 2 GRADUATE EMPLOYMENT
More informationBACCALAUREATE DEGREE PROGRAMS AND CONCENTRATIONS 2015 16 ACADEMIC YEAR
COLLEGE OF ARTS AND SCIENCES BACCALAUREATE DEGREE PROGRAMS AND S 2015 16 ACADEMIC YEAR ART 500701 1087 2007 BA ART 500701 PAINTING & DRAWING 3090 3197 BFA ART 500701 GRAPHIC DESIGN 3091 3198 BFA ART 500701
More informationTeaching in Secondary Schools. Department of Education and Children. Rheynn Ynsee as Paitchyn
Teaching in Secondary Schools Department of Education and Children Rheynn Ynsee as Paitchyn October 2014 Teaching in Secondary Schools Education and Training Unlike teachers in primary schools, secondary
More informationSCHOOL OF EDUCATION PRIMARY PROGRAM OF STUDY
SED NON-DEGREE Undergraduate coursework SED 20 0000 A Masters level coursework SED 40 0000 A Graduate level coursework SED 70 0000 A Doctoral level coursework SED 80 0000 A POST-BACCALAUREATE NON-DEGREE
More informationCambridge Final Exam Timetable November 2016 Administrative zone 4
Cambridge for exams officers Cambridge Final Exam Timetable November 2016 Administrative zone 4 Interactive Open Contents Instructions...03 Test date windows...04 Cambridge IGCSE...04 Cambridge O Level...04
More informationFlorida Public Schools
Advanced Placement: Student Participation 17.1% increase in the number of students participating between 25 and 26 In 26: 9,681 Florida Public School Students took AP Exams In 25: 77,46 Florida Public
More informationTennessee Public Schools
Advanced Placement: Student Participation 11.3% increase in the number of students participating between 25 and 26 In 26: 11,542 Tennessee Public School Students took AP Exams In 25: 1,368 Tennessee Public
More informationSecond Associate Degree Certificate of Achievement Certificate of Training Graduation Requirements 1. Competency Requirements a. Reading and Writing
APPENDIX B: MPC's Associates in Arts & Science, Certificate of Achievement, Certificate of Training, and IGETC & CSU general education program requirements as published in the College Catalog & sample
More informationInternational Baccalaureate and A/AS Level Grades
International Baccalaureate and A/AS Level Grades Dr Mike Treadaway: Please cite this paper as: Treadaway, Dr M. (2013), To be completed 1 Introduction Background For the past three years, the national
More informationDegrees, Options, Minors, Certificates, and
Degrees, Options, Minors, Certificates, and s Program Title Type of Program Catalog Reference 3-D Media Option, BFA in Art Art Accountancy Option, BS in Business /MS Accountancy Acting Option, MFA in Theatre
More informationUnderstanding the UK education system
Understanding the UK education system The education system in the UK is currently undergoing perhaps more change than at any time since the 1944 Butler Education Act. There are now a huge range of schools
More informationCertification Information Session. Obtaining a Florida Educator s Certificate
Certification Information Session Obtaining a Florida Educator s Certificate Session Goal To provide information on how to become a certified teacher in Florida. First Think about the subject you would
More informationDegrees, Options, Minors, Certificates, and
Degrees, Options, Minors, s, and Credentials Program Title Type of Program Catalog Reference 3-D Media Option, BFA in Art Art Accountancy Option, BS in Business Accountancy Acting Option, MFA in Theatre
More informationSally Collier. Chief Regulator
Sally Collier Chief Regulator Summer awarding Cath Jadhav Marking Assigning marks to a student s work according to the mark scheme Grading Setting grade boundaries once marking is (mostly) completed Comparable
More informationTHE LIST OF TUITION-FREE STUDY PROGRAMMES IN ACADEMIC YEAR 2014/2015 (ALL PROGRAMMES ARE TAUGHT IN THE POLISH LANGUAGE) Faculty of Social Sciences
THE LIST OF TUITION-FREE STUDY PROGRAMMES IN ACADEMIC YEAR 04/05 (ALL PROGRAMMES ARE TAUGHT IN THE POLISH LANGUAGE) / Specialisation Level of study Number of available places Philosophy History Political
More informationUpdate on Progress 8 measure and reforms to secondary school accountability framework
Update on Progress 8 measure and reforms to secondary school accountability framework January 2014 Update on secondary school accountability reforms In the government response to the secondary school accountability
More informationUNIVERSITY OF MALTA. 1. Preamble
UNIVERSITY OF MALTA Faculty of Medicine and Surgery Assessment Criteria for Applicants with Overseas Qualifications for the M.D. Course starting in October 2014 (including some annotations for the M.D.
