GCSE and A-level reform: latest news


More details relating to the reform of GCSEs and A-levels have been released today.


To be taught from September 2015:

  • Science There must be at least 12 practical experiments in chemistry, biology and physics, but they will be assessed as a pass or fail separately from the main A-level grade.  More mathematical knowledge will be expected in physics.  Exams will be 100% of final grade.
  • History Topics will need to cover at least 200 years rather than 100 years.  There will also be a specific theme to be studied with a 100-year period.  Exams will be 80% of final grade.
  • English literature This will now feature an “unseen text” in a bid to promote wider and more critical reading.  Pupils will be expected to study three pre-1900 works – including one Shakespeare play – and one post-2000 work.  Exams will count towards 80% of final grade.
  • Economics There will be more maths and students must study the role of central banks and financial regulation.  Exams 100% of final grade.
  • Computer science More focus on programming, algorithms and problem-solving.  Exams will make up 80% of final grade

Full details of  AS and A level content for the following subjects (teaching from 2015) can be found here.

  • Business
  • Sociology
  • Economics
  • English Language
  • English Literature
  • Science
  • Art & Design
  • Computer Science
  • History

To be taught from September 2016:

New A-levels in maths, further maths, languages, geography, music, drama, dance, design and technology, PE and religious studies will be introduced.  Apparently “these new A-levels will ensure that students have the skills and knowledge needed to succeed in demanding undergraduate courses”.  For A-level language courses, marks will be equally weighted for the four skills of reading, writing, speaking, and listening, which puts more emphasis on speaking skills than at present.  More details relating to this and others subjects will follow in due course.

Here is the timeline for the A-level reforms:

A-level reform summary


To be taught from September 2015:

Details have previously been released for the new GCSEs in English language and English literature and maths.  In GCSE English language, the marks awarded for spelling, punctuation and grammar will go up from 13 per cent to 20 per cent.  In GCSE Maths there will be tiered papers with more taxing questions for brightest pupils.  Grade C will be the highest grade available to those sitting the foundation paper.

To be taught from September 2016:

GCSEs to be taught from September 2016 will include the following measures:

  • Sciences “Cutting-edge content” such as human genome in biology, nanoparticles in chemistry, and energy and space in physics.  More maths in all sciences.  No decision yet on how practical experiments should be assessed.
  • History A wider range of historical periods to be studied, with three eras – medieval (500-1500), early modern (1450-1750) and modern (1700-present day).  More emphasis on UK history – weight given to this will increase from 25 per cent to 40 per cent.  Exams 100% of final grade.
  • Geography Schools will have to confirm that students have completed two pieces of fieldwork.  Exams 100% of grade, but will include questions about fieldwork topics.  More maths and more emphasis on UK geography.
  • Modern languages More translating from English into the foreign language.   All questions will be asked in the respective foreign language.

Five other subjects – citizenship, computer science, design and technology, PE and religious studies – will also be reformed on this timetable.

More details relating to the new GCSEs in ancient languages, modern languages, geography, history and science can all be found here.

Here is the timeline for the GCSE reforms:

GCSE reform summary

A fuller timeline from OFQUAL can be found here.

Further relevant information from OFQUAL can be read here.

Gove’s parliamentary statement on these reforms can be read here.


On the Level # 6 – Less marking, more DIRT, better progress

The more I contemplate and discuss possible approaches to life after levels, the more I find myself thinking that my own subject might have some good practice to share.  I don’t know why it has taken me so long to reach this conclusion – after all, Classical subjects have never been part of the National Curriculum and so they have never had any National Curriculum levels.  No wonder we’ve already got a workable alternative in place!

Our approach involves plenty of DIRT.  What am I talking about?  And what’s its relevance to assessment without levels?  All will be revealed … 

DIRT is one of those lovely acronyms which the educational world is so fond of.  It is short for Dedicated Improvement and Reflection Time – which is one of those fancy terms the educational world is also fond of.  Both the term and the acronym are relatively new, but the principles associated with them will be familiar to all good teachers.  Essentially, DIRT is all about setting aside time, either in lessons or otherwise, for pupils to actively engage with the feedback they receive, hopefully improving their knowledge, understanding and skills as a result.

We have been doing this in the Classics department for several years now, and it certainly makes a difference.  You may be doing something similar already, but in case you’re not I will explain here how we use DIRT in our teaching, and you can decide whether it might be both possible and desirable to adapt it for use in your subject.  I’ll take you through our typical approach to teaching a new language point to a Latin class.  I will offer some examples of Y10 work to support this, but these principles work just as well in KS3.

1. Pupils work with a passage of Latin which contains a language feature they have never seen before.  After they’ve worked out what the passage is about, we ask them questions or set them activities designed to help them spot the new feature for themselves, and then we encourage them to explain what they think is happening.

2. After this, we formally explain the new feature, working together on a few more examples to help clarify the idea.

3. The pupils complete independent or group activities designed to help the idea really set in.  They self-assess or peer-assess this work.  We check understanding by asking them to share their marks (“Hands up if you got more than 7/10!”) or by asking them to verbally explain how they arrived at their answers (“How did you know that a command was being given?”), and so on.  I often use lollypop sticks and Pose, Pause, Pounce, Bounce at this stage – see the page on “Class discussions” for more on this.  We then ask the pupils to record in their own words what they have learned – DIRT part 1!   Here are some examples – click on the images in order to enlarge them and read the pupils’ comments.  More text below!


4. Having got the basic idea by this stage, we do something completely different for a while, and then in a subsequent lesson we will do a refresher activity on the new feature, often as a starter.  This break is worked in deliberately because research has shown that new learning is processed most effectively when it is moved away from and then returned to in this way – ideally about 2-3 days after the initial encounter.

5. We ask the pupils to prepare for an assessment on the new language feature.  We offer advice on how to do this, and over time each student will develop approaches which work well for them.

6. Pupils sit a short assessment containing 5 Latin sentences.  First the pupils have to work on the Latin in some way (e.g. underline a certain type of word, add in a missing word or complete a word): this will relate solely to the new language feature.  Next the pupils have to translate the sentences into English.  This will require them to deal with the new feature, and also to pull in previous learning, so that old ideas are not forgotten.  We allow them about 5 minutes for them to do these tests, and it takes us about 10-15 minutes to mark a full set.  In Y10 & 11, we use GCSE marking criteria and grade-boundaries – we would have no trouble doing the same in KS3 too.  One of the reasons the marking is so quick is that we correct nothing.  Instead we highlight the bits of Latin they have got wrong, and maybe add a question or two to help them work out why.

7. We return the scripts to the pupils and tell them to make corrections.  There is also an extension task to provide an extra challenge for those who made very few mistakes.  DIRT part 2 has begun.  Pupils are only given two or three minutes to do this, and are expected to use the Brain-Book-Buddy-Boss approach to work out what they need to change (see the page on “Resilience” for more details on this).  After a couple of minutes we go through the answers together, naturally spending more time on any areas which caused the pupils particular problems pupils.  Again, click on the images to enlarge them.  More text below!


8. The pupils now fill in their “Progress Record”.  They note the name of the language feature and the score they achieved, and then they comment on the key points they need to remember in the future – this is DIRT part 3.   This is something they tend to get better at with practice.  As before, click on the images to enlarge.  More text below!


9. As you can see from the above examples. we take in and read their progress records to check that the pupils are making appropriate notes.

10. When it is time to sit a bigger assessment such as an exam, we encourage the pupils to make sure their progress records are used to help bring focus to their revision – reminding them of key learning points, and highlighting areas which are likely to need extra attention.  This is DIRT part 4!

Pupils sit these tests roughly every 4 lessons, so we’ve always got plenty of data to hand whenever we need to comment on their progress.  More importantly, our approach to assessment really helps the pupils to build a sound overall understanding of the subject.

This may all seem very formulaic: in terms of structure it certainly is, and deliberately so – the more familiar the pupils become with the format, the more expert they become at getting the most out of their DIRT.  Despite the repetitive nature of the approach, it doesn’t feel boring or unproductive, because we use plenty of variety in our teaching and in the activities we set.  The pupils enjoy these opportunities to check that they are making good progress, they prepare sensibly for the assessments, they take the reflection time seriously, and all of this helps to keep their confidence high despite the many challenges this subject can present.

Do you already do something similar in your subject?  Can you share any extra thinking on this?  If not, is there scope for your subject to take on this sort of approach, probably with some adaptation?  Could we have here one potential strand in an effective approach to life without levels?  As always, please do share your comments and questions!