GCSEs and A-levels: how they are changing from September 2015

Transcription

1 Slide 1 GCSEs and A-levels: how they are changing from September 2015 Essential information for parents These slides give a summary of how and when GCSEs and A levels are changing in England, and briefly explain why they are changing.

2 Slide 2 Why are GCSEs and A levels changing? The new qualifications will: 1. provide a stronger foundation for further study and employment, keeping pace with the demands of universities and employers. 2. support students in developing the knowledge, skills and values they need for life in modern Britain. 3. match the standards of the best education systems in the world. These are the three essential reasons for the changes to GCSEs and A levels, introduced from September Behind these reasons, are important sources of research, for example: The Organisation for Economic Cooperation and Development (OECD) found that young adults in England compare poorly in literacy and numeracy with many other developed countries (2012). Cambridge Assessment found that more than half of university lecturers consider that new undergraduates are under-prepared for degree level study (2012). The slides that now follow will explain what the main changes are, and when they are coming into effect. First, the slides will cover GCSEs, then A levels.

3 Slide 3 GCSEs: the main changes The new GCSEs will: make more demands of students, to help them achieve as much as students in countries with the best education systems. be taken by the same range of students who take GCSEs currently, across a range of abilities. be awarded in grades from 1 up to 9, with grade 9 being the highest grade. The new GCSEs will raise expectations by asking students to develop better subject knowledge, in terms of breadth and depth, by requiring students to develop stronger skills in numeracy and literacy, and by introducing a new grading scale. The new grading scale, designed by the independent regulator Ofqual, will be numerical to clearly emphasise the break from the old GCSEs. It will be easy to see whether a student did a new or old GCSE. The new grading structure will give better recognition to the different levels of achievement across the ability range. Other reforms across the education system will encourage high quality teaching to help students meet the new standard. For example the Pupil Premium, the expansion of the academies programme, and reforms to support students with SEN (Special Educational Needs).

4 Slide 4 GCSEs: the main changes Where possible students will be assessed by exam, with other forms of assessment only for particular subject skills (e.g. in art and design or physical education). All exams will be at the end of a two year course of study. In most subjects, students will not be grouped in different ability tiers for the purposes of assessment only maths, sciences and languages will have different papers for different groups of students. Although students can improve their grades through re-takes, only their first result will count in performance tables. Unlike the old GCSEs, there will be no modules of study with examinations during the course. Instead students work towards a single final examination at the end of the course. This is known as a linear assessment structure. By removing the interruptions for modular exams during the course, teachers and students will be encouraged to increase their focus on high quality teaching and successful learning, with more depth and breadth. Unlike the old GCSEs, for most subjects, students will not be grouped in tiers for the purposes of assessing different abilities. Evidence shows that tiers can limit students ambition, because students can find themselves in the lower tier despite having the ability to achieve a higher standard. For the new GCSEs, students will be grouped in tiers only in certain subjects, for example maths and science. Assessment will be entirely by exam for most subject. Where other forms of assessment are retained, it will be only where necessary for the assessment of key subject skills such as in art or PE. Ofqual found that non-exam assessment does not always differentiate well enough between students of different abilities; does not always test the skills it aims to assess; can divert time from teaching and learning; and can narrow the focus of what is taught during the course. However for some subjects it is simply not possible to put together assessments of any reasonable length for students of all different abilities.

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6 Slide 5 GCSE reforms timetable September 2015 (first exams 2017) New GCSEs - English language, English literature and mathematics. September 2016 (first exams 2018) New GCSEs history, science, geography, languages, art and design, citizenship, computer science, dance, drama, music, physical education, food preparation and nutrition, religious studies. September 2017 (first exams 2019) New GCSEs other subjects which Ofqual decide will be developed as reformed GCSEs. Changes in the most important subjects are being introduced as soon as possible, to allow as many students as possible to benefit from the new GCSEs. Changes to a number of important subjects are being introduced in 2016, allowing sufficient time to develop new content for those subjects. For all 2016 subjects, awarding organisations are now developing their specifications for accreditation by Ofqual* later in the year. Ofqual will announce which of the remaining subjects will be developed for first teaching in *Office of Qualifications and Examinations Regulation

7 Slide 6 GCSE reforms timetable Summer 2016 Last exams in old GCSEs English, English language, English literature and mathematics. November 2016 Final resit in old GCSEs - English, English language, English literature and mathematics. Summer 2017 Last exams in old GCSEs history, science, geography, languages, art and design, citizenship, computer science, dance, drama, music, physical education, food technology and religious studies.