More informationInformation for Candidates
Information for Candidates Ruislip High School s journey began when the school opened its doors to its first cohort of one hundred and fifty Year 7 students in September 2006. The expansion of the school
More informationFINAL INSTRUCTIONS CAMBRIDGE FINAL EXAMINATION TIMETABLE, NOVEMBER 2014
CAMBRIDGE EXAMINATION TIMETABLE, NOVEMBER 2014 Z3 CAMBRIDGE INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION (IGCSE ) CAMBRIDGE GENERAL CERTIFICATE OF EDUCATION (O/AS & A) CAMBRIDGE GPR LEVEL 3
More informationPearson Edexcel General Certificate of Secondary Education
Pearson Edexcel General Certificate of Secondary Education May June Summer 2016 Examination Timetable FINAL For more information on Edexcel qualifications please visit http://qualifications.pearson.com
More informationHIGH SCHOOL COURSE LISTING
HIGH SCHOOL COURSE LISTING ENGLISH Creative Writing (APEX, ED) English I, II, III, IV (CE, APEX, ED, FL) English IV College Prep (FL) Fundamentals of English Comp (CE) Grammar and Composition (CE, ED)
More informationApparel Design and Merchandising (bulletin.sfsu.edu/colleges/health-social-sciences/consumer-family-studies-dietetics): Bachelor s Degree
1 Academic Programs A (p. 1) B (p. 1) C (p. 2) D (p. 3) E (p. 3) F (p. 4) G (p. 4) H (p. 5) I (p. 5) J (p. 5) K (p. 5) L (p. 5) M (p. 6) N (p. 6) O (p. 6) P (p. 6) R (p. 7) S (p. 7) T (p. 8) U (p. 8) V
More informationASSOCIATE IN ARTS DEGREE GENERAL EDUCATION 2010-2011
ASSOCIATE IN ARTS DEGREE GENERAL EDUCATION 2010-2011 Revised 2.23.11 Graduation from Santa Monica College with the Associate in Arts degree is granted upon successful completion of a program of study of
More informationTracking Performance in the IB Diploma & CEM IBE: Student Guidance and Performance Monitoring for the IB Diploma
Tracking Performance in the IB Diploma & CEM IBE: Student Guidance and Performance Monitoring for the IB Diploma A joint presentation from Peter Fidczuk, Dartford Grammar School and Robert Clark, Nicola
More informationADVANCED GCE UNITS, FSMQ, PRINCIPAL LEARNING LEVEL 3 UNITS, EXTENDED PROJECT AND LEVEL 3 CERTIFICATE FINAL EXAMINATION TIMETABLE JUNE 2015
ADVANCED GCE UNITS, FSMQ, PRINCIPAL LEARNING LEVEL 3 UNITS, EXTENDED PROJECT AND LEVEL 3 CERTIFICATE FINAL EXAMINATION TIMETABLE www.ocr.org.uk Advanced GCE Units, FSMQ, Principal Learning Level 3 Units,,
More informationEntry codes 2015/16. All exam series
s 2015/16 All exam series This document lists the unit and subject award entry s for all series in the 2015/16 academic year. Any updates will be posted on the Exams administration Entries page of our
More informationCourse Name Discipline Level Grades Program Offering Duration. Honors 08, 09, 10, 11, 12, 13, Honors 08, 09, 10, 11, 12, 13, 09, 10, 11, 12, 13,
VHS Course Catalog Course Name Discipline Level Grades Program Duration 0 Ways to Write a Short Story Honors 08, 09,, F 0 Ways to Write a Short Story Honors 08, 09,, SP6 Academic Writing F Academic Writing
More informationPlease do not send this form to AVID Center. Use this form to collect your data and then go to www.avid.org to enter the data online.
2011/2012 High School Data Collection Form AVID Center 9246 Lightwave Avenue Suite 200 San Diego, CA 92123 voice: (858) 380-4800 e-mail: aviddata@avidcenter.org Person Completing Form: School: District:
More informationTechnical Information
Technical Information Trials The questions for Progress Test in English (PTE) were developed by English subject experts at the National Foundation for Educational Research. For each test level of the paper
More informationDecisions on Final Entries to Legacy GCSEs, AS and A Levels
Decisions on Final Entries to Legacy GCSEs, AS and A Levels In December 2015 we published a consultation about proposals for resits in legacy GCSE, AS and A levels that are being replaced by new reformed
More informationFINAL INSTRUCTIONS CAMBRIDGE FINAL EXAMINATION TIMETABLE, NOVEMBER 2014
CAMBRIDGE EXAMINATION TIMETABLE, NOVEMBER 2014 Z4 CAMBRIDGE INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION (IGCSE ) CAMBRIDGE GENERAL CERTIFICATE OF EDUCATION (O/AS & A) CAMBRIDGE GPR LEVEL 3
More informationGeneral Education Requirements for the Bachelor of Science Degree Semester Curriculum
Goal General Education Requirements for the Bachelor of Science Degree Semester Curriculum Summer Term 2015 The following degree requirements apply if you began your career as a regularly enrolled college
More informationThe University of Texas at Austin
Academic Year Fall 2012 - Summer 2013 05/31/2013 BIOCHEMISTRY Masters 260202 05/31/2013 BIOCHEMISTRY Doctorate 260202 05/31/2013 CHEMISTRY Masters 400501 05/31/2013 CHEMISTRY Doctorate 400501 05/31/2013
More informationSchool of Architecture Architecture Bachelor of Architecture Interior Design (Program) Interior Design BS in Interior Design
Undergraduate Majors, Minors, Concentrations, and Degrees The University of Tennessee, Knoxville 2006-2007 Academic Year/Listed by College and Department DEPARTMENT (UNIT) MAJOR MINOR MINOR ONLY DEGREE
More information2014 www.into-exchange.com
Prospectus 2013-2014 CHRISTLETON HIGH SCHOOL Christleton High School Christleton is a school where everybody learns. Students are expected to arrive each day well organised practice and seek feedback
More informationBEBINGTON HIGH SPORTS COLLEGE. Target Setting Policy
BEBINGTON HIGH SPORTS COLLEGE Target Setting Policy This policy lays out the process by which school targets will be set. The key personnel involved in the process are indicated and are identified in the
More information2016 key stage 4 performance tables: inclusion of 14 to 16 non-gcse qualifications
2016 key stage 4 performance tables: inclusion of 14 to 16 non-gcse qualifications November 2014 (Final edition, includes updates to the December 2013 list) Contents 2016 key stage 4 performance tables:
More informationFind out about Scottish Baccalaureates
Find out about Scottish Baccalaureates Find a new skill The Scottish Baccalaureates in Science and Languages were introduced in August 2009 to provide a challenging and rewarding experience for students
More informationCambridge AICE Diploma A passport to success in education, university and work
Cambridge AICE Diploma A passport to success in education, university and work Revised for first award in June 2017 The Cambridge approach supports schools to develop learners who are: confident in working
More informationGCSE MFL Examinations
GCSEs in first languages available from the three main GCSE examination boards: OCR, AQA and Edexcel. It does not list the IGCSE examinations. The languages covered by these boards are Dutch, Gujarati,
More informationBachelor of Science Degree Requirements for Students Fulfilling the REVISED General Education Curriculum
Goal Bachelor of Science Degree Requirements for Students Fulfilling the REVISED General Education Curriculum The following lists semester courses. For quarter courses, use the approved quarter version;
More informationTeaching Licenses. Current ESE Licenses Issued ESE Licenses No Longer Issued Working Titles NCLB/HQ Required
Teaching Licenses Current ESE Licenses Issued ESE Licenses No Longer Issued Working Titles NCLB/HQ Required Biology 5 8, 8 12 Bilingual Biology Biology Teacher Business 5 12 Bilingual Business Business
More informationTeaching Council Registration Curricular Subject Requirements (Post-Primary)
Teaching Council Registration Curricular Subject Requirements (Post-Primary) List of Recognised Degree/Teacher Education Programmes For persons applying for registration prior to and including 31 December
More information13.1302 Visual Arts Education BAE MA
2007-2012 Schedule for Program Review, based on OIRP Program Inventory University of Kansas Lawrence Campus By School College of Liberal Arts and Sciences School of the Arts CIP Program (by Reporting Unit)
More informationGeneral Education Requirements for the Bachelor of Science Degree Semester Curriculum
General College Requirements General Education Requirements for the Bachelor of Science Degree Semester Curriculum Summer Term 2012 The following degree requirements apply if you began your career as a
More informationArt. Basic Art II. 2-D Mixed Media. Painting Drawing Digital Photography. Metal Smithing. Advanced Workshop
Art Basic Art I Graphic Design Basic Art II Ceramics Jewelry & Metal Smithing Painting Drawing Digital Photography 2-D Mixed Media Textiles Sculpture Advanced Workshop Business Computer Applications Introduction
More informationASSOCIATE DEGREE General Education 2016-2017
ASSOCIATE DEGREE General Education 2016-2017 Graduation from Santa Monica College with an Associate degree is granted upon successful completion of a program of study of a minimum of 60 degree applicable
More informationDEGREE REQUIREMENTS FOR SOCIOLOGY MAJORS COURSE TRACKING SHEET. (A summary of the degree requirements for Sociology majors is attached)
DEGREE REQUIREMENTS FOR SOCIOLOGY MAJORS COURSE TRACKING SHEET (A summary of the degree requirements for Sociology majors is attached) I. Sociology (30 Hours) 1051 2707 2708 4086 Core Sociology Electives
More informationASSOCIATE DEGREE General Education 2013-2014
ASSOCIATE DEGREE General Education 2013-2014 Graduation from Santa Monica College with an Associate degree is granted upon successful completion of a program of study of a minimum of 60 semester units
More informationRequired Tests for Texas Certification
Required Tests for Texas Certification Page 1 Required Tests for Texas Certification The information below is for use in understanding certification. In some cases, the use of these s differs from the
More information