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AMSP & AMH: Norfolk Maths Teacher Network 

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AMSP & AMH: Norfolk Maths Teacher Network 

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AMSP & CMH: West Norfolk Maths Leads Network

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This guide provides you with information about this year's arrangements for qualifications regulated by Ofqual. It also explains what support is in place when taking exams and assessments.

Applies to England

Documents

Request an accessible format.

If you use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email publications@ofqual.gov.uk. Please tell us what format you need. It will help us if you say what assistive technology you use.

Details

This guide is for students taking any of the following qualifications:

GCSEs

AS or A levels

other general qualifications, including International Baccalaureate, core mathematics and Pre-U

Technical Qualification (part of a T Level)

BTEC, Cambridge Technicals and other vocational and technical qualifications (VTQs) taken alongside GCSEs and A levels

In this guide, we refer to schools and colleges as a collective term for all schools, colleges and other exam centres.

Some students won't be studying at a school or college and will be private candidates. They are often home educated or are re-taking a qualification after leaving school or college. They may be studying with a distance learning provider, tutor, parent, or without any support. Private candidates will need to register at a school, college or other exam centre to sit their exams. More information on how to do this can be found in this guide. We make clear in this guide where information only applies to a certain type of qualification. If you are not sure exactly which qualifications you are taking, check with your school or college.

This guide talks about awarding organisations and exam boards. All organisations that offer qualifications regulated by Ofqual are called awarding organisations. The 4 awarding organisations that offer GCSEs, AS and A levels in England are also called exam boards.

This guide refers to exams officers. An exams officer is the person in a school or college that organises exams. An exams officer's duties will vary by school or college. Check with your school or college who your exams officer is and how to contact them.

Thank you for your feedback

Report a problem with this page

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This guide provides you with information about this year's arrangements for qualifications regulated by Ofqual. It also explains what support is in place when taking exams and assessments.

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Ofqual: Coping with exam pressure - a guide for students

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Ofqual: Coping with exam pressure - a guide for students

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Published: 18th April 2023
Advice and guidance for students on how to cope with pressure associated with test and exam anxiety.

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Edumentors: GCSE 2023 - Everything You Need to Know BLOG

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Edumentors: GCSE 2023 - Everything You Need to Know BLOG

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Published: 23rd March 2023

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Table of Contents:

Will There Be Changes to GCSE 2023?

Formal assessments, including GCSE 2023, will gradually return to normal as England moves on from the pandemic. It is now unlikely that schools will close or exams are cancelled, as the national return to exam-oriented learning has come. The government does not intend for exams to ever be cancelled but recognises that contingency plans are necessary in case of unexpected events.

Ofqual has confirmed that in 2023 a pre-pandemic grading scale will be reinstated for GCSE exams. However, the government has announced that it will offer support to students taking GCSEs in 2023, recognising the disruption caused by the pandemic.

Here's everything you need to know about GCSEs in 2023:

Will GCSE Students Get Advanced Information?

In 2022, the exam boards released topics for some papers in advance to help students who had been impacted by the pandemic. This practice will not feature again next year, Ofqual has confirmed that there will be no advanced information for GCSE students in 2023. The reasoning behind this conclusion is that students have experienced less disruption due to Covid-19 than in previous years.

While Ofqual has confirmed that there will be no advanced information for GCSE students in England in 2023, pupils in Northern Ireland taking GCSE, AS and A-level exams in 2023 have been given advance information for most subjects, as published by the Council for the Curriculum, Examinations and Assessment (CCEA). However, it's important to note that this decision only applies to Northern Ireland and not to other parts of the UK, such as England, Wales, or Scotland.

Will GCSE Students Get Formulae Sheets in 2023?

Yes! Formulae and equation sheets will be provided for GCSE exams in 2023. In acknowledgement of the disturbance caused by exam season, this support will be offered to students taking GCSE exams in 2023.

The subjects that formulae sheets and equation sheets are provided for this year have remained the same as those from last year:

GCSE Physics

GCSE Combined Science

GCSE Mathematics

Will GCSE Grades Fall Back to Pre-Pandemic Grades?

The pandemic caused a learning loss that is expected to lower GCSE and A-level grade boundaries in 2023. A grade boundary is a minimum mark pupil needs to get a certain qualification level. For example, if the grade boundary for 7 is 150 marks, students must get at least 150 marks to achieve that grade. In order to avoid unfairness in grading, senior examiners use various data such as previous cohorts' exam results and prior attainment to set grade thresholds every year. Experts expect that grades will be lower than 2022 this year but similar to 2019's results.

"We expect that overall results in 2023 will be much closer to pre-pandemic years than results since 2020. This decision means that results in 2023 will be lower than in 2022." - according to Jo Saxton, the chief regulator of Ofqual.

The reason for this is that it took some pupils longer than others to get back on track. Natalie Perera, chief executive of the Education Policy Institute states that she has concerns about disadvantaged students who were affected by the learning loss during the pandemic.

"Although their course of study for their qualifications may not have been affected by national closures, the years leading up to them - and providing the foundations for their courses - were significantly disrupted" - states Natalie.

Plan B for GCSE 2023

The "Plan B" guidance has been implemented by the Department for Education and Ofqual as a precautionary measure in the event that the GCSE exams are disrupted or cancelled due to the COVID-19 pandemic or other unforeseen circumstances. This guidance instructs schools and colleges to collect and retain evidence that can be used for potential teacher grades for GCSEs and A-levels. While the probability of the GCSE exams being cancelled is low, this guidance aims to ensure that students have the opportunity to obtain valid and reliable qualifications in the face of any disruptions.

What is the Hardest Exam Board for GCSE 2023?

Firstly, What Exam Boards are There in the UK?

The exam boards currently in use are - AQA, Pearson Edexcel, OCR and WJEC. They develop secondary school level qualifications such as GCSEs, A-levels, AS levels and vocational qualifications. They are also responsible for marking and awarding points.

Schools have the freedom to choose their exam board, however, most schools use a mixture of some boards, because not all boards provide all subjects. The exam board the school or college chooses will affect how a student's course is taught and what kind of material they study.

If your child is being homeschooled, then you have to do some research into different exam boards and choose the one that seems most suitable for him or her.

To learn more about this topic, you can consult the exam boards' guides for private candidates. The guide can be available by calling the relevant board directly or downloading a pdf from their website.

How are Exam Boards Different?

All exam boards follow the guidelines of Ofqual to ensure parity and to regulate standards. However, the layout, and format vary. To check what differences are there in a specific subject, you can visit each exam board's website or contact them directly. However, at the end of the day, all exam boards mark students on the same skills and techniques. Even if they don't use the same books. If you don't plan to change your child's secondary school and are content with their current exam board's results, there is no need for concern. The awarding committee evaluates each exam board every year and sets grade boundaries so that no student will be treated unfairly in relation to another.

Which is the Hardest Exam Board?

Typically, the difficulty of an exam board's content depends on a student's learning style and the type of questions that they find easiest to answer. Each of the exams is designed for a different type of student. Hence, Edexcel may seem easier to one person than AQA does to another.

The grades students receive are a reflection of the grade boundaries that have been set by exam boards. These boundaries shift depending on how difficult an examination paper is. It's possible for someone to earn lower marks than your child but still be awarded a higher overall grade because they're on another board.

Students have their own favourite based on the subject. For instance, in Maths, Pearson Edexcel is the most popular. Generally, the easiest exam board for languages is considered AQA. Research each subject's requirements and overall grades throughout the years and choose based on your child's strengths and weaknesses.

GCSE 2023 exam timetables have been published:

AQA's GCSE exams start on the 15th of May and end on June 23. Contingency day is on Wednesday, 28th June.

Edexcel's GCSE exams start on the 15th of May and end on Wednesday, June 21st.

OCR's GCSE exams start on the 15th of May and end on the 20th of June.

GCSE Results Day 2023

GCSE results day is an exciting and nerve-wracking time for students across the UK. This year, GCSE results day is scheduled for Thursday, August 24th, 2023. Students can collect their results from their school or college in the morning from 8am. However, some schools may stagger this time or email out results instead.

On GCSE results day, students will find out how they performed in their exams and whether they have achieved the grades they need to progress to their next stage of education. If a student did not achieve the grades they needed, they may be able to request a review of their marking or resit their exams.

It's important for students to remember that results day is not the end of the road. If they did not achieve the grades they needed, there are still options available to them. They can speak to their school or college about alternative options, such as resitting exams or taking vocational qualifications. They can also seek advice from their teachers or careers advisors on the next steps to take.

When Should Students Start Revising for GCSE 2023?

There is no definitive answer to that question. The earlier GCSE students start their revision, the better. If you see your child struggling to start their revision, there are so many ways you can support your child during this stressful time. Here's how:

Study Plan

Help them make a study plan by writing down all the things they need to remember. Then break those things down into smaller chunks. This will help them see what they should be working on and when. This is important so they don't get overwhelmed and develop exam anxiety. Their revision schedule is going to look different depending on which subjects they're taking and when they are being taken. But, there are some general rules they can apply to all of them.

Revision Techniques

Help them find new revision techniques. Notetaking is a widely recommended way to learn. But some students don't take notes and prefer making flashcards instead. Encourage them to experiment with different ways of studying to find what works for them.

Good Physical and Mental Health

Motivate them to maintain a good sleeping routine and eat healthily. This is one of the most important things for being able to focus on their revision. Especially if they're feeling stressed out about something else going on in their lives. Read how can one maintain good mental health during the exam season. Try to help them incorporate some good habits into their lifestyle.

Revising for GCSEs can be a stressful time for both students and parents. As a parent, you can help your child by reminding them that grades are not everything. Sometimes your support is all they need. There are many alternatives to get the education they need, such as apprenticeships, university coursework, and internships. In addition, they can always retake GCSEs next year if they didn't get the desired grade.

The government provides access arrangements for students with disabilities, temporary illnesses or special needs. They may get extra time, modified papers or other aids. Check the government's website to learn more about how AA works. Knowing they'll get some extra help during exams may ease their anxiety.

GCSE Past Papers - Effective Revision for GCSE 2023
GCSE English language GCSE Chemistry GCSE Biology GCSE Physics GCSE English literature
To Sum Up

GCSE 2023 grades are predicted to be lower than pre-covid grades due to a huge learning loss, especially with disadvantaged students. In an effort to help students prepare for the new GCSE exams, the government will provide them with formulae and equation sheets in Physics, Maths and Combined Science. Unfortunately, no advanced information will be given. There will be support in modern foreign languages too. Students won't longer be tested on unfamiliar vocabulary.

It's worth mentioning that during the pandemic, GCSE exams were more spaced out during the summer. Ofqual states that it was well received by schools since it reduced the risk of students being unable to come to exams. The Council for Qualifications will consult on the topic this year too!

If you don't want to miss out on any news regarding GCSEs, there are numerous great communities you can join. You can follow GCSE 2023 on TikTok or join r/GCSE on Reddit. You can also fill out this form to receive important updates.

If you find the information in this article useful, feel free to share it with other parents. You never know how much you can help them!

If you're looking for an effective and supportive way to help your child excel at their GCSEs, check out this 1-day Crash-course! Top-talent tutors from top UK universities can provide your teen with the essential study skills they need to succeed in exams, all from memorisation tips to tricks on how to think like an examiner!

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GCSE 2023: Everything You Need to Know - Edumentors

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GCSEs are coming and parents want their children to be as ready as possible. Read this article to understand everything you need to about GCSE 2023.

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Published: 21 March 2023
This guide for students provides information about this year’s arrangements for qualifications regulated by Ofqual. It also explains what support is in place when taking exams and assessments.

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This guide provides you with information about this year's arrangements for qualifications regulated by Ofqual. It also explains what support is in place when taking exams and assessments.

Applies to England

Documents

Request an accessible format.

If you use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email publications@ofqual.gov.uk. Please tell us what format you need. It will help us if you say what assistive technology you use.

Details

This guide is for students taking any of the following qualifications:

GCSEs

AS or A levels

other general qualifications, including International Baccalaureate, core mathematics and Pre-U

Technical Qualification (part of a T Level)

BTEC, Cambridge Technicals and other vocational and technical qualifications (VTQs) taken alongside GCSEs and A levels

In this guide, we refer to schools and colleges as a collective term for all schools, colleges and other exam centres.

Some students won't be studying at a school or college and will be private candidates. They are often home educated or are re-taking a qualification after leaving school or college. They may be studying with a distance learning provider, tutor, parent, or without any support. Private candidates will need to register at a school, college or other exam centre to sit their exams. More information on how to do this can be found in this guide. We make clear in this guide where information only applies to a certain type of qualification. If you are not sure exactly which qualifications you are taking, check with your school or college.

This guide talks about awarding organisations and exam boards. All organisations that offer qualifications regulated by Ofqual are called awarding organisations. The 4 awarding organisations that offer GCSEs, AS and A levels in England are also called exam boards.

This guide refers to exams officers. An exams officer is the person in a school or college that organises exams. An exams officer's duties will vary by school or college. Check with your school or college who your exams officer is and how to contact them.

Thank you for your feedback

Report a problem with this page

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This guide provides you with information about this year's arrangements for qualifications regulated by Ofqual. It also explains what support is in place when taking exams and assessments.

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National Statistics: 2022 A level and other 16 to 18 results Breakdown

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National Statistics: 2022 A level and other 16 to 18 results Breakdown

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Updated: 2nd February 2023

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Last updated

Release type

National statistics ?

This academic year saw the return of the summer exam series, after they had been cancelled in 2020 and 2021 due to the impact of the COVID-19 pandemic, where alternative processes were set up to award grades. As part of the transition back to the summer exam series adaptations were made to the exams (including advance information) and the approach to grading for 2022 exams broadly reflected a midpoint between results in 2019 and 2021.

The 16 to 18 performance measures reported in this revised release for the 2021/22 academic year, and to be included on the Find School and College Performance Data website, have been affected by our commitment not to include results from qualifications awarded between January 2020 and August 2021 (see section 'Changes to the data in 2021/22').

Throughout this release, comparisons are made with both 2021, the most recent year, and 2019, because it is most meaningful to compare to the last year summer exams were sat. Given the unprecedented change in how A level and vocational and VTQ grades were awarded in 2020 and 2021, as well as changes to the grade boundaries and methods of assessment for 2021/22, users need to exercise caution when considering comparisons over time, as they may not reflect changes in student performance alone.

Related information

Releases in this series

View releases (23)

Methodologies

Headline facts and figures - 2021/22

A level retention

95.1%

An increase of 3.8 ppts from 2018/19

What is this?

This is the headline retention rate for A level programmes. (The percentage of students who completed their A level programme).

Applied general retention

91.7%

An increase of 5.1 ppts from 2018/19

What is this?

This is the headline retention rate for applied general programmes. (The percentage of students who completed their applied general programme).

Tech level retention

91.1%

An increase of 3.2 ppts from 2018/19

What is this?

This is the headline retention rate for tech level programmes. (The percentage of students who completed their tech level programme).

Average Point Score (APS) per entry for all level 3 cohorts is lower compared to 2020/21: A level, -2.8 pts; applied general, -0.7 pts; tech level, - 1.1 pts. However, attainment remains higher compared to 2018/19: A level, +4.9pts; applied general, +3.1 pts; tech level +1.9 pts. [An increase of 10 points is equivalent to an increase in one full grade]. This follows Ofqual's announcement in September 2021 that 2022 will be a transition year where the aim was for exam results to broadly reflect a midway point between 2021 (TAG grades) and 2019 (the last year all students sat exams).

The trend for falling average attainment across level 3 cohorts in 2021/22 compared to 2020/21 was observed across institution types generally (when grouped into state-funded schools, independent schools, sixth form colleges, and 'Other FE sector colleges') with the exception of applied general attainment in sixth form colleges and independent schools which increased in 2021/22 (+ 0.2 pts and + 0.8 pts respectively).

The disadvantage gap (between disadvantaged and non-disadvantaged students) is at its widest level for all Level 3 cohorts (A level, tech level, and applied general) since disadvantage measures began in 2016/17.

Gender gaps in favour of female students in average attainment at A level, applied general, and tech level have narrowed in 2021/22 compared to 2020/21; average attainment had increased more for female students than males with the alternative Centre Assessment Grade (CAG) and Teacher Assessed Grade (TAG) awarding processes in 2019/20 and 2020/21 compared with 2018/19.

The percentage of students who completed their main or 'core' aim from their study programme, known as the Retention rate, increased across all programmes in 2021/22.

Non-disadvantaged students are more likely to be retained than disadvantaged students, across all cohorts.

Students with higher prior attainment are more likely to be retained than students with lower prior attainment, across all level 3 cohorts.

Given the unprecedented change in the way results were awarded in the summers of 2020 and 2021, as well as the changes to methods of assessment for 2021/22, users need to exercise caution when considering comparisons over time, as they may not reflect changes in pupil performance alone.

The changes seen in the headline statistics likely reflect the changes in methodology for awarding grades and in calculating the measures, rather than demonstrating a difference in standards.

Explore data and files used in this release

View tables that we have built for you, or create your own tables from open data using our table tool

Browse and download open data files from this release in our data catalogue

Learn more about the data files used in this release using our online guidance

Download all data available in this release as a compressed ZIP file

All supporting files from this release are listed for individual download below:

Provisional results (November 2022) for A level and other 16 to 18 results 2021-22

Transition matrices data used for visualising the progress of pupils aged 16 to 18 from key stage 4 (KS4) to key stage 5 (KS5).

Instructions to accompany the transition matrices data

Due to the impact of the COVID-19 pandemic, the summer exam series was cancelled in both 2020 and 2021, and alternative processes set up to award grades. Throughout this release, comparisons are made with both 2021, the most recent year, and 2019, because it is most meaningful to compare to the last year summer exams were sat.

A/AS and vocational and technical qualifications (VTQs)

In summer 2021 students were awarded A/AS grades based on an assessment by their teachers using a range of available evidence. Students were only assessed on the content they had been taught. In 2021 some VTQ grades were decided using teacher-assessed grades, others using normal assessment routes, and some through adapted assessment such as remote invigilation.

Exceptionally in autumn 2020 and 2021 an autumn series was put in place to allow students the opportunity to try to improve their A level or AS grade from the summer, if they wished to do so. Further information on the autumn 2021 series is available at this link:
https://ofqual.blog.gov.uk/2021/12/16/as-and-a-level-results-in-the-autumn-2021-series/
A/AS exams returned in 2022 and adaptations were made to exams (including advance information), and the approach to grading for 2022 exams broadly reflected a midpoint between results in 2019 and 2021.

The diversity of vocational qualifications meant that Ofqual did not prescribe a single approach to adaptations, so Awarding Organisations (AOs) had flexibility to choose how to adapt their assessments. However, Ofqual's regulatory framework requires AOs as far as possible to ensure VTQ learners were not disadvantaged nor advantaged compared with their A level peers when setting standards.

For further information on the process to award grades in 2021 and 2022 see the following links:
https://www.gov.uk/government/publications/awarding-qualifications-in-summer-2021/awarding-qualifications-in-summer-2021 https://www.gov.uk/guidance/guidance-for-centres-awarding-vtqs-in-2021-and-2022
Reporting of 2022 results by the Joint Council for Qualifications (JCQ) and Ofqual

As happens every year on A level results day (18 August for summer 2022 results) JCQ published data on A level entries for qualifications awarded in summer 2022, and for each subject the distribution of grades awarded (with data for the previous summer for reference): https://www.jcq.org.uk/examination-results/

The data published by JCQ can be expected to show the same broad patterns as the underlying data published in this statistical release 'Entries and results - A level and AS by subject and student characteristics (single academic year). However, the coverage of the data is different: JCQ data covers all A level entries in the UK by people of all ages. Data in this statistical release covers exam entries by 16 to 18 year olds in schools and colleges in England, and includes breakdowns by a wide range of student characteristics.

In addition, Ofqual also routinely publish data on results day: https://www.gov.uk/government/news/guide-to-as-and-a-level-results-in-england-summer-2022

Data excluded from 2021/22 measures due to alternative assessment arrangements in 2020 and 2021

We have committed not to include results of qualifications achieved between January 2020 and August 2021 in school and college performance measures on Find Schools and College Performance Data website, given the alternative assessment arrangements used to award those grades.

For consistency, when calculating 16 to 18 performance measures for 2021/22 in this statistical release, data will only include entries and grades from qualifications awarded in the 2021/22 academic year, with the exception of AS and A level qualifications taken as part of the extraordinary autumn 2021 examination series which are also excluded.

However, results from qualifications routinely offered in the autumn of 2021 that would usually be approved for reporting, such as vocational and technical qualifications taken in autumn 2021, will be included even if some of the VTQ constituent unit-level grades were awarded between January 2020 and August 2021 via Centre Assessment Grade, Teacher Assessed Grade, or another process.

The table below shows the impact at national level of excluding these data, by comparing the number of students and headline attainment measures for each cohort.

The impact on A level student numbers is modest. It is greater for students entering vocational and technical qualifications (VTQs), who are more likely to enter qualifications over multiple years. It should be noted that students may have results from multiple years including 2021/22. In this case the student is included in this data but some of their results are excluded.

The technical certificate cohort has been substantially impacted by this change, as students are often not triggered for reporting in the same year as they complete the qualification.

Smaller cohorts in 2021/22, do not necessarily translate into impacts on attainment. Nationally, the impact on A level Average Point Score (APS) is minimal (1/200th of a grade) with slightly larger changes for the level 3 vocational and technical qualifications.

Impact of the change

Number of students
-2% -10% -15% -84%

APS
+0.06 +0.60 +0.72 +0.12

Other changes for the 2021/22 release

English and maths progress measures will not be published in this statistical release until these measures return to Find school and college performance data website (likely 2024/25, as set out in 16 to 18 accountability headline measures: technical guide, due to the impact of excluding CAG/TAG grades on this performance measure).

Similarly, 16 to 18 value-added measures, which would rely on KS4 prior attainment including some data from summer 2020, continue not to be published in 2021/22. Value-added measures will return as soon as possible, which will be for the 2023/24 academic year at the earliest; further details are included in the technical guide.

Breakdowns of performance measures by prior attainment, usually published in spring with the Retention update have been brought forward to the provisional release along with other breakdowns by student characteristics. Note, we distinguish between the use of prior attainment data nationally to breakdown measures by student characteristics in this statistical release and their use to calculate performance measures that will be published for individual schools and colleges on Find School and College Performance Data.

SEN Provision contains additional breakdowns by SEN types for the first time in national level data at 16 to 18.

Additional 'bivariate' data giving a breakdown of headline attainment and disadvantage status in combination with other characteristics are available for the first time.

Changes continuing from the 2020/21 release

Characteristic breakdowns usually published in the revised update have been brought forward to the provisional release. This is a permanent change.

The rules for determining when students reach the end of their 16-18 study changed in 2020/21 and students can no longer be triggered solely due to spending two years in the same school or college. The impact of this change on 2020/21 data was to reduce the number of students in each cohort, with vocational and technical qualifications impacted most. In 2021/22, student numbers returned to pre-rule change levels, as expected.

Full details of the trigger change are set out in the section 'Changes introduced in the 2020/21 release' in the Quality and Methodology documentation.

Checking exercise and other amendments

This updated release is based on revised data. Since the release of provisional data in November, amendments to the data have been made. These include the addition of 'late' results from some Awarding Organisations, and changes made by schools and colleges through a 'checking exercise'.

The checking exercise takes place in the autumn term and gives schools and colleges the opportunity to amend their data. Some students are removed from a school or colleges results, for example because the student wasn't on roll or has not yet completed 16-18 study. Some students are added where they are flagged by a school or college as having completed 16-18 study despite not being triggered. Changes need to be approved to be included in revised data.

The 2021/22 academic year saw the return of the school and college checking exercise, after it was suspended in the two previous years. In this release data for 2019/20 and 2020/21 is labelled as 'final' data. This is provisional data adjusted for results from the autumn series for AS and A levels. (The autumn series gave students an opportunity to sit an exam if they were unhappy with the grade awarded to them through the alternative process). Data from 2019/20 and 2020/21 did not go through a checking exercise; schools and colleges did not have an opportunity to amend their data as described above.

The table shows the size of the change between provisional and revised/final data. Generally, the change in the numbers of students included in the data in 2021/22 is relatively small in terms of the overall cohort size, the exception being technical certificates where there are 655 more students in the revised release than the provisional (an increase of 87%). This increase is predominantly due to results being reported late by Awarding Organisations.

The size of the change between provisional and revised data is generally smaller in 2021/22 than in 2017/18 and 2018/19. Changes to the trigger rule were introduced to reduce the burden on schools and colleges. This gives an indication that the change is working as intended.

Change in the numbers of students between the provisional and revised/final data:

Cohort

Report year

2017/18

2018/19

2019/20

2020/21

2021/22

The table below shows the size of the change in the average point score between the provisional and the revised release. The changes are minimal. A change of 0.1 pts at A level / applied general / tech level is equivalent to 1/100th of a grade.

Change in Average Point Score (APS) per entry between the provisional and revised/final data.

Report year

2017/18

2018/19

2019/20

2020/21

2021/22

Unless stated otherwise statistics reported here refer to 16 to 18 year olds in England:

who reached the end of their 16 to 18 study in 2021/22. Students typically spend either two or three years in the 16 to 18 phase. (Usually, attainment includes results from qualifications entered during all those years. However, this year, attainment excludes results from qualifications that were awarded between January 2020 and August 2021).

who entered qualifications approved for reporting in 2022 school and college performance tables, set out in the 16 to 18 qualifications, discount codes and point scores guidance.

Qualifications are grouped into A level (subset of Academic), Applied General, and Tech Level exam cohorts at level 3, and Technical Certificates at level 2. Students can be reported in more than one exam cohort.

Student numbers by cohort

Students are included in this statistical release when they reach the end of their 16 to 18 study in schools and colleges in England. As set out in the Methodology guidance, the rules for determining when that happens changed in 2020/21, and students are no longer automatically triggered for reporting after spending two years in the same school or college.

The impact of the trigger change in 2020/21 was to reduce the number of students in each cohort, with vocational and technical qualifications impacted most. As expected, student numbers have generally returned to their pre-rule change level in 2021/22, with student numbers in all level 3 cohorts being higher than in 2019/20 and 2020/21.

Results for qualifications awarded between January 2020 and August 2021 have been excluded from the data. The technical certificate cohort has been substantially impacted by this change, as students are often not triggered for reporting until they turn 18, often a year or two after they complete the qualification. More detail is provided in the section 'Changes to the data in 2021/22', where in particular excluding CAG and TAG grades reduced reported technical certificate student numbers by 84%.

The growth in the number of students entered for applied general and tech level qualifications in 2021/22 approved for reporting in performance measures reflects the removal of funding approval from 1 August 2020 for pre-existing qualifications which were running in parallel with newer redeveloped qualifications. Prior to that numbers had been increasing more slowly following big falls in 2017/18 when qualifications were reformed. The number of students in the A level cohort, which includes students who only enter AS levels, has increased after several years of decline. (The previous decline reflected fewer AS level entries following the now completed A level reform to decouple A and AS levels.)

The overall growth in student numbers may also be partly attributed to the COVID-19 pandemic. Some students reported here completed their pre-16 study in 2019/20 where higher grades were awarded via Centre Assessment Grades. These higher grades resulted in greater numbers of students applying for post-16 places and may have shifted some students away from level two technical certificates and into level 3 qualifications. There were also fewer alternative options available for these students in terms of apprenticeships and other employment opportunities ( Key stage 4 destination measures showed that a smaller proportion of students who completed key stage 4 in 2019/20 progressed to sustained apprenticeship or employment outcomes in 2020/21).

Disadvantage

Disadvantaged students are all students who were in receipt of pupil premium when they were in their last year of KS4.

Disadvantage measures do not include students who were not reported at the end of KS4 - for example, because they came from overseas. Students who were known to be at independent schools in their last year of KS4 are treated as non-disadvantaged.

Disadvantage measures cover students in state-funded schools or colleges.

23.6% of state-funded students, at the end of 16 to 18 study, were recorded as having disadvantaged status in 2021/22. The percentage of students examined in level 3 vocational and technical qualifications was generally in line with this. (Applied general 23.0% and tech level 23.0%). Disadvantages students were overrepresented at technical certificate with 32.4% of the cohort identified as having disadvantaged status. Disadvantaged students were underrepresented at A level with 14.3% of the cohort identified as having disadvantaged status.

Prior attainment

Prior attainment is a measure of the average points attained per qualification at Key Stage 4. Simple discounting rules apply, with the best result in any subject used when calculating the average point score at KS4. Any GCSE resits or additional qualifications gained during 16 to 18 are ignored. For the vast majority, prior attainment is between 0-9 reflecting the range of possible grades at GCSE (where 9 is the highest grade).

[Note, whilst results from January 2020 to August 2021 are removed from calculation of performance measures, for the purposes of this statistical release they will be retained when calculating a student's prior attainment to explain outcomes in performance measures, in the same way that outcomes nationally are broken down by gender, disadvantage, etc].

In 2021/22, 18.4% of students at the end of their 16 to 18 study had the highest prior attainment (grade 7+). The large majority of students with the highest prior attainment choose to study at least one A/AS level (94.8%). High attainers now make up 36.2% of the A level cohort compared to 4.7% of the applied general and 3.7% of the tech level cohort. The proportion of students with the highest prior attainment has increased year on year for each cohort since 2019/20 (from when KS4 prior attainment has been calculated in this release).

27.5% of students at the end of 16 to 18 study in 2021/22 had the lowest prior attainment (from grade 0 up to grade 4). The proportion of students with the lowest prior attainment has decreased year on year for each exam cohort since 2019/20.

This change in the distribution of prior attainment for exam cohorts, will in part reflect year on year grade increases at KS4 and in part reflect that the majority of students at the end of 16-18 study in 2021/22 will have completed KS4 in 2019/20, and whose GCSE prior attainment will include Centre Assessment Grades (CAG).

Summary

These figures give the average points and average result that students achieved throughout their 16 to 18 study. Results awarded between January 2020 and August 2021 have been excluded from this data. (See the section 'Changes to the data in 2021/22). While the majority of results come from the student's final year of study (in particular for A levels), a small number of results awarded prior to January 2020 are included.

Points are given to all qualifications so we can compare qualifications of different size and grading structures. A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (from page 27).

In September 2021 Ofqual announced that 2022 will be a transition year where the aim was for exam results to broadly reflect a midway point between 2021 and 2019. Consequently, the average results are lower in 2021/22 across all level 3 cohorts than in 2020/21.

A level programmes have seen the largest decrease (2.8 pts, compared to 0.7 pts for applied general and 1.1 pts for tech level). This is as expected due to the larger increases seen in A level grades between 2018/19 and 2020/21 relative to the vocational and technical qualifications. Technical certificates have seen a small increase (0.2 pts) in the average points score. However, interpretation of this increase is undermined by a 58% drop in cohort numbers. Given that 84% of technical certificate students have been excluded form the data (see 'Changes to the data in 2021/22'), technical certificate results will not be discussed in the breakdowns, however the data is available in the table builder tool.

For all Level 3 cohorts, the average result remains the same as in 2020/21.

At A level, the South East, London and East of England tend to do better, being on or near the top in the last 3 years. These same regions have ranked in the bottom 4 for applied general in the same time period.

The North West is in the top half of the table for both A level and applied general, although the region dipped in both exam cohorts in 2020/21 when teacher assessed grades were used.

The East Midlands is in the bottom half of the table for both A level and applied general. The region attained the lowest A level results this year.

Regional rankings are more variable for tech levels (which may be attributable to the smaller total number of tech level entries).

Average results by disadvantage status

The 2021/22 disadvantage gap has increased in comparison to last year for the A level cohort and has remained stable for applied general and tech level cohorts. For the level 3 exam cohorts, the average point score has decreased for both disadvantaged and non-disadvantaged students, however for A level students, the decrease was larger for disadvantaged students.

The disadvantage gap for Level 3 cohorts is at its widest point since the measure was introduced in 2016/17. (NB, this statistical release contains data for the last 5 years back to 2017/18, but disadvantage data was first published based on 2016/17 revised data).

To get a fuller picture on the impact of disadvantage status, this data should be looked at in conjunction with data on retention rates (the percentage of students who have completed their main study programme at a provider). In 2020/21, 94.3% of non-disadvantaged A level students were retained and assessed compared to 88.5% of disadvantaged students. Students are only included in the average point score measure if they are entered for examination i.e. if they are retained and assessed. More information on 2020/21 retention can be found in the 2020/21 version of this statistical release. An update to this statistical release with 2021/22 retention figures will be released on 30th March 2023.

Average results by gender

For the level 3 exam cohorts, both female and male students saw a drop in average attainment in 2021/22 when compared to 2020/21. The decrease was larger for female students than male students, which has resulted in a narrowing of the gender gap compared to last year.

When compared to 2018/19, the gender gap is slightly wider for A level students, but slightly narrower for applied general students in 2021/22. For tech level students the gender gap has reversed such that in 2018/19 it was in favour of male students, but since 2020/21 it has been in favour of female students.

The gender gap for the percentage of students achieving at least 2 A levels has been continuously decreasing for the past 5 years, falling from 5.2 ppts in 2017/18 to 0.9 ppts in 2021/22 in favour of female students.

Average results by ethnicity

Of the major ethnicity groups, Black or Black British students attained the lowest average result across all level 3 cohorts in 2021/22. At A level, Black or Black British students' attainment was almost a full grade lower than that of Chinese students. The rank order of attainment by ethnicity has remained almost unchanged at A level through the COVID-19 pandemic and the changes to the grading processes.

Prior attainment

Typically, the higher the average KS4 prior attainment, the higher the average outcome at the end of 16 to 18 study, regardless of the programme of study.

The attainment gap between students with the highest and lowest prior attainment has remained stable throughout different grading processes since 2019/20 (when this prior attainment data is available). The attainment gap at A level is around 25 pts (or 2.5 grades) and at applied general and tech level is around 19 pts (or just under 2 grades).

Average results for other student characteristics

Breakdowns of other student characteristics, including SEN provision, first language and more, are available in the featured tables and create your own tables sections of this statistical release.

This year we have introduced a new data file to this statistical release called 'Attainment and other performance measures - student characteristics and disadvantage status'. This data file gives more detail about disadvantaged students by breaking down the disadvantaged status of students by other student characteristics. In breaking down the data in this way we hope to be able to better identify how student characteristics interact. The following sections show some illustrative analyses.

Disadvantage and prior attainment

The distribution of disadvantaged students is uneven across the prior attainment bands. At A level, 9.3% of students in state-funded institutions with the highest prior attainment (grade 7+) have disadvantaged status, while 27.8% with prior attainment from grade 0 up to grade 4 have disadvantaged status.

At A level the disadvantage gap for students with the lowest prior attainment was 1.3 pts in 2021/22 or just over 1/10th of a grade. The gap increased to 2.8 pts for A level students with prior attainment from grade 4 up to grade 7 and 3.5 pts (or just over 1/3 of a grade) for students with the highest prior attainment.

The increase in the overall A level disadvantage gap was driven by the increase in the disadvantage gap for students with the highest prior attainment. (Up 0.9 pts from 2.7 pts in 2020/21). There was a small increase for those with prior attainment of grade 4 up to grade 7 (up 0.2 pts from 2.6 pts) and the gap stayed steady for those with prior attainment of grade 0 up to grade 4.

Disadvantage and other student characteristics

Across level 3 exam cohorts, non-disadvantaged students with English as their first language obtained higher average results than students with a first language other than English. However, the reverse is true for disadvantaged students. Here students with a first language other than English achieved higher average results.

Disadvantaged Black or Black British students attained the lowest average results in 2021/22 of any ethnicity across level 3 cohorts. Non-disadvantaged Black or Black British students also attained lower average results than their non-disadvantaged peers. White students had the biggest disadvantage gaps (of students with known ethnicity) across level 3 cohorts.

The disadvantage gap remains greater for female students in all level 3 cohorts, as it has since 2019/20.

Summary

Data in this section covers A level entries and results for all students aged 16-18 at the start of the respective year. Students don't need to be triggered for inclusion in this data, so it is not impacted by the change in the 'trigger' rules, introduced in 2020/21, that determined when a student had reached the end of 16-18 study. It is also not impacted by removing CAG and TAG grades from data for 2021/22.

The chart below shows the distribution of A level grades for students aged 16 to 18 for each academic year. Overall, the proportion of entries achieving top grades (between A* and B) has decreased in comparison to 2020/21 but remains higher than 2018/19.

In 2021/22, 14.8% of awarded grades were at A*. This is an increase of 6.9ppts from 2018/19, but a decrease of 4.3ppts from 2020/21. The percentage of entries achieving A*-A grades is now 36.4%, which similarly corresponds to an increase of 10.6ppts compared to 2018/19 but a decrease of 7.9ppts from 2020/21. As previously noted however, year on year comparisons cannot be interpreted as students achieving at a higher standard. Where achievement gaps alter in 2019/20 and 2020/21 compared to previous years, it might reflect the different process by which grades were awarded across these years.

A level results by gender

Overall, in 2021/22 both male and female students were more likely to be awarded the higher A level grades (A*/A/B) than in 2018/19 but less likely than in 2020/21.

Across the top A* and A*-A grades the gender gap has decreased in comparison to 2020/21. Female students continue to be more likely to achieve these grades, which has been the trend for the last three years (since 2019/20) when a reversal of the gender gap was observed.

At A*-B the gap between female and male student achievement had been continuously increasing since 2017/18, however this year the gender gap has reduced from 6.9ppts in 2020/21 to 4.7ppts.

Data is this section covers A level entries and results for all students aged 16 to 18 at the start of respective year. Students don't need to be triggered for inclusion in this data, so it is not impacted by the change in the 'trigger' rules, introduced in 2020/21, that determined when a student had reached the end of 16 to 18 study. It is also not impacted by removing CAG and TAG grades from data for 2021/22.

STEM subjects here are defined as: biology, chemistry, physics, maths, further maths, and computing.

A level grades in STEM subjects

For 2021/22, the proportion of students achieving top grades (A*, A*-A, A*-B) in STEM subjects compared to 2020/21 has fallen. At A*, the largest decrease was in further maths (8.4ppts) and the smallest decrease was in physics (4.7ppts).

The STEM subjects have generally seen large increases in the proportion of students achieving top grades when compared to 2018/19. The largest increase at A* was further maths rising by 15.7ppts, and the smallest increase was in biology at 6.3ppts. The A*-A grade boundary also observed large increases in the proportion of entries achieving these grades, ranging from computer science (17.1ppts increase) to maths (6.6ppts increase).

This section replaces one that usually describes outcomes in the English and maths progress accountability measures. These are not being created in 2021/22 in Find School and College Performance Data due to the impact of excluding CAG and TAG grades on this measure (set out in more detail in the 16 to 18 accountability measures: technical guide).

These alternative data have been published as part of this statistical release since 2015/16. Coverage is all entries and outcomes in below level 3 English and maths qualifications for students aged 16 to 18 at the start of the respective year. Unlike data based on students at the end of 16-18 study, it means these data are not impacted by the trigger change in 2020/21, and not impacted by removing CAG and TAG grades from data for 2021/22.

It also means a student here can be reported in successive years, for example at age 16 in 2019/20, at age 17 in 2020/21, and at age 18 in 2021/22 if they entered exams in each year.

The tables below focus on GCSEs, and Functional Skills qualifications at level 2, level 1 and Entry level which make up the large majority of English and maths qualifications entered below level 3 (though outcomes for Other level 2, level 1, and Entry Level qualifications are available via the 'Explore data and files' section).

Fewer students are entering below level 3 maths and English qualifications

Most students aged 16 to 18 enter below level 3 English and maths qualifications because they did not achieve a GCSE pass at grade 9-4 or equivalent during key stage 4, and so are required to continue to study those subjects under Condition of Funding rules (CoF).

The overall fall observed in the number of below level 3 entries across both English and maths in GCSEs and Functional Skills is consistent with data published in Key Stage 4 performance showing an increasing proportion of pupils achieving grades 4 or above in English and maths GCSE during key stage 4 ( increasing from 59.8% in 2018/19 to 67.1% in 2020/21 in provisional data) - and so not being required to study below level 3 English or maths during the 16-18 phase.

An additional factor explaining the big fall in entries at GCSE from 2019/20 to 2021/22 (-27% English, -12% maths) is the higher proportion of GCSE entries in 2019/20 and 2020/21 during the 16-18 phase that resulted in a grade 9-4 pass, when grades were awarded through the CAG and TAG processes, because once a student achieves a 9-4 GCSE pass during 16-18 they no longer have to continue studying English and/or maths the following year.

Achievement of Level 2 English and maths through GCSE and Functional Skills qualifications

Many more age 16-18 students enter GCSEs (a level 1/level 2 qualification) than are entered for Functional skills (distinct qualifications at level 2, level 1 and Entry level).

Overall pass rates are broadly comparable at GCSE and L1 and L2 Functional skills. Given that the prior attainment distributions are similar at GCSE and level 2 functional skills (see table below), we might have expected to see a higher level 2 pass rate (grades 9-4) at GCSE. Although it is difficult to make direct comparisons due to range of grades available within the GCSE qualification.

Qualification KS4 Prior Attainment English entries in 2021/22 Proportion of English entries at prior attainment band maths entries in 2021/22 Proportion of maths entries at prior attainment band

All level 1 and level 2 qualifications have had decreases in their pass rates in 2021/22. Mathematics qualifications have seen much larger decreases than English across all qualifications.

Maths L2 functional skills decreased by 20.8 ppts to 63.6% (12.0 ppts fall in English to 81.0%). Maths L1 functional skills decreased by 10.2 ppts to 85.4% (English fall, 3.3ppts to 94.0%). For maths GCSE the overall pass rate (grade 9-1) decreased by 5.8ppts to 84.9% (English decreased by 3.7 ppts to 85.8%) and the level 2 pass rate (grade 9-4) also decreased 16.7ppts to 15.3% for Maths and 13.9ppts to 25.7% for English

In contrast, at KS4 the English language GCSE level 2 pass rate (grade 9-4) fell by more than maths. English language fell by 4.0 ppts and maths by 3.1ppts between 2020/21 and 2021/22 (provisional data).

Pass rates in English and maths at level 2 by institution type

GCSE entries by students at independent schools are most likely to pass at level 2, but it should be noted that Condition of Funding rules are not relevant for these schools, and these students may be resitting GCSEs to improve their KS4 grade, which could have already been at grade 4 or above. Amongst state-funded institutions, students in schools are consistently most likely to pass GCSE at level 2, then sixth form colleges and other FE sector colleges in both English and maths in 2020/21 and 2021/22.

Level 2 Functional Skills entries: within state-funded institutions sixth form colleges and 'Other FE sector' colleges are consistently more likely to pass than schools. Most entries in L2 Functional Skills are in 'Other FE sector' colleges.

Applied general, tech level, and technical certificate qualifications approved for reporting in this statistical release (and institution level performance data) are updated annually and published on gov.uk:
https://www.gov.uk/government/collections/performance-tables-technical-and-vocational-qualifications
The concept of qualifications approved for reporting has been applied since 2015/16 following Professor Alison Wolf's Review of Vocational Education. From 2017/18 at level 3 and from 2018/19 for technical certificates, the quality threshold for vocational and technical qualifications to be included in performance measures further increased. The later reforms include criteria relating to the size, content, and assessment, including a requirement that a proportion of a qualification's content is subject to external assessment. From 1 August 2020 the ESFA removed funding approval for pre-existing applied general and tech level qualifications (which had been approved in 2015/16 and 2016/17) which were running in parallel with newer redeveloped qualifications.

The measures presented in this section show the students entering these approved qualifications as a proportion of students entering a wider set of vocational qualifications that had been approved by the Education and Skills Funding Agency (ESFA) for funding during 16 to 18 study.

Proportions entering approved tech level and applied general qualifications continue to increase following a large fall in 2017/18 (when both lists of approved qualifications changed substantially), with a jump in students entering reformed versions of qualifications in 21/22 (in part attributable to the defunding of unreformed pre-existing qualifications).

The coverage of the measure for technical certificates is strongly impacted by the removal of CAG and TAG data from 2021/22 accountability data (as coverage is students at the end of 16-18 study, and level 2 vocational qualifications are more often entered during a student's first year of 16-18 study and so are excluded from the calculation).

The following table shows that there is variation in whether different institution types enter students for qualifications approved for reporting in performance tables versus the wider set of qualifications that were approved for funding.

Overall students in state-funded schools continue to be most likely to enter reformed versions of vocational and technical qualifications at level 3 (reformed in 2017/18), but 2021/22 saw a marked increase in the proportion of students entering approved/reformed applied general and tech levels across all broad institution types.

Introduction to retention measures

The Retention measure shows the percentage of students who are retained to the end of the 'core aim' (or main learning aim) of their study programme at a school or college.

Students are counted as retained if they are recorded as having "completed the learning activities leading to the learning aim" by their institution. This information is collected in the school census or for students that attended sixth form or FE colleges, the Individualised Learner Record (ILR).

Retention measures are not calculated for independent schools or special schools (both independent and maintained) as learning aims data is not available for these schools.

The Retention measure is calculated by dividing the total number of students retained by the total number of students with a core aim, in each of the five programmes approved for reporting in performance tables: academic, A level, applied general, tech level, and at level 2, technical certificate programmes.

Since academic programmes comprise largely of A levels, only data for A level core aims are described here; overall data for academic programmes can be found in the 'create your own tables' section and in the underlying data available to download.

Alongside the headline Retention measure there are two supporting retention measures:

Retained and Assessed: The percentage of students who are retained to the end of their course and are assessed.

Returned and Retained for a second year: The percentage of level 3 students who return to the same provider and complete their programme of study in their second year. (The main difference when compared to Retention is for students who complete their core aim in one year.)

A fuller description of the methodology underlying retention measures can be found in the 16-18 technical guide (from page 41).

Retention measures and the impact of the trigger change in 2020/21

The impact of the trigger rule change, meaning that students were no longer automatically reported after two years in 16-18 study, was to reduce the reported number of students in scope for retention measures across all exam cohorts in 2020/21, with the biggest impact on vocational and technical cohorts (VTQs).

For retention measures, this meant that Retention rates were slightly increased in 2020/21 for level 3 cohorts (A level, applied general, tech level) than would have been seen otherwise. However, the impact on the level 2 technical certificate cohort was a large decrease in Retention rates (and in cohort size).

Fuller analysis on the impact on 2020/21 retention data can be found in the methodology document, in the section 'Changes introduced in the 2020/21 release', under the heading 'Impact of the trigger change on headline retention rates'.

Students whose reporting was delayed for one year due to the 2020/21 trigger change are reported in 2021/22. In other words, the impact of the trigger change was one-off discontinuity in retention data for 2020/21. For this reason, when looking at trends, data for 2021/22 is better compared to data for 2019/20 and earlier years.

All level 3 study programmes show increases in Retention rates in 2021/22 (A level +0.1 pts to 95.1%; applied general +1.8 pts to 91.7%; tech level +0.5 ppts to 91.1%). This continues a trend of increasing Retention rates since 2018/19. A level programmes continue to have the highest Retention rate as has been the case since the measure was introduced in 2015/16, but for the first time applied general programmes have a higher Retention rate than tech levels programmes.

Technical certificates have had lower Retention rates than Level 3 cohorts since being added to performance measures in 2016/17. However, they have seen an increase in Retention rate this year (+4.5 ppts to 86.6%), recovering from the impact of the trigger change that was seen last year and returning to previously-seen levels.

For the A level and applied general cohorts, rates for the Retained and Assessed measure have increasingly followed the same general trend as the Retention rate in recent years. Similarly, the Returned and Retained measure now also follows the same trend. This is most notable for the A level cohort where the phased decoupling of AS and A levels predominantly between 2017 and 2019 has resulted in a much smaller proportion of the A level cohort taking AS levels only and not then returning for a second year of study.

The tech level cohort shows a slightly different pattern this year whereby the Retained and Assessed rate has dropped slightly despite increases in both the Retained rate (retention to the end of the course) and the Returned and Retained rate (retention specifically over two years of a course). This means that within this cohort there was an increase in the proportion of students not being assessed at the end of their course .

The much smaller technical certificate cohort (Level 2) was heavily impacted by the trigger change in 2020/21 and shows less stable trends. In addition, the low cohort numbers mean that breakdowns of the technical certificate data, by student characteristics become increasingly unreliable, and therefore this cohort isn't discussed further.

Due to the similarity in the trends shown by the three retention measures, in particular for the two largest cohorts (A level and applied general), our further narrative will focus on the Retained and Assessed measure. Further breakdowns of the Retention measure and the Returned and Retained measure across all qualification cohorts are available in underlying data and through the table builder.

The Retained and Assessed rate is higher for non-disadvantaged students across all level 3 cohorts. Disadvantaged tech level students are least likely to be Retained and Assessed at 79.1%, which is 7.1 ppts lower than their non-disadvantaged peers. The Retained and Assessed disadvantage gap is smaller for A level and applied general (5.6 ppts and 5.3 ppts respectively).

The disadvantage gap has been narrowing for the A level cohort since 2018/19 (from 8.4 ppts to 5.6 ppts). Similarly, the applied general cohort has, overall, seen a substantial decrease in the gap in that time (from 7.9 ppts to 5.6 ppts). In contrast, the tech level cohort did not consolidate an initial decrease in the gap in 2019/20 and is now only slightly smaller than in 2018/19 (from 7.6 ppts to 7.1 ppts).

Changes to the distribution of prior attainment at A level between 2017/18 and 2021/22

The coverage of the retention measures is different to the attainment measures, and is described above in 'Retention: introduction and changes to the data in 2021/22'. The largest difference is that independent schools are excluded from the data, and this impacts the distribution of the prior attainment groups as students from independent schools have higher prior attainment on average.

The distribution of prior attainment has changed over time for all cohorts. The proportion of A level students with low prior attainment (from grade 0 up to grade 4) has decreased from 8.1% of the cohort in 2017/18 to 1.9% in 2021/22. High prior attaining students (average grade 7 or more) have increased their proportion of the cohort from 16.1% in 2017/18 to 35.3% in 2021/22.

This increase in the proportion of KS4 students achieving grades averaging 7 or more, in part reflects year on year grade increases at KS4, and in part reflects that most A level students at the end of 16-18 study in 2021/22 will have completed KS4 in 2019/20, and so their GCSE prior attainment will include Centre Assessment Grades (CAG).

However, in the vocational and technical cohorts, a larger proportion of students are being reported after three years in 16-18, hence prior attainment for these cohorts is less affected by CAGs. This is following delay in their reporting last year due to the change in the rule in 2020/21 triggering students for reporting.

Overall, students with the highest average prior attainment (grade 7+) are most likely to be Retained and Assessed in their main programme of study and students with the lowest prior attainment (grade 0 up to grade 4) the least likely to be Retained and Assessed. The highest Retained and Assessed rate is for high prior attaining A level students at 98.7%. The lowest Retained and Assessed rate is also for A level students. Low prior attaining A level students have a Retained and Assessed rate of 66.0%.

The Retained and Assessed rate for low prior attaining A level students has fallen and is now close to the 2018/19 rate, whereas the rate remains higher for other level 3 cohorts.

A full breakdown of all three retention measures by a range of other student characteristics is available through the table builder. Here, we draw attention to small number of breakdowns that may be of interest.

English Language

Across all level 3 cohorts, students with English as their first language have lower Retained and Assessed rates than students who do not. The difference is driven by poor rates for disadvantaged students with English as their first language.

The applied general cohort similarly has an increase in the Retained and Assessed rate since last year for all major (known) ethnicity groups and shows many of the same trends between groups. The Chinese ethnic group has the highest Retained and Assessed rates since 2018/19 (now at 95.8%) and the Black or Black British ethnic group and the Mixed Dual background ethnic group have made the biggest improvements in Retained and Assessed rates over recent years (+9.9 ppts to 89.1%, +9.9 ppts to 87.0% respectively). Again, the White ethnic group shows the largest disadvantage gap and White disadvantaged students have the lowest rates for Retained and Assessed.

The tech level cohort and the technical certificate cohort have very low numbers in some ethnic groups, and show less distinct patterns over recent years.

For the A level cohort, state-funded mainstream schools and Sixth form colleges have seen an increase in rates for Retained and Assessed this year (+1.5 ppts to 95.4% and +0.5 ppts to 92.3% respectively). In contrast, 'Other FE sector colleges' have seen a decrease (-2.3 ppts to 88.2%). However, the decrease for 'Other FE sector colleges' follows very large increases last year; the relative rates of the three major institution types have returned to levels seen before the change to the trigger rule.

There have also been decreases in the Retained and Assessed rate for 'Other FE sector colleges' in the applied general and tech level cohorts, following larger increases in the previous two years. All state-funded mainstream schools continue to have the lowest Retained and Assessed rates for applied general and tech level qualifications. This has been the case since 2018/19.

This data is available through the 'Explore data and files' section in the file called 'Time series - APS per entry by institution type'.

In addition it is accessible through the dashboard linked below. The dashboard combines data from this statistical release (covering the last 5 years) with selected older data compiled from previous versions of the 'A level and other 16 to 18 results' statistical release:
16-18 Time-series attainment and single year entries
On the left-hand side, clicking on the link ' Attainment: APS per entry and average result' brings up the dashboard with attainment data in terms of APS per entry.

Data including the applied general and tech level cohorts starts in 2015/16 (when these cohorts were first defined in this statistical release, and school and college data). Data for the A level cohort starts in 2012/13.

This data is available through the 'Explore data and files' section in the file called 'Time series - A level subject entries and grade by gender'.

In addition it is accessible through the dashboard linked below. The dashboard combines data from this statistical release (covering the last 5 years) with selected older data compiled from previous versions of the 'A level and other 16 to 18 results' statistical release:
16-18 Time-series attainment and single year entries
On the left-hand side, clicking on the link ' Attainment: A level entries and grade distribution' brings up the dashboard with A level entries data by subject, and A level grades by subject.

These data cover A level entries by students aged 16 to 18 within each academic year from 1995/96.

We have moved our Transition Matrices tool into a web based app for easier use. It is available at the following link:
16-18 Transition Matrices
Transition matrices (TM) are a useful tool to help visualise the progression from different groups of attainment at key stage 4 (KS4) to outcomes achieved during 16 to 18 for a range of different subjects.

Note that the 16 to 18 outcomes here will also be impacted by the different process to award grades in 2022, which is likely to impact the relationship between outcomes and KS4 prior attainment in 2021/22 for subjects.

Help and support

Methodology

Find out how and why we collect, process and publish these statistics.

National statistics

These accredited official statistics have been independently reviewed by the Office for Statistics Regulation (OSR). They comply with the standards of trustworthiness, quality and value in the Code of Practice for Statistics. Accredited official statistics are called National Statistics in the Statistics and Registration Service Act 2007.

Accreditation signifies their compliance with the authority's Code of Practice for Statistics which broadly means these statistics are:

managed impartially and objectively in the public interest

meet identified user needs

produced according to sound methods

well explained and readily accessible

Our statistical practice is regulated by the Office for Statistics Regulation (OSR).

OSR sets the standards of trustworthiness, quality and value in the Code of Practice for Statistics that all producers of official statistics should adhere to.

You are welcome to contact us directly with any comments about how we meet these standards. Alternatively, you can contact OSR by emailing regulation@statistics.gov.uk or via the OSR website.

If you have a specific enquiry about A level and other 16 to 18 results statistics and data:

Attainment statistics team

Email: Attainment.STATISTICS@education.gov.uk
Contact name: Michael Greer

Press office

If you have a media enquiry:

Telephone: 020 7783 8300

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If you have a general enquiry about the Department for Education (DfE) or education:

Telephone: 037 0000 2288

Opening times:
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A level and other 16 to 18 results, Academic year 2021/22

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This academic year saw the return of the summer exam series, after they had been cancelled in 2020 and 2021 due to the impact of the COVID-19 pandemic, where alternative processes were set up to award grades.

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DfE: Studying maths to 18 – what you need to know BLOG

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DfE: Studying maths to 18 – what you need to know BLOG

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Published: 4th January 2023

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There are still too many people who are being held back by poor maths both in their careers and in their personal lives.

Prime Minister Rishi Sunak has said that he wants to see all students in England study some form of maths to 18 to ensure that they leave school better equipped for the jobs of the future.

Just half of all 16-19-year-olds study maths. Yet in a world where data is everywhere and statistics underpin every job, our children's jobs will require more analytical skills than ever before.

The Prime Minister set out the plans in a speech on 4 January 2023.

Here's what you need to know.

Why is maths so important?

So many jobs and careers require a good level of maths - particularly quantitative and analytical skills. But at the moment around 8 million adults in the UK have maths skills lower than those expected of a nine-year-old meaning lots of rewarding jobs might not be available to them. Part of the problem is that at the moment only around half of 16-18-year-olds study maths. But it goes beyond careers and employment, so many aspects of everyday life - from managing personal finances to understanding offers in the supermarket - require a decent level of maths.

Many other countries - including Australia, Canada, France, Germany, Finland, Japan, Norway and the USA - ensure students take some form of maths until they're 18 and the Prime Minister has made clear that England will do likewise.

How will 16-18-year-olds study maths under these plans?

Further detail will be set out in due course but we are exploring existing routes, such as the Core Maths qualifications and T-Levels, as well as more innovative options. This does not mean compulsory A level maths for everyone.

What level of maths do pupils study at the moment?

Maths is compulsory on the curriculum for all pupils in England up to age 16. We expect them to leave primary school having mastered the basics before going on to apply those fundamental principles to more complex problems in secondary school. Pupils that don't get a grade 4 or above in their maths GCSE have to resit the exam if they want to carry on studying in a school or college after they're 16 - this is already helping make sure fewer young people leave school without basic maths skills.

Since 2010 we have seen a number of key changes in the way maths is taught in school. These include the introduction of 'mastery teaching' - based on a Singaporean model of teaching that fosters a deeper understanding of the subject - and of Maths Hubs which help teachers around the country share and develop best practice in maths teaching.

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Studying maths to 18 - what you need to know

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There are still too many people who are being held back by poor maths both in their careers and in their personal lives. Prime Minister Rishi Sunak has said that he wants to see all students in England study some form of maths to 18 to ensure that they leave school better equipped for the jobs of the future.

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Published: 19th January 2023
"We expect that overall results in summer 2023 will be much closer to the pre-pandemic years than results since 2020. In other words, we expect that overall, nationally, results in 2023 will be lower than they were in 2022."

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Good afternoon. It is a pleasure to be with you this afternoon as Chair of Ofqual. Unfortunately, the Chief Regulator is unable to be with us today, which I know she very much regrets. She spoke to your winter conference last year in remote format, but it's obviously much better to be here face to face and talk in person.

And what a difference a year makes. Last year saw the very welcome return of a normal series of examinations and formal assessments, or nearly normal. Thank you for everything you did to enable those to run smoothly in your colleges. I know it wasn't always easy but we had a really good outcome for young people, nonetheless.

I will be saying something later on exams this summer, but I wanted to start with what is happening on the review of level 3 qualifications, including, for example, courses like BTECs at level 3, but also the whole range of alternative academic and technical qualifications at level 3.

I know that there are questions and potentially some concerns about what is happening, including the approval process for continued funding, and why all this is happening, so I thought it might be helpful for me to offer a brief overview.

Aside from a small number of exceptions, all level 3 alternative academic and technical qualifications (qualifications at level 3 which are not T Levels or A levels, like for example level 3 BTECS, alongside many others) are being required to re-apply for funding as part of a government-led streamlining programme for these qualifications.

The government's aim for this exercise is in essence threefold:

firstly, to simplify the landscape, including addressing what is seen as in some cases unnecessary duplication where that exists

to drive up the quality of qualifications and the assessment that underpins them

and to ensure that appropriate priority is given to T Levels and their place in the landscape

These alternative and technical qualifications constitute a large and complex area in comparison, say, with A levels and T Levels. For example, there are more than 60 awarding organisations offering the qualifications that are in scope, and several thousand different level 3 qualifications in the alternative academic and technical space.

Some of these are large entry and well known to you in your colleges, and some, of course, are very small in terms of entry, and not likely to be on your radar as college leaders.

Last week the government published details of their new qualifications funding approval process for qualifications at level 3. Talking to your colleagues, I know that that is under scrutiny by your representatives and I am sure debate will continue. What the document sets out to do is bring clarity on what type of L3 qualifications are likely to be publicly funded alongside A levels and T Levels, and bring clarity on the timescales.

I recommend that you take a look at this for more detailed information. I believe the Department for Education will be running some webinars to look at some of this in more detail, which may be useful for colleagues here as well.

As part of the process that awarding organisations are going through, re-applying for funding, we, Ofqual, are contributing by providing qualitative feedback to the DfE on each qualification where funding is being reapplied for, as well as on the awarding organisation itself.

This means that these qualifications are coming under much greater individual regulatory scrutiny than has been the case up to now. Ofqual has put in place a range of higher expectations relating to quality that we expect awarding organisations to meet in their reapplications. It is against those expectations that we provide our qualitative feedback to the DfE and the Institute for Apprenticeships and Technical Education (IfATE).

As the process plays out, the DfE is taking decisions on funding for the reapplications it receives taking into consideration the quality-based advice Ofqual provides, as well as the contribution of IfATE, that represents the employer voice.

It is probably important to flag that the government absolutely recognises that, alongside the aim of simplifying the landscape, there will, in the future, still need to be a range of qualifications at L3 available alongside A levels and T Levels.

For many students these qualifications are important, not only as vehicles for their continued education and engagement in education, but also because they provide important routes for further study or employment. So there will likely be many decisions to approve applications for funding, alongside decisions not to continue to fund.

You might be wondering what this means for you as a college leader.

In short, unless you are a college which offers only A levels and GCSEs, or T Levels, it is almost certain you will be offering some of these qualifications, maybe for example level 3 BTECs or equivalent.

It is also at least possible that the government will determine that some of those qualifications do not meet the criteria for continued funding, which may mean you will need to take decisions about changing the portfolio of courses you provide in the interests of your students to reflect what is available and funded in the future. So following this process, including through your representatives in this association, to make sure that you are up to speed with decisions being taken is critically important. I am sure you will also continue to make your views heard.

Grading in 2023

Moving on now, I will now say something about arrangements for grading GCSEs, AS and A levels in 2023. We published our plans back in September so that higher education institutions could factor in decisions that were being made about grading before they embarked on their offer-making, and of course because some of you will have been arriving at UCAS predictions for students. We felt it was important you had as much information as possible before you started that process. Our plans for 2023 take us a step further on the road to normality, building on what happened in 2022, while also recognising the impact of the pandemic.

You will recall that in summer 2022, we aimed for a staging post on the way back to more normal grading. In 2023, we will return to pre-pandemic grading, but with some protection in place for your students, a soft landing, if you like.

Students in the 2023 cohort have not, during their exam courses, experienced the level of national school or college closures experienced by students in the 2 years before them. But I know, from listening to teachers, college leaders and students themselves, that many have certainly experienced some level of disruption.

So, to achieve that extra bit of protection, Ofqual will put in place the same sort of safeguards used for the first students taking reformed GCSEs and A levels from 2017 onwards.

Back in the reform context, that meant not disadvantaging students in the first cohorts if overall they performed less well because they were the first to sit the new exams.

So how will it work this summer? In practice, as in any year, grade boundaries for every specification will be set by senior examiners after they have reviewed the work produced by students in their exams.

But those senior examiners will be guided in their decisions about where to set grade boundaries by information about the grades achieved in pre-pandemic years, along with prior attainment data for the cohort.

So that means students in 2023 will be protected in grading terms if their examination performance in 2023 is a little lower than it might have been had the pandemic not taken place. That is what I mean by a soft landing.

What that means is, a typical student who would have achieved an A grade in their A level geography before the pandemic will be just as likely to get an A in summer 2023, even if their performance in the assessments is a little weaker in 2023 than it might have been before the pandemic.

We expect that overall results in summer 2023 will be much closer to the pre-pandemic years than results since 2020. In other words, we expect that overall, nationally, results in 2023 will be lower than they were in 2022.

Individual providers, including colleges and schools, should be prepared for this. I know, as a school leader myself, it's worrying if you look at figures that are lower than the previous year.

It's important that we don't compare the results in 2022 with any other year. Lower results in 2023 compared with 2022 will not mean, by itself, that your college's performance has fallen. It will be much more likely to reflect the return nationally to normal grading standards.

It is important to note that, while we aim to return pretty much to normal grading in 2023, this does not mean there is any nationally pre-determined 'quota' of grades. Every set of grade boundaries, qualification by qualification, is determined by human, senior examiners, taking account of all the information they have available, including actual student performance.

I did want to sound one note of caution: if you are using summer or autumn 2022 papers as mock or trial exams, the grade boundaries set for those papers are likely to be more generous, reflecting the approach we took in 2022, both summer and autumn. Do bear that in mind if you are using the results from mocks to give indicative grades for students being examined this year.

For vocational and technical qualifications (VTQs) taken alongside or instead of GCSEs and A levels, awarding organisations are expected to take account of the grading approach being used in GCSEs and A levels. So for VTQ qualifications certificating in 2023, this also means a return to normal grading arrangements.

And a word about universities and higher education: decisions about grading by themselves have no effect on the number of higher education places available. That is determined by other factors and has got nothing to do with grading decisions.

Universities themselves will take account of how exams will be graded when they make their offers, including any differences between the 4 nations of the UK (which already exist). Universities are well-experienced in factoring those in to their offering arrangements.

UCAS wrote out to all schools just after Ofqual announced our grading decision, to explain how offers will be made this year, and to confirm that universities would take our grading decision into account. The Chief Regulator also wrote to admissions officers just before Christmas.

Formulae/equation sheets, MFL and resilience

Further points on 2023: there are one or two changes to support students taking GCSEs. Students will be given formulae sheets for GCSE maths and revised equation sheets for GCSE physics and combined science, which we did in 2022 for those GCSEs. This will give some additional reassurance to GCSE students in the exam itself.

And for modern foreign languages GCSEs, Ofqual's changed requirements mean that exams do not have to test unfamiliar vocabulary. That's to make it feel a bit more accessible for students this year.

Delivering exams

Turning now to resilience, the arrangements in place should the unthinkable happen in summer 2023. Clearly the closer we get to the summer, the less likely that becomes, but we've all learned to be cautious in how we predict the future. In November, Ofqual and the DfE jointly published guidance on resilience, in the very unlikely event that exams are not able to go ahead as planned. Some colleges may be running mock exams now and I know this is a big operation, particularly in colleges such as yours with large cohorts of students. You are also, simultaneously, preparing students to take their end of year exams. Ofqual was conscious of this when we published the guidance.

The thrust of that guidance, designed to minimise the burden on you and your students, is that any assessment opportunities you plan should be in line with your normal approaches, as far as possible.

As well as all the work you do to prepare your students to take their assessments through your teaching and learning, we know that the administration and delivery of exams is something you take seriously. We take our hats off to people in colleges leading the examinations operation.

It is enormously complex, but there is training and support available, and I encourage you to make sure those who are charged with doing this work get access to the range of training available for them so they can benefit from it and deliver as well as possible on behalf of students.

If you've looked at the GCSE and A level exam timetables for next year, you'll see there are some changes from 2022.

The Joint Council for Qualifications (JCQ) listened to feedback about the spacing between exams in the same subject in summer 2022. They have taken this on board for 2023.

They will largely be preserving those gaps, to reduce the risk of students missing all exams in a subject, but the spacing between some papers is slightly less next summer.

I did just want to draw your attention to the contingency days that they have built in. Both the 8 and 15 June will be 'contingency afternoons' and the 28 June will be a contingency day in case there is national or local disruption that would mean exams had to be re-scheduled.

Do please let your students know about this and remind them that they might have to be available on those dates. It's particularly important for them to be aware if they are planning holidays.

There are more details on the JCQ website, and a quick plug for Ofqual's resources as well: every year we provide a guide for students and a guide for schools and colleges. These will be published in the spring, and always live somewhere central on our website. I hope you'll be able to point your students to them.

Vocational and technical qualification results in 2023

And finally, just as Ofqual regulates in the interests of students of all ages and apprentices, we are also convinced of the need for parity of treatment for students across the different sorts of qualifications your colleges provide, whether vocational or academic.

So I wanted to reassure you that we have in train a series of actions to prevent a repeat of the delayed results in vocational and technical qualifications that we saw last August. I know this affected some of you and your students.

We were shocked by what became apparent in August. Not only that around 20,000 students from 1,550 centres had delayed results, but that for some time, there hadn't been a single date by which VTQ students could expect results - even when they were used for progression. That is not acceptable and Ofqual will work with the sector to fix this, not just for this summer, but for the long term and in the interests of being fair to students taking these qualifications.

Our investigation of the awarding organisations involved continues, as does our review of the extent of the problem. We will consider whether enforcement action is appropriate after that concludes.

In December, we published the 5 key actions that Ofqual, working with you and others in the sector, will deliver.

These actions cover a range of areas, and there isn't time to cover them in detail here. They include putting in place clear deadlines, improving data sharing, introducing check-ins for colleges and awarding organisations, improving information accessibility about these qualifications, improving communications from awarding organisations to centres, improving training for staff running exams, and monitoring the implementation of all this via a joint taskforce from around the sector chaired by the Chief Regulator.

We are certain that taken together these actions will to a very significant extent address the issues we saw playing out this summer (and which to a greater or lesser extent have been endemic in the system).

Thank you very much for your attention - I think we still have a few moments for any questions.

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Sir Ian Bauckham CBE at the Sixth Form Colleges Association winter conference

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Ofqual's Chair looks ahead to assessment and examination results in 2023.

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Inspiration Teaching School Hub: Spring Newsletter

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Inspiration Teaching School Hub: Spring Newsletter

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For schools in Mid, South and East Norfolk

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AMSP: East of England KS5 Maths Conference

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AMSP: East of England KS5 Maths Conference

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11:30 - 12:15
20th June 2023
Cambridge

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Increasing participation in Core Maths, AS/A level Mathematics and Further Mathematics

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NFER: Additional analysis of the 2021 National Reference Test - Factors Affecting Attainment

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NFER: Additional analysis of the 2021 National Reference Test - Factors Affecting Attainment

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Each year the National Reference Test reports the proportions of students achieving at or above three key GCSE grades in English and mathematics. The NRT is therefore uniquely placed as a Key Stage 4 assessment which compares performance directly at ability level, to contribute to the evidence on the impact of disruption to education due to the Covid-19 pandemic. As the 2020 NRT administration was largely unaffected by Covid (the testing window ended before schools were closed for the first national lockdown), the outcomes from that year provide a useful pre-Covid measure of performance. Comparing these outcomes with the NRT outcomes in 2021 enabled us to identify any significant changes in performance in 2021 which could be attributed to the impact of Covid-19 on student performance in English and mathematics.

The main NRT outcomes, reported in the 2021 Results Digest, showed overall performance on the NRT in English and mathematics over time, indicating how the subjects may have been impacted as a whole. For mathematics there were, as we might have anticipated given the disruption to education in the preceding year, significant drops in performance. For English, the outcomes were perhaps more surprising: performance was very similar, on average, in 2021 and 2020, with no significant differences at any of the three grade boundaries.

NFER undertook additional analysis of the NRT 2021 data to explore two important research questions:

What school and pupil characteristics were associated with changes in performance in English and mathematics during Covid-19 disruption?

Were different areas of the curriculum differentially impacted by the disruption to teaching as a result of the Covid-19 pandemic?

The first report, National Reference Test 2021: Factors Affecting Attainment, describes whether the gaps in performance between students and schools, based on a range of demographic and attainment variables, changed significantly between 2020 and 2021. Two key themes were explored as part of this research: socio-economic factors and prior performance. Additionally, the analysis included a range of other demographic factors at both student- and school-level that could potentially play a role in explaining how the impact of disruption due to the pandemic may vary across the population.

Key Findings

For both English and mathematics, there was no significant change in the relationship between the socio-economic status of the student and performance on the NRT between 2020 and 2021.

For mathematics there was a statistically significant impact related to being in a school with greater levels of deprivation. Students in schools with higher proportions of students eligible for free school meals experienced a greater decline in performance at grades 5 and 7.

There was no evidence that high performing schools or students coped better with the disruption caused by the pandemic. The relationships between NRT performance and previous school and student performance did not change significantly across the two years.

Students with English as an additional language (EAL) saw a significantly greater decline in performance in mathematics than students with English as a first language. This finding was not replicated in English.

The relationships between gender, ethnicity and students with special educational needs and disabilities (SEND), and performance on the NRT (either subject) were not found to have changed significantly between the two years.

The type of school (e.g. academies, free schools and Local Authority maintained schools), being defined as urban versus rural, and school size were not significant predictors of performance on the NRT, and nor did the relationship between these variables and performance change significantly across the years.

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National Reference Test 2021: Factors Affecting Attainment

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Each year the National Reference Test reports the proportions of students achieving at or above three key GCSE grades in English and mathematics. The NRT is therefore uniquely placed as a Key Stage 4 assessment which compares performance directly at ability level, to contribute to the evidence on the impact of disruption to education due to the Covid-19 pandemic.

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NFER: Additional analysis of the 2021 National Reference Test - Performance Across Content Areas

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NFER: Additional analysis of the 2021 National Reference Test - Performance Across Content Areas

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National Reference Test 2021: Performance Across Content Areas

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The analysis explored whether the results of the NRT can provide insights into curriculum areas that were more difficult to learn at a distance, were given a lower priority than others or required more explicit teaching of concepts and/or skills.

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Julian Teaching School Hub: NPQ IN LEADING TEACHING

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Julian Teaching School Hub: NPQ IN LEADING TEACHING

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February 2023 Start

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Julian Teaching School Hub: NPQ IN SENIOR LEADERSHIP

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Julian Teaching School Hub: NPQ IN SENIOR LEADERSHIP

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February 2023 Start

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Ofqual: Letter to Heads and Principals - arrangements for exams and assessments in 2023

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Ofqual: Letter to Heads and Principals - arrangements for exams and assessments in 2023

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Published: 9th December 2022

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Thank you to you and your colleagues for the vital part you played in the successful return to exams and formal assessments earlier this year. Over one million students received more than 5 million qualifications despite the disruption caused by the pandemic. From talking to teachers and students wh…

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Ofqual: Proposed changes to the assessment of mathematics, physics and combined science GCSEs in 2023 Consultation Outcome

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Ofqual: Proposed changes to the assessment of mathematics, physics and combined science GCSEs in 2023 Consultation Outcome

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Published: 30th November 2022

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Detail of outcome

Ofqual and the Department for Education (DfE) confirmed in September that GCSE, AS and A level exams in England will largely return to pre-pandemic arrangements next summer as young people continue to recover from the pandemic.

DfE has also announced that, in 2023, students are not required to memorise formulae for GCSE mathematics and equations for GCSE physics and combined science. This reflects their responsibility for GCSE subject content, and was a change that was also made for exams that took place in 2022.

A consultation was published seeking views on the proposal to carry forward to 2023 the arrangements in place in 2022, which required the provision of formulae and revised equation sheets in exams in GCSE mathematics, physics and combined science.

The consultation ran from Thursday 29 September to Thursday 20 October 2022 and received 8,189 responses. A full summary and analysis of the responses has been published at the same time as this decision document.

Detail of feedback received

Ofqual and the Department for Education (DfE) confirmed in September that GCSE, AS, and A level exams in England will largely return to pre-pandemic arrangements next summer as young people continue to recover from the pandemic.

DfE has also announced that, in 2023, students are not required to memorise formulae for GCSE mathematics and equations for GCSE physics and combined science. This reflects their responsibility for GCSE subject content and was a change that was also made for exams that took place in 2022.

Ofqual conducted a consultation on the proposal to carry forward from summer 2022 the provision of support materials, in the form of formulae and revised equation sheets, in the exams for 2023 only in GCSE mathematics, physics and combined science.

Original consultation

Summary

We invite views on proposed adaptations to the assessment of GCSEs in mathematics, physics and combined science for students in England taking exams in 2023.

This consultation ran from

Consultation description

Ofqual invites your views on proposed adaptations to the assessment of GCSEs in mathematics, physics and combined science for students in England taking exams in 2023.

The Department for Education (DfE) has confirmed that in view of the disruption caused by the coronavirus (COVID-19) pandemic, it is not necessary for students to memorise formulae for GCSE mathematics and equations for GCSE physics and combined science, as they must in a normal year. Therefore, we propose carrying forward from summer 2022 the provision of support materials, in the form of formulae and revised equation sheets, in the exams for GCSE mathematics, physics and combined science.

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Proposed changes to the assessment of mathematics, physics and combined science GCSEs in 2023

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National Statistics: 2021/22 16 to 18 Results and Performance Measures 

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National Statistics: 2021/22 16 to 18 Results and Performance Measures 

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Published: 10th November

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Last updated

Release type

National statistics ?

This academic year saw the return of the summer exam series, after they had been cancelled in 2020 and 2021 due to the impact of the COVID-19 pandemic, where alternative processes were set up to award grades. As part of the transition back to the summer exam series adaptations were made to the exams (including advance information) and the approach to grading for 2022 exams broadly reflected a midpoint between results in 2019 and 2021.

The 16 to 18 performance measures reported in this revised release for the 2021/22 academic year, and to be included on the Find School and College Performance Data website, have been affected by our commitment not to include results from qualifications awarded between January 2020 and August 2021 (see section 'Changes to the data in 2021/22').

Throughout this release, comparisons are made with both 2021, the most recent year, and 2019, because it is most meaningful to compare to the last year summer exams were sat. Given the unprecedented change in how A level and vocational and VTQ grades were awarded in 2020 and 2021, as well as changes to the grade boundaries and methods of assessment for 2021/22, users need to exercise caution when considering comparisons over time, as they may not reflect changes in student performance alone.

Related information

Releases in this series

View releases (23)

Methodologies

Headline facts and figures - 2021/22

A level retention

95.1%

An increase of 3.8 ppts from 2018/19

What is this?

This is the headline retention rate for A level programmes. (The percentage of students who completed their A level programme).

Applied general retention

91.7%

An increase of 5.1 ppts from 2018/19

What is this?

This is the headline retention rate for applied general programmes. (The percentage of students who completed their applied general programme).

Tech level retention

91.1%

An increase of 3.2 ppts from 2018/19

What is this?

This is the headline retention rate for tech level programmes. (The percentage of students who completed their tech level programme).

Average Point Score (APS) per entry for all level 3 cohorts is lower compared to 2020/21: A level, -2.8 pts; applied general, -0.7 pts; tech level, - 1.1 pts. However, attainment remains higher compared to 2018/19: A level, +4.9pts; applied general, +3.1 pts; tech level +1.9 pts. [An increase of 10 points is equivalent to an increase in one full grade]. This follows Ofqual's announcement in September 2021 that 2022 will be a transition year where the aim was for exam results to broadly reflect a midway point between 2021 (TAG grades) and 2019 (the last year all students sat exams).

The trend for falling average attainment across level 3 cohorts in 2021/22 compared to 2020/21 was observed across institution types generally (when grouped into state-funded schools, independent schools, sixth form colleges, and 'Other FE sector colleges') with the exception of applied general attainment in sixth form colleges and independent schools which increased in 2021/22 (+ 0.2 pts and + 0.8 pts respectively).

The disadvantage gap (between disadvantaged and non-disadvantaged students) is at its widest level for all Level 3 cohorts (A level, tech level, and applied general) since disadvantage measures began in 2016/17.

Gender gaps in favour of female students in average attainment at A level, applied general, and tech level have narrowed in 2021/22 compared to 2020/21; average attainment had increased more for female students than males with the alternative Centre Assessment Grade (CAG) and Teacher Assessed Grade (TAG) awarding processes in 2019/20 and 2020/21 compared with 2018/19.

The percentage of students who completed their main or 'core' aim from their study programme, known as the Retention rate, increased across all programmes in 2021/22.

Non-disadvantaged students are more likely to be retained than disadvantaged students, across all cohorts.

Students with higher prior attainment are more likely to be retained than students with lower prior attainment, across all level 3 cohorts.

Given the unprecedented change in the way results were awarded in the summers of 2020 and 2021, as well as the changes to methods of assessment for 2021/22, users need to exercise caution when considering comparisons over time, as they may not reflect changes in pupil performance alone.

The changes seen in the headline statistics likely reflect the changes in methodology for awarding grades and in calculating the measures, rather than demonstrating a difference in standards.

Explore data and files used in this release

View tables that we have built for you, or create your own tables from open data using our table tool

Browse and download open data files from this release in our data catalogue

Learn more about the data files used in this release using our online guidance

Download all data available in this release as a compressed ZIP file

All supporting files from this release are listed for individual download below:

Provisional results (November 2022) for A level and other 16 to 18 results 2021-22

Transition matrices data used for visualising the progress of pupils aged 16 to 18 from key stage 4 (KS4) to key stage 5 (KS5).

Instructions to accompany the transition matrices data

Due to the impact of the COVID-19 pandemic, the summer exam series was cancelled in both 2020 and 2021, and alternative processes set up to award grades. Throughout this release, comparisons are made with both 2021, the most recent year, and 2019, because it is most meaningful to compare to the last year summer exams were sat.

A/AS and vocational and technical qualifications (VTQs)

In summer 2021 students were awarded A/AS grades based on an assessment by their teachers using a range of available evidence. Students were only assessed on the content they had been taught. In 2021 some VTQ grades were decided using teacher-assessed grades, others using normal assessment routes, and some through adapted assessment such as remote invigilation.

Exceptionally in autumn 2020 and 2021 an autumn series was put in place to allow students the opportunity to try to improve their A level or AS grade from the summer, if they wished to do so. Further information on the autumn 2021 series is available at this link:
https://ofqual.blog.gov.uk/2021/12/16/as-and-a-level-results-in-the-autumn-2021-series/
A/AS exams returned in 2022 and adaptations were made to exams (including advance information), and the approach to grading for 2022 exams broadly reflected a midpoint between results in 2019 and 2021.

The diversity of vocational qualifications meant that Ofqual did not prescribe a single approach to adaptations, so Awarding Organisations (AOs) had flexibility to choose how to adapt their assessments. However, Ofqual's regulatory framework requires AOs as far as possible to ensure VTQ learners were not disadvantaged nor advantaged compared with their A level peers when setting standards.

For further information on the process to award grades in 2021 and 2022 see the following links:
https://www.gov.uk/government/publications/awarding-qualifications-in-summer-2021/awarding-qualifications-in-summer-2021 https://www.gov.uk/guidance/guidance-for-centres-awarding-vtqs-in-2021-and-2022
Reporting of 2022 results by the Joint Council for Qualifications (JCQ) and Ofqual

As happens every year on A level results day (18 August for summer 2022 results) JCQ published data on A level entries for qualifications awarded in summer 2022, and for each subject the distribution of grades awarded (with data for the previous summer for reference): https://www.jcq.org.uk/examination-results/

The data published by JCQ can be expected to show the same broad patterns as the underlying data published in this statistical release 'Entries and results - A level and AS by subject and student characteristics (single academic year). However, the coverage of the data is different: JCQ data covers all A level entries in the UK by people of all ages. Data in this statistical release covers exam entries by 16 to 18 year olds in schools and colleges in England, and includes breakdowns by a wide range of student characteristics.

In addition, Ofqual also routinely publish data on results day: https://www.gov.uk/government/news/guide-to-as-and-a-level-results-in-england-summer-2022

Data excluded from 2021/22 measures due to alternative assessment arrangements in 2020 and 2021

We have committed not to include results of qualifications achieved between January 2020 and August 2021 in school and college performance measures on Find Schools and College Performance Data website, given the alternative assessment arrangements used to award those grades.

For consistency, when calculating 16 to 18 performance measures for 2021/22 in this statistical release, data will only include entries and grades from qualifications awarded in the 2021/22 academic year, with the exception of AS and A level qualifications taken as part of the extraordinary autumn 2021 examination series which are also excluded.

However, results from qualifications routinely offered in the autumn of 2021 that would usually be approved for reporting, such as vocational and technical qualifications taken in autumn 2021, will be included even if some of the VTQ constituent unit-level grades were awarded between January 2020 and August 2021 via Centre Assessment Grade, Teacher Assessed Grade, or another process.

The table below shows the impact at national level of excluding these data, by comparing the number of students and headline attainment measures for each cohort.

The impact on A level student numbers is modest. It is greater for students entering vocational and technical qualifications (VTQs), who are more likely to enter qualifications over multiple years. It should be noted that students may have results from multiple years including 2021/22. In this case the student is included in this data but some of their results are excluded.

The technical certificate cohort has been substantially impacted by this change, as students are often not triggered for reporting in the same year as they complete the qualification.

Smaller cohorts in 2021/22, do not necessarily translate into impacts on attainment. Nationally, the impact on A level Average Point Score (APS) is minimal (1/200th of a grade) with slightly larger changes for the level 3 vocational and technical qualifications.

Impact of the change

Number of students
-2% -10% -15% -84%

APS
+0.06 +0.60 +0.72 +0.12

Other changes for the 2021/22 release

English and maths progress measures will not be published in this statistical release until these measures return to Find school and college performance data website (likely 2024/25, as set out in 16 to 18 accountability headline measures: technical guide, due to the impact of excluding CAG/TAG grades on this performance measure).

Similarly, 16 to 18 value-added measures, which would rely on KS4 prior attainment including some data from summer 2020, continue not to be published in 2021/22. Value-added measures will return as soon as possible, which will be for the 2023/24 academic year at the earliest; further details are included in the technical guide.

Breakdowns of performance measures by prior attainment, usually published in spring with the Retention update have been brought forward to the provisional release along with other breakdowns by student characteristics. Note, we distinguish between the use of prior attainment data nationally to breakdown measures by student characteristics in this statistical release and their use to calculate performance measures that will be published for individual schools and colleges on Find School and College Performance Data.

SEN Provision contains additional breakdowns by SEN types for the first time in national level data at 16 to 18.

Additional 'bivariate' data giving a breakdown of headline attainment and disadvantage status in combination with other characteristics are available for the first time.

Changes continuing from the 2020/21 release

Characteristic breakdowns usually published in the revised update have been brought forward to the provisional release. This is a permanent change.

The rules for determining when students reach the end of their 16-18 study changed in 2020/21 and students can no longer be triggered solely due to spending two years in the same school or college. The impact of this change on 2020/21 data was to reduce the number of students in each cohort, with vocational and technical qualifications impacted most. In 2021/22, student numbers returned to pre-rule change levels, as expected.

Full details of the trigger change are set out in the section 'Changes introduced in the 2020/21 release' in the Quality and Methodology documentation.

Checking exercise and other amendments

This updated release is based on revised data. Since the release of provisional data in November, amendments to the data have been made. These include the addition of 'late' results from some Awarding Organisations, and changes made by schools and colleges through a 'checking exercise'.

The checking exercise takes place in the autumn term and gives schools and colleges the opportunity to amend their data. Some students are removed from a school or colleges results, for example because the student wasn't on roll or has not yet completed 16-18 study. Some students are added where they are flagged by a school or college as having completed 16-18 study despite not being triggered. Changes need to be approved to be included in revised data.

The 2021/22 academic year saw the return of the school and college checking exercise, after it was suspended in the two previous years. In this release data for 2019/20 and 2020/21 is labelled as 'final' data. This is provisional data adjusted for results from the autumn series for AS and A levels. (The autumn series gave students an opportunity to sit an exam if they were unhappy with the grade awarded to them through the alternative process). Data from 2019/20 and 2020/21 did not go through a checking exercise; schools and colleges did not have an opportunity to amend their data as described above.

The table shows the size of the change between provisional and revised/final data. Generally, the change in the numbers of students included in the data in 2021/22 is relatively small in terms of the overall cohort size, the exception being technical certificates where there are 655 more students in the revised release than the provisional (an increase of 87%). This increase is predominantly due to results being reported late by Awarding Organisations.

The size of the change between provisional and revised data is generally smaller in 2021/22 than in 2017/18 and 2018/19. Changes to the trigger rule were introduced to reduce the burden on schools and colleges. This gives an indication that the change is working as intended.

Change in the numbers of students between the provisional and revised/final data:

Cohort

Report year

2017/18

2018/19

2019/20

2020/21

2021/22

The table below shows the size of the change in the average point score between the provisional and the revised release. The changes are minimal. A change of 0.1 pts at A level / applied general / tech level is equivalent to 1/100th of a grade.

Change in Average Point Score (APS) per entry between the provisional and revised/final data.

Report year

2017/18

2018/19

2019/20

2020/21

2021/22

Unless stated otherwise statistics reported here refer to 16 to 18 year olds in England:

who reached the end of their 16 to 18 study in 2021/22. Students typically spend either two or three years in the 16 to 18 phase. (Usually, attainment includes results from qualifications entered during all those years. However, this year, attainment excludes results from qualifications that were awarded between January 2020 and August 2021).

who entered qualifications approved for reporting in 2022 school and college performance tables, set out in the 16 to 18 qualifications, discount codes and point scores guidance.

Qualifications are grouped into A level (subset of Academic), Applied General, and Tech Level exam cohorts at level 3, and Technical Certificates at level 2. Students can be reported in more than one exam cohort.

Student numbers by cohort

Students are included in this statistical release when they reach the end of their 16 to 18 study in schools and colleges in England. As set out in the Methodology guidance, the rules for determining when that happens changed in 2020/21, and students are no longer automatically triggered for reporting after spending two years in the same school or college.

The impact of the trigger change in 2020/21 was to reduce the number of students in each cohort, with vocational and technical qualifications impacted most. As expected, student numbers have generally returned to their pre-rule change level in 2021/22, with student numbers in all level 3 cohorts being higher than in 2019/20 and 2020/21.

Results for qualifications awarded between January 2020 and August 2021 have been excluded from the data. The technical certificate cohort has been substantially impacted by this change, as students are often not triggered for reporting until they turn 18, often a year or two after they complete the qualification. More detail is provided in the section 'Changes to the data in 2021/22', where in particular excluding CAG and TAG grades reduced reported technical certificate student numbers by 84%.

The growth in the number of students entered for applied general and tech level qualifications in 2021/22 approved for reporting in performance measures reflects the removal of funding approval from 1 August 2020 for pre-existing qualifications which were running in parallel with newer redeveloped qualifications. Prior to that numbers had been increasing more slowly following big falls in 2017/18 when qualifications were reformed. The number of students in the A level cohort, which includes students who only enter AS levels, has increased after several years of decline. (The previous decline reflected fewer AS level entries following the now completed A level reform to decouple A and AS levels.)

The overall growth in student numbers may also be partly attributed to the COVID-19 pandemic. Some students reported here completed their pre-16 study in 2019/20 where higher grades were awarded via Centre Assessment Grades. These higher grades resulted in greater numbers of students applying for post-16 places and may have shifted some students away from level two technical certificates and into level 3 qualifications. There were also fewer alternative options available for these students in terms of apprenticeships and other employment opportunities ( Key stage 4 destination measures showed that a smaller proportion of students who completed key stage 4 in 2019/20 progressed to sustained apprenticeship or employment outcomes in 2020/21).

Disadvantage

Disadvantaged students are all students who were in receipt of pupil premium when they were in their last year of KS4.

Disadvantage measures do not include students who were not reported at the end of KS4 - for example, because they came from overseas. Students who were known to be at independent schools in their last year of KS4 are treated as non-disadvantaged.

Disadvantage measures cover students in state-funded schools or colleges.

23.6% of state-funded students, at the end of 16 to 18 study, were recorded as having disadvantaged status in 2021/22. The percentage of students examined in level 3 vocational and technical qualifications was generally in line with this. (Applied general 23.0% and tech level 23.0%). Disadvantages students were overrepresented at technical certificate with 32.4% of the cohort identified as having disadvantaged status. Disadvantaged students were underrepresented at A level with 14.3% of the cohort identified as having disadvantaged status.

Prior attainment

Prior attainment is a measure of the average points attained per qualification at Key Stage 4. Simple discounting rules apply, with the best result in any subject used when calculating the average point score at KS4. Any GCSE resits or additional qualifications gained during 16 to 18 are ignored. For the vast majority, prior attainment is between 0-9 reflecting the range of possible grades at GCSE (where 9 is the highest grade).

[Note, whilst results from January 2020 to August 2021 are removed from calculation of performance measures, for the purposes of this statistical release they will be retained when calculating a student's prior attainment to explain outcomes in performance measures, in the same way that outcomes nationally are broken down by gender, disadvantage, etc].

In 2021/22, 18.4% of students at the end of their 16 to 18 study had the highest prior attainment (grade 7+). The large majority of students with the highest prior attainment choose to study at least one A/AS level (94.8%). High attainers now make up 36.2% of the A level cohort compared to 4.7% of the applied general and 3.7% of the tech level cohort. The proportion of students with the highest prior attainment has increased year on year for each cohort since 2019/20 (from when KS4 prior attainment has been calculated in this release).

27.5% of students at the end of 16 to 18 study in 2021/22 had the lowest prior attainment (from grade 0 up to grade 4). The proportion of students with the lowest prior attainment has decreased year on year for each exam cohort since 2019/20.

This change in the distribution of prior attainment for exam cohorts, will in part reflect year on year grade increases at KS4 and in part reflect that the majority of students at the end of 16-18 study in 2021/22 will have completed KS4 in 2019/20, and whose GCSE prior attainment will include Centre Assessment Grades (CAG).

Summary

These figures give the average points and average result that students achieved throughout their 16 to 18 study. Results awarded between January 2020 and August 2021 have been excluded from this data. (See the section 'Changes to the data in 2021/22). While the majority of results come from the student's final year of study (in particular for A levels), a small number of results awarded prior to January 2020 are included.

Points are given to all qualifications so we can compare qualifications of different size and grading structures. A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (from page 27).

In September 2021 Ofqual announced that 2022 will be a transition year where the aim was for exam results to broadly reflect a midway point between 2021 and 2019. Consequently, the average results are lower in 2021/22 across all level 3 cohorts than in 2020/21.

A level programmes have seen the largest decrease (2.8 pts, compared to 0.7 pts for applied general and 1.1 pts for tech level). This is as expected due to the larger increases seen in A level grades between 2018/19 and 2020/21 relative to the vocational and technical qualifications. Technical certificates have seen a small increase (0.2 pts) in the average points score. However, interpretation of this increase is undermined by a 58% drop in cohort numbers. Given that 84% of technical certificate students have been excluded form the data (see 'Changes to the data in 2021/22'), technical certificate results will not be discussed in the breakdowns, however the data is available in the table builder tool.

For all Level 3 cohorts, the average result remains the same as in 2020/21.

At A level, the South East, London and East of England tend to do better, being on or near the top in the last 3 years. These same regions have ranked in the bottom 4 for applied general in the same time period.

The North West is in the top half of the table for both A level and applied general, although the region dipped in both exam cohorts in 2020/21 when teacher assessed grades were used.

The East Midlands is in the bottom half of the table for both A level and applied general. The region attained the lowest A level results this year.

Regional rankings are more variable for tech levels (which may be attributable to the smaller total number of tech level entries).

Average results by disadvantage status

The 2021/22 disadvantage gap has increased in comparison to last year for the A level cohort and has remained stable for applied general and tech level cohorts. For the level 3 exam cohorts, the average point score has decreased for both disadvantaged and non-disadvantaged students, however for A level students, the decrease was larger for disadvantaged students.

The disadvantage gap for Level 3 cohorts is at its widest point since the measure was introduced in 2016/17. (NB, this statistical release contains data for the last 5 years back to 2017/18, but disadvantage data was first published based on 2016/17 revised data).

To get a fuller picture on the impact of disadvantage status, this data should be looked at in conjunction with data on retention rates (the percentage of students who have completed their main study programme at a provider). In 2020/21, 94.3% of non-disadvantaged A level students were retained and assessed compared to 88.5% of disadvantaged students. Students are only included in the average point score measure if they are entered for examination i.e. if they are retained and assessed. More information on 2020/21 retention can be found in the 2020/21 version of this statistical release. An update to this statistical release with 2021/22 retention figures will be released on 30th March 2023.

Average results by gender

For the level 3 exam cohorts, both female and male students saw a drop in average attainment in 2021/22 when compared to 2020/21. The decrease was larger for female students than male students, which has resulted in a narrowing of the gender gap compared to last year.

When compared to 2018/19, the gender gap is slightly wider for A level students, but slightly narrower for applied general students in 2021/22. For tech level students the gender gap has reversed such that in 2018/19 it was in favour of male students, but since 2020/21 it has been in favour of female students.

The gender gap for the percentage of students achieving at least 2 A levels has been continuously decreasing for the past 5 years, falling from 5.2 ppts in 2017/18 to 0.9 ppts in 2021/22 in favour of female students.

Average results by ethnicity

Of the major ethnicity groups, Black or Black British students attained the lowest average result across all level 3 cohorts in 2021/22. At A level, Black or Black British students' attainment was almost a full grade lower than that of Chinese students. The rank order of attainment by ethnicity has remained almost unchanged at A level through the COVID-19 pandemic and the changes to the grading processes.

Prior attainment

Typically, the higher the average KS4 prior attainment, the higher the average outcome at the end of 16 to 18 study, regardless of the programme of study.

The attainment gap between students with the highest and lowest prior attainment has remained stable throughout different grading processes since 2019/20 (when this prior attainment data is available). The attainment gap at A level is around 25 pts (or 2.5 grades) and at applied general and tech level is around 19 pts (or just under 2 grades).

Average results for other student characteristics

Breakdowns of other student characteristics, including SEN provision, first language and more, are available in the featured tables and create your own tables sections of this statistical release.

This year we have introduced a new data file to this statistical release called 'Attainment and other performance measures - student characteristics and disadvantage status'. This data file gives more detail about disadvantaged students by breaking down the disadvantaged status of students by other student characteristics. In breaking down the data in this way we hope to be able to better identify how student characteristics interact. The following sections show some illustrative analyses.

Disadvantage and prior attainment

The distribution of disadvantaged students is uneven across the prior attainment bands. At A level, 9.3% of students in state-funded institutions with the highest prior attainment (grade 7+) have disadvantaged status, while 27.8% with prior attainment from grade 0 up to grade 4 have disadvantaged status.

At A level the disadvantage gap for students with the lowest prior attainment was 1.3 pts in 2021/22 or just over 1/10th of a grade. The gap increased to 2.8 pts for A level students with prior attainment from grade 4 up to grade 7 and 3.5 pts (or just over 1/3 of a grade) for students with the highest prior attainment.

The increase in the overall A level disadvantage gap was driven by the increase in the disadvantage gap for students with the highest prior attainment. (Up 0.9 pts from 2.7 pts in 2020/21). There was a small increase for those with prior attainment of grade 4 up to grade 7 (up 0.2 pts from 2.6 pts) and the gap stayed steady for those with prior attainment of grade 0 up to grade 4.

Disadvantage and other student characteristics

Across level 3 exam cohorts, non-disadvantaged students with English as their first language obtained higher average results than students with a first language other than English. However, the reverse is true for disadvantaged students. Here students with a first language other than English achieved higher average results.

Disadvantaged Black or Black British students attained the lowest average results in 2021/22 of any ethnicity across level 3 cohorts. Non-disadvantaged Black or Black British students also attained lower average results than their non-disadvantaged peers. White students had the biggest disadvantage gaps (of students with known ethnicity) across level 3 cohorts.

The disadvantage gap remains greater for female students in all level 3 cohorts, as it has since 2019/20.

Summary

Data in this section covers A level entries and results for all students aged 16-18 at the start of the respective year. Students don't need to be triggered for inclusion in this data, so it is not impacted by the change in the 'trigger' rules, introduced in 2020/21, that determined when a student had reached the end of 16-18 study. It is also not impacted by removing CAG and TAG grades from data for 2021/22.

The chart below shows the distribution of A level grades for students aged 16 to 18 for each academic year. Overall, the proportion of entries achieving top grades (between A* and B) has decreased in comparison to 2020/21 but remains higher than 2018/19.

In 2021/22, 14.8% of awarded grades were at A*. This is an increase of 6.9ppts from 2018/19, but a decrease of 4.3ppts from 2020/21. The percentage of entries achieving A*-A grades is now 36.4%, which similarly corresponds to an increase of 10.6ppts compared to 2018/19 but a decrease of 7.9ppts from 2020/21. As previously noted however, year on year comparisons cannot be interpreted as students achieving at a higher standard. Where achievement gaps alter in 2019/20 and 2020/21 compared to previous years, it might reflect the different process by which grades were awarded across these years.

A level results by gender

Overall, in 2021/22 both male and female students were more likely to be awarded the higher A level grades (A*/A/B) than in 2018/19 but less likely than in 2020/21.

Across the top A* and A*-A grades the gender gap has decreased in comparison to 2020/21. Female students continue to be more likely to achieve these grades, which has been the trend for the last three years (since 2019/20) when a reversal of the gender gap was observed.

At A*-B the gap between female and male student achievement had been continuously increasing since 2017/18, however this year the gender gap has reduced from 6.9ppts in 2020/21 to 4.7ppts.

Data is this section covers A level entries and results for all students aged 16 to 18 at the start of respective year. Students don't need to be triggered for inclusion in this data, so it is not impacted by the change in the 'trigger' rules, introduced in 2020/21, that determined when a student had reached the end of 16 to 18 study. It is also not impacted by removing CAG and TAG grades from data for 2021/22.

STEM subjects here are defined as: biology, chemistry, physics, maths, further maths, and computing.

A level grades in STEM subjects

For 2021/22, the proportion of students achieving top grades (A*, A*-A, A*-B) in STEM subjects compared to 2020/21 has fallen. At A*, the largest decrease was in further maths (8.4ppts) and the smallest decrease was in physics (4.7ppts).

The STEM subjects have generally seen large increases in the proportion of students achieving top grades when compared to 2018/19. The largest increase at A* was further maths rising by 15.7ppts, and the smallest increase was in biology at 6.3ppts. The A*-A grade boundary also observed large increases in the proportion of entries achieving these grades, ranging from computer science (17.1ppts increase) to maths (6.6ppts increase).

This section replaces one that usually describes outcomes in the English and maths progress accountability measures. These are not being created in 2021/22 in Find School and College Performance Data due to the impact of excluding CAG and TAG grades on this measure (set out in more detail in the 16 to 18 accountability measures: technical guide).

These alternative data have been published as part of this statistical release since 2015/16. Coverage is all entries and outcomes in below level 3 English and maths qualifications for students aged 16 to 18 at the start of the respective year. Unlike data based on students at the end of 16-18 study, it means these data are not impacted by the trigger change in 2020/21, and not impacted by removing CAG and TAG grades from data for 2021/22.

It also means a student here can be reported in successive years, for example at age 16 in 2019/20, at age 17 in 2020/21, and at age 18 in 2021/22 if they entered exams in each year.

The tables below focus on GCSEs, and Functional Skills qualifications at level 2, level 1 and Entry level which make up the large majority of English and maths qualifications entered below level 3 (though outcomes for Other level 2, level 1, and Entry Level qualifications are available via the 'Explore data and files' section).

Fewer students are entering below level 3 maths and English qualifications

Most students aged 16 to 18 enter below level 3 English and maths qualifications because they did not achieve a GCSE pass at grade 9-4 or equivalent during key stage 4, and so are required to continue to study those subjects under Condition of Funding rules (CoF).

The overall fall observed in the number of below level 3 entries across both English and maths in GCSEs and Functional Skills is consistent with data published in Key Stage 4 performance showing an increasing proportion of pupils achieving grades 4 or above in English and maths GCSE during key stage 4 ( increasing from 59.8% in 2018/19 to 67.1% in 2020/21 in provisional data) - and so not being required to study below level 3 English or maths during the 16-18 phase.

An additional factor explaining the big fall in entries at GCSE from 2019/20 to 2021/22 (-27% English, -12% maths) is the higher proportion of GCSE entries in 2019/20 and 2020/21 during the 16-18 phase that resulted in a grade 9-4 pass, when grades were awarded through the CAG and TAG processes, because once a student achieves a 9-4 GCSE pass during 16-18 they no longer have to continue studying English and/or maths the following year.

Achievement of Level 2 English and maths through GCSE and Functional Skills qualifications

Many more age 16-18 students enter GCSEs (a level 1/level 2 qualification) than are entered for Functional skills (distinct qualifications at level 2, level 1 and Entry level).

Overall pass rates are broadly comparable at GCSE and L1 and L2 Functional skills. Given that the prior attainment distributions are similar at GCSE and level 2 functional skills (see table below), we might have expected to see a higher level 2 pass rate (grades 9-4) at GCSE. Although it is difficult to make direct comparisons due to range of grades available within the GCSE qualification.

Qualification KS4 Prior Attainment English entries in 2021/22 Proportion of English entries at prior attainment band maths entries in 2021/22 Proportion of maths entries at prior attainment band

All level 1 and level 2 qualifications have had decreases in their pass rates in 2021/22. Mathematics qualifications have seen much larger decreases than English across all qualifications.

Maths L2 functional skills decreased by 20.8 ppts to 63.6% (12.0 ppts fall in English to 81.0%). Maths L1 functional skills decreased by 10.2 ppts to 85.4% (English fall, 3.3ppts to 94.0%). For maths GCSE the overall pass rate (grade 9-1) decreased by 5.8ppts to 84.9% (English decreased by 3.7 ppts to 85.8%) and the level 2 pass rate (grade 9-4) also decreased 16.7ppts to 15.3% for Maths and 13.9ppts to 25.7% for English

In contrast, at KS4 the English language GCSE level 2 pass rate (grade 9-4) fell by more than maths. English language fell by 4.0 ppts and maths by 3.1ppts between 2020/21 and 2021/22 (provisional data).

Pass rates in English and maths at level 2 by institution type

GCSE entries by students at independent schools are most likely to pass at level 2, but it should be noted that Condition of Funding rules are not relevant for these schools, and these students may be resitting GCSEs to improve their KS4 grade, which could have already been at grade 4 or above. Amongst state-funded institutions, students in schools are consistently most likely to pass GCSE at level 2, then sixth form colleges and other FE sector colleges in both English and maths in 2020/21 and 2021/22.

Level 2 Functional Skills entries: within state-funded institutions sixth form colleges and 'Other FE sector' colleges are consistently more likely to pass than schools. Most entries in L2 Functional Skills are in 'Other FE sector' colleges.

Applied general, tech level, and technical certificate qualifications approved for reporting in this statistical release (and institution level performance data) are updated annually and published on gov.uk:
https://www.gov.uk/government/collections/performance-tables-technical-and-vocational-qualifications
The concept of qualifications approved for reporting has been applied since 2015/16 following Professor Alison Wolf's Review of Vocational Education. From 2017/18 at level 3 and from 2018/19 for technical certificates, the quality threshold for vocational and technical qualifications to be included in performance measures further increased. The later reforms include criteria relating to the size, content, and assessment, including a requirement that a proportion of a qualification's content is subject to external assessment. From 1 August 2020 the ESFA removed funding approval for pre-existing applied general and tech level qualifications (which had been approved in 2015/16 and 2016/17) which were running in parallel with newer redeveloped qualifications.

The measures presented in this section show the students entering these approved qualifications as a proportion of students entering a wider set of vocational qualifications that had been approved by the Education and Skills Funding Agency (ESFA) for funding during 16 to 18 study.

Proportions entering approved tech level and applied general qualifications continue to increase following a large fall in 2017/18 (when both lists of approved qualifications changed substantially), with a jump in students entering reformed versions of qualifications in 21/22 (in part attributable to the defunding of unreformed pre-existing qualifications).

The coverage of the measure for technical certificates is strongly impacted by the removal of CAG and TAG data from 2021/22 accountability data (as coverage is students at the end of 16-18 study, and level 2 vocational qualifications are more often entered during a student's first year of 16-18 study and so are excluded from the calculation).

The following table shows that there is variation in whether different institution types enter students for qualifications approved for reporting in performance tables versus the wider set of qualifications that were approved for funding.

Overall students in state-funded schools continue to be most likely to enter reformed versions of vocational and technical qualifications at level 3 (reformed in 2017/18), but 2021/22 saw a marked increase in the proportion of students entering approved/reformed applied general and tech levels across all broad institution types.

Introduction to retention measures

The Retention measure shows the percentage of students who are retained to the end of the 'core aim' (or main learning aim) of their study programme at a school or college.

Students are counted as retained if they are recorded as having "completed the learning activities leading to the learning aim" by their institution. This information is collected in the school census or for students that attended sixth form or FE colleges, the Individualised Learner Record (ILR).

Retention measures are not calculated for independent schools or special schools (both independent and maintained) as learning aims data is not available for these schools.

The Retention measure is calculated by dividing the total number of students retained by the total number of students with a core aim, in each of the five programmes approved for reporting in performance tables: academic, A level, applied general, tech level, and at level 2, technical certificate programmes.

Since academic programmes comprise largely of A levels, only data for A level core aims are described here; overall data for academic programmes can be found in the 'create your own tables' section and in the underlying data available to download.

Alongside the headline Retention measure there are two supporting retention measures:

Retained and Assessed: The percentage of students who are retained to the end of their course and are assessed.

Returned and Retained for a second year: The percentage of level 3 students who return to the same provider and complete their programme of study in their second year. (The main difference when compared to Retention is for students who complete their core aim in one year.)

A fuller description of the methodology underlying retention measures can be found in the 16-18 technical guide (from page 41).

Retention measures and the impact of the trigger change in 2020/21

The impact of the trigger rule change, meaning that students were no longer automatically reported after two years in 16-18 study, was to reduce the reported number of students in scope for retention measures across all exam cohorts in 2020/21, with the biggest impact on vocational and technical cohorts (VTQs).

For retention measures, this meant that Retention rates were slightly increased in 2020/21 for level 3 cohorts (A level, applied general, tech level) than would have been seen otherwise. However, the impact on the level 2 technical certificate cohort was a large decrease in Retention rates (and in cohort size).

Fuller analysis on the impact on 2020/21 retention data can be found in the methodology document, in the section 'Changes introduced in the 2020/21 release', under the heading 'Impact of the trigger change on headline retention rates'.

Students whose reporting was delayed for one year due to the 2020/21 trigger change are reported in 2021/22. In other words, the impact of the trigger change was one-off discontinuity in retention data for 2020/21. For this reason, when looking at trends, data for 2021/22 is better compared to data for 2019/20 and earlier years.

All level 3 study programmes show increases in Retention rates in 2021/22 (A level +0.1 pts to 95.1%; applied general +1.8 pts to 91.7%; tech level +0.5 ppts to 91.1%). This continues a trend of increasing Retention rates since 2018/19. A level programmes continue to have the highest Retention rate as has been the case since the measure was introduced in 2015/16, but for the first time applied general programmes have a higher Retention rate than tech levels programmes.

Technical certificates have had lower Retention rates than Level 3 cohorts since being added to performance measures in 2016/17. However, they have seen an increase in Retention rate this year (+4.5 ppts to 86.6%), recovering from the impact of the trigger change that was seen last year and returning to previously-seen levels.

For the A level and applied general cohorts, rates for the Retained and Assessed measure have increasingly followed the same general trend as the Retention rate in recent years. Similarly, the Returned and Retained measure now also follows the same trend. This is most notable for the A level cohort where the phased decoupling of AS and A levels predominantly between 2017 and 2019 has resulted in a much smaller proportion of the A level cohort taking AS levels only and not then returning for a second year of study.

The tech level cohort shows a slightly different pattern this year whereby the Retained and Assessed rate has dropped slightly despite increases in both the Retained rate (retention to the end of the course) and the Returned and Retained rate (retention specifically over two years of a course). This means that within this cohort there was an increase in the proportion of students not being assessed at the end of their course .

The much smaller technical certificate cohort (Level 2) was heavily impacted by the trigger change in 2020/21 and shows less stable trends. In addition, the low cohort numbers mean that breakdowns of the technical certificate data, by student characteristics become increasingly unreliable, and therefore this cohort isn't discussed further.

Due to the similarity in the trends shown by the three retention measures, in particular for the two largest cohorts (A level and applied general), our further narrative will focus on the Retained and Assessed measure. Further breakdowns of the Retention measure and the Returned and Retained measure across all qualification cohorts are available in underlying data and through the table builder.

The Retained and Assessed rate is higher for non-disadvantaged students across all level 3 cohorts. Disadvantaged tech level students are least likely to be Retained and Assessed at 79.1%, which is 7.1 ppts lower than their non-disadvantaged peers. The Retained and Assessed disadvantage gap is smaller for A level and applied general (5.6 ppts and 5.3 ppts respectively).

The disadvantage gap has been narrowing for the A level cohort since 2018/19 (from 8.4 ppts to 5.6 ppts). Similarly, the applied general cohort has, overall, seen a substantial decrease in the gap in that time (from 7.9 ppts to 5.6 ppts). In contrast, the tech level cohort did not consolidate an initial decrease in the gap in 2019/20 and is now only slightly smaller than in 2018/19 (from 7.6 ppts to 7.1 ppts).

Changes to the distribution of prior attainment at A level between 2017/18 and 2021/22

The coverage of the retention measures is different to the attainment measures, and is described above in 'Retention: introduction and changes to the data in 2021/22'. The largest difference is that independent schools are excluded from the data, and this impacts the distribution of the prior attainment groups as students from independent schools have higher prior attainment on average.

The distribution of prior attainment has changed over time for all cohorts. The proportion of A level students with low prior attainment (from grade 0 up to grade 4) has decreased from 8.1% of the cohort in 2017/18 to 1.9% in 2021/22. High prior attaining students (average grade 7 or more) have increased their proportion of the cohort from 16.1% in 2017/18 to 35.3% in 2021/22.

This increase in the proportion of KS4 students achieving grades averaging 7 or more, in part reflects year on year grade increases at KS4, and in part reflects that most A level students at the end of 16-18 study in 2021/22 will have completed KS4 in 2019/20, and so their GCSE prior attainment will include Centre Assessment Grades (CAG).

However, in the vocational and technical cohorts, a larger proportion of students are being reported after three years in 16-18, hence prior attainment for these cohorts is less affected by CAGs. This is following delay in their reporting last year due to the change in the rule in 2020/21 triggering students for reporting.

Overall, students with the highest average prior attainment (grade 7+) are most likely to be Retained and Assessed in their main programme of study and students with the lowest prior attainment (grade 0 up to grade 4) the least likely to be Retained and Assessed. The highest Retained and Assessed rate is for high prior attaining A level students at 98.7%. The lowest Retained and Assessed rate is also for A level students. Low prior attaining A level students have a Retained and Assessed rate of 66.0%.

The Retained and Assessed rate for low prior attaining A level students has fallen and is now close to the 2018/19 rate, whereas the rate remains higher for other level 3 cohorts.

A full breakdown of all three retention measures by a range of other student characteristics is available through the table builder. Here, we draw attention to small number of breakdowns that may be of interest.

English Language

Across all level 3 cohorts, students with English as their first language have lower Retained and Assessed rates than students who do not. The difference is driven by poor rates for disadvantaged students with English as their first language.

The applied general cohort similarly has an increase in the Retained and Assessed rate since last year for all major (known) ethnicity groups and shows many of the same trends between groups. The Chinese ethnic group has the highest Retained and Assessed rates since 2018/19 (now at 95.8%) and the Black or Black British ethnic