8 Slide English and mathematics GCSEs The new maths GCSE More content to study, and more stretching maths at the higher grades. Supports a deeper and broader understanding of the subject. The new English language GCSE Robust foundation in reading, and writing good English. 20% of marks for spelling, punctuation and grammar. The new English literature GCSE Encourages students to read, write and think critically. Range of challenging and substantial whole texts, and unseen texts. The new maths GCSE will support all students in developing essential maths knowledge, while providing greater challenge for the top students aiming for further study and careers for which higher level maths is most important. Many schools are increasing maths teaching time. One extra lesson each week would put England closer to countries like Australia or Singapore. Maths, alongside English, will be double weighted in secondary school performance measures from This will also provide a strong incentive for schools to ensure that they are strengthening their mathematics provision. The English language GCSE will provide all students with a robust foundation of reading and good written English, with the language and literary skills which are required for further study and work. It will ensure that students can read fluently and write effectively, with 20% of the marks awarded for accurate spelling, punctuation and grammar. It will also encourage the study of literature for those who do not take the English literature GCSE, with students reading high-quality texts across a range of genres and periods. The new English literature GCSE will build on the English language content, and encourage students to read, write and think critically. Students will study a range of challenging and substantial whole texts in detail, including Shakespeare, 19th-century novels, Romantic poetry and other high-quality fiction and drama. Students will be examined on unseen texts, encouraging students to read widely and rewarding those that can demonstrate the breadth of their understanding Ofqual decisions on assessment: Maths is exam-only and tiered.

9 English is exam-only and not tiered. Speaking in English language is assessed and reported separately to the main grade.

10 Slide GCSE subject content changes Science: includes new, up to date content such as the human genome, life cycle analysis and space physics; includes more challenging maths. Geography: use of maths and statistics; more on UK geography; at least two pieces of fieldwork. History: more historical periods, over three eras - medieval, early modern and modern and more on British history. Modern foreign languages : more demanding, and most exam questions in modern languages will be in the foreign language. The science GCSE has been updated and strengthened to include new and cutting-edge content including the human genome, life cycle analysis and space physics. The GCSE also includes a requirement to gain core knowledge about scientific processes, for example formulae in physics or the periodic table in chemistry. Evidence from a range of sources suggests that the current GCSE does not support the learning of essential mathematics required for science at this level and post-16. The GCSE is now clear about where mathematical skills are required across the three science disciplines, and raises the challenge up to that of the mathematics GCSE. We have removed the single ( core ) science GCSE in response to concern that it does not adequately cover the core essential knowledge in biology, chemistry and physics. Science is an important facilitating subject that is compulsory to age 16. We believe that combined science will provide sufficient knowledge to equip young people to understand the uses and implications of science, today and for the future. The geography GCSE will provide a better balance between human and physical geography, including geographical skills such as fieldwork and mapping, will require more use of maths and statistics, and require study the geography of the UK in more depth. Students will need to carry out at least two pieces of fieldwork outside the classroom. Building on the new national curriculum at key stage 3, students will extend their world knowledge through a continued focus on the world s continents, countries and regions, alongside their physical, environmental and human features and processes. This responds to evidence from Ofsted (2011) that a significant number of pupils had poorly developed core

11 knowledge in geography. The new national curriculum and the GCSE are designed to improved pupils core knowledge and understanding in the subject. The history GCSE will require pupils to study a wider range of historical periods and will cover three eras: medieval, early modern and modern. This provides a more balanced history curriculum. In the old GCSE students have been able to focus solely on Modern World History. The new requirements to study three eras will also mean that students can study eras of history that they may have covered earlier in their education. There is also a much stronger emphasis on British history, increasing the minimum British history content in from 25% to 40%, building on the new national curriculum at key stage 3. Students should be able to use their knowledge of British history to form reasoned arguments and reach evidenced conclusions. Over half the GCSE will still focus on European and World history. The modern foreign languages GCSEs will be more demanding with most exam questions asked in the foreign language. This will encourage more fulfilling classroom learning, with pupils more fully encouraged to use the foreign language. Awarding Organisations will continue to be able to set some questions in English, where appropriate. The GCSE will require pupils to understand and use language across a range of contexts, not just rote-learning of basic language. Since the introduction of the English Baccalaureate (EBacc) measure, the number of students at key stage 4 studying languages has risen - and we expect the upward trend to continue. Students will be expected to recognise and respond to key information, important themes and ideas from relevant abridged or adapted literary texts, including extracts and excerpts. The introduction of some literature, such as stories, songs, poems and letters, in the key stage 3 programme of study will also mean that, over time, students are more familiar with this kind of activity.

12 Slide GCSE subject content changes Computer Science: includes key mathematical principles; the key components of computer systems; and program writing. Music: more critical appreciation; writing staff notation; chord symbols and analysing unfamiliar music. Art and Design: more focus on creativity and drawing. Dance: more critical appreciation. Drama: more on performance texts and their historical, social and cultural context. In computer science, students will be expected to develop knowledge of mathematical principles and concepts including data representation, Boolean logic and different data types, understand key components that make up computer systems, and write and refine programs. In music, there is a greater focus on knowledge and critical engagement with a wide range of music. The level of demand has been increased at GCSE with students expected to write (as well as read) staff notation and understand chord symbols and analyse unfamiliar music. A level builds upon new GCSE but students are allowed to specialise in either performing or composing if they wish. In art and design, there is a greater focus on the importance of creativity and a new emphasis on drawing. The concept of 'endorsed' and 'unendorsed' courses has been removed and replaced with a series of separate art and design titles e.g. art and design (photography). In dance, there is new theoretical content requiring critical appreciation and understanding of professional works at GCSE, and critical engagement and embodied knowledge at A level. In drama, there is a greater depth to the knowledge and understanding of texts and performance. At GCSE, students must study at least one performance text in depth, and breadth has been achieved by the requirement to study at least two key extracts from a second text. There is also a greater focus on the study of the social, cultural and historical context of texts. In the A level, students must study two texts in depth, and breadth has been achieved by the requirement to study three key extracts from plays and at least two influential theatre practitioners or companies. Performance skills have been enhanced for

13 both qualifications. At GCSE all students will have the opportunity to participate in two performances and at A level will use the working methodologies of the practitioners studied in their own work.

14 Slide GCSE subject content changes Citizenship: more focus on knowledge of key citizenship concepts; includes an in-depth investigation. Food Preparation and Nutrition: replaces existing range of subjects related to food. Strong food science and practical content. Physical Education: more theoretical content. Students assessed in three activities. Religious Studies: greater understanding of religion itself, with students assessed on at least two religions. In citizenship, the new GCSE provides broader and deeper knowledge. The number of citizenship concepts to be studied has increased from four to six, and the required knowledge and understanding is set out in greater detail. Students will be required to carry out at least one in-depth, critical investigation leading to a planned course of informed action to address a citizenship issue, which will be assessed in the final written examination. Food preparation and nutrition is a new GCSE that builds on the best of current foodrelated qualifications. This GCSE will teach students about the scientific and nutritional properties of ingredients and enable them to draw on this knowledge to prepare and cook a wide range of healthy meals. In PE, there is a greater emphasis on theoretical understanding and use of data to evaluate physical activity. Students will need to be assessed in the role of player/performer in three activities including at least one team sport. We have introduced an activities list of sports and activities that are assessable under the new qualification. The list is exhaustive and students cannot be assessed on sports and activities that are not included. In RS, students will gain a broader and deeper understanding of religion to ensure they are prepared for life in modern Britain by developing British values such as respect and tolerance for those of different faiths. Students will study two religions, though students will still have the option to spend up to three quarters of their time studying one religion. Students will have the opportunity to study the philosophy and ethics of religion, including learning about non-religious beliefs.

15 Slide 11 A levels Equipping students to progress to success at university and in their careers. More involvement from universities in the development of A levels to make sure that students are well prepared for higher education. No change to level of demand or grading structure. The AS will be separate from the A level, so that the AS marks do not count towards the A level grade. Responding to concerns from universities that some undergraduates lacked the skills needed for degree-level study, universities have been involved in developing the new A levels to make sure students are better prepared for higher level study. Overall, A levels will not become more demanding, but subject content is being updated and strengthened to make sure it is entirely fit for purpose in meeting the expectations of universities and employers. Like the new GCSEs, the new A levels will be examined at the end of the course only, with no formal examination at the end of year 12 (the AS). By increasing the time available for high quality study, students will be encouraged to develop greater intellectual maturity by understanding subjects in more depth and learning to make more links between topics in different parts of the course.

16 Slide 12 AS qualifications Students taking an AS can be taught in the same lessons as students who are working towards the A level in the same subject but not doing the AS. Students can take an AS in an extra subject for breadth, alongside A levels in their main subject choices. Students can still complete the AS and use their results to help decide which subjects to continue to A level. Universities publish their own admissions statements. As the first new A levels are introduced from 2015, the AS will be entirely separated from the A level, so that AS marks do not count towards the A level grade. This means that students will have the opportunity to study subjects in more depth over a full two-year course without interruption from external assessment in year 12. AS qualifications will remain available as separate qualifications, and can be taught in the same classroom as the A level for the relevant subject. AS qualifications will be suitable for students wanting to add breadth by including an extra subject alongside their main programmes of study. Breadth of knowledge across a range of subjects is valued by universities. It will remain possible to take the AS and then decide to take the A level in any particular subject. Each university makes its own decisions about admissions requirements, and many are now publishing statements to explain their expectations in terms of the new AS qualifications. Universities have said that students will not be disadvantaged if their school does or does not offer the AS qualification.

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18 Slide 13 A level reform timetable September 2015 (first exams 2017) English language, English literature, English language and literature, history, biology, chemistry, physics, psychology, art and design, economics, sociology, business, computer science. September 2016 (first exams 2018) Modern foreign languages (French, German and Spanish), ancient languages, geography, dance, drama, music, physical education and religious studies. September 2017 (first exams 2019) Mathematics, further mathematics, design and technology, and other remaining A level subjects. Changes in the most important subjects are being introduced as soon as possible, to allow as many students as possible to benefit from the new A levels. Changes to a number of important subjects are being introduced in 2016, allowing sufficient time to develop new content for those subjects. For all 2016 subjects, awarding organisations are now developing their specifications for accreditation by Ofqual later in the year. Ofqual will announce which of the remaining subjects will be developed for first teaching in 2017.

19 Slide A levels key features Mathematical and quantitative content strengthened in relevant subjects : science, computing, economics and business. Science - increased emphasis on practical skills and experiences, including the use of key techniques and apparatus. English literature - an unseen text in the exam, and more indepth study of a fewer number of texts overall, with three pre-1900 works. English language only minor changes. The strengthened mathematical and quantitative content is a response to concerns raised by universities that students did not have the necessary numeric skills. It is also a clarification that the mathematical skills expected of students is at least at level 2 (GCSE C or equivalent) and will be applied in the context of the A level subject. In science, an increased emphasis on practical skills. There will be a minimum of twelve practical activities, and the opportunity to use and develop key techniques and apparatus, to ensure students have the necessary practical scientific skills and experiences. These will include a broader set of skills for example, making and recording observations, and applying investigative approaches and methods to practical work. Ofqual are setting new arrangements for assessing and marking these practical skills. In English Literature, a reduction in the number of texts from a minimum of twelve, to eight, with three pre-1900 works including a Shakespeare play, and a post 2000 work. Students will be also be examined on an unseen text, to encourage students to read widely to broaden their knowledge and their critical understanding of literature (as per changes to the GCSE). AS students will be required to study a minimum of four texts, including one pre-1900 text but not an unseen text. In English language, only minor revisions have been made, for example to clarify and expand the range of language levels required for study, and to clarify the requirement for A level students to study social, historical, geographical and individual varieties of English. Students are now required to understand an expanded range of language levels (e.g. phonetics, phonology and prosodics).

20 In English language and literature, minor changes have been made. There is a new requirement to study a non-literary text (e.g. essays, journalism). This allows students to make connections across literary and non-literary texts and apply an integrated analysis to both. A new reference to specific language levels (e.g. phonetics, phonology and prosodics) has been included in the knowledge and understanding section to bring it into line with the content in English language.

21 Slide A levels key features Modern Foreign Languages more critical and analytical thinking, engagement with the culture and literature of foreign countries, and more accurate use of the language in speech and writing. Ancient Languages the current A level is fit for purpose, and only very minor changes have been made. Geography more emphasis on the knowledge and skills needed for degree-level study, with a better balance between physical and human geography, and fieldwork built-in to the core content. History - increased breadth, with a new requirement to study topics across a range of 200 years. In Modern Foreign Languages, there is stronger balance between communication skills and intellectual skills, emphasising the critical and analytical thinking needed for A level study. This places modern foreign languages alongside other humanities subjects and aims to better equip students for progression to university or employment. The new A level will be more stimulating and interesting for students, requiring their critical engagement with literary works and cultural and social concerns in the countries where the language of study is spoken. Students will carry out independent research and present their findings, using foreign languages spontaneously to discuss their findings. Greater emphasis has also been placed on the importance of linguistic accuracy. In Ancient Languages, the current A level specifications are essentially fit for purpose, intellectually rigorous and challenging. There is some fine-tuning, in particular to discourage memorisation of set texts in English translation. In Geography, there is a clearer progression from GCSE, and a greater emphasis on the skills needed for progression to undergraduate study or employment. The revised content addresses the concerns of subject experts in higher education, for example concerns around the imbalance between physical and human geography. Core topics now emphasise understanding of human and physical processes through the study of global systems and global governance; changing places; landscape systems; and water and carbon cycling. Fieldwork and specified geographical skills will be required as part of this core learning. The new themes aim to ensure that students engage with relevant, contemporary geographical study and issues.

22 The revised content prescribes 60% core content, which all A level and AS level specifications will need to cover. This will provide higher education departments with a common base of assumed A level subject knowledge. The 40% non-prescribed content allows awarding organisation to create distinctive specifications and introduce new material providing greater choice for schools. In history, a new requirement to study topics from a chronological range of 200 years, to replace the previous requirement to study more than one period, and a small reduction in the proportion of British history to be studied from 25% to 20%.

23 Slide A levels key features Computer science a thorough overhaul and updating of content, with more programming and algorithms, and clearer links from key stages 1 to 4. Art and design a new emphasis on drawing skills. Economics - more real world and financial economics. Dance - more critical evaluation and reflective analysis, with a wider range of styles and contexts. In Computer science, more programming; developing knowledge and understanding of algorithms; and comparing algorithms and problem solving. The knowledge and skills which are more for specifically appropriate for ICT, rather than computer science, have been removed. And there will no longer be an expectation that students should develop knowledge and understanding of software engineering (which increased the level of demand of the A level unduly). The new A level has stronger links with computer science at key stages 1 to 4. In Art and design, more requirement to learn drawing skills. In Economics, updated content (e.g. financial regulation and the role of central banks). In Dance, more critical and reflective analysis, with a wider range of styles and contexts. In Sociology, no significant changes.

24 Slide A levels key features Drama and theatre: study of two influential practitioners or companies (increase from one), and more detail on practical skills Music: builds on GCSE and allows students to specialise in either performing or composing. Physical Education: includes requirement for theoretical understanding. Religious Studies: study at least one religion in depth, through three of: the systematic study of religion; textual studies; philosophy of religion; religious ethics. In drama and theatre, a reduction in the number of substantial plays from four to two, to allow greater depth. Breadth increased by requiring students to study three extracts from three different texts, in the context of the whole text. The performance requirements have been more clearly defined: students participate in minimum of one performance from a text at AS and two performances at A level (one devised and one from a text), and all students will use the working methodologies of the practitioners studied in their own work. Students required to interpret and evaluate live theatre performances rather than just form judgements as specified in current content. In music, the A level now builds on GCSE more clearly, and allows students to specialise in either performing or composing. Music technology has been separated out from the music content because the knowledge, understanding and skills needed for each subject are very different. In PE, a new requirement for theoretical understanding and skills, with an emphasis on students ability to use theories, modelling and data analysis to evaluate physical activity and to implement strategies or compositional ideas. In RS, students will study at least one religion in depth through three of the following four consolidated areas of study: the systematic study of religion; textual studies; philosophy of religion; religious ethics. In the old A level, students could choose one or more of eight specific topics. The new A level also includes greater emphasis on how religious belief and practice impacts on the lives of individuals and society; understanding change over time and critically engaging with the ideas and arguments of academics, scholars and thinkers; a wide range of religious and non-religious beliefs.

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26 Slide 18 Web links for more information A timetable of the main changes: Information on the new grading structure: Detail on reformed GCSE subject content :

27 Slide 19 Web links for more information The Association of Colleges guidance document on the new A levels and AS qualifications: Detail on reformed A level subject content: A list of accredited specifications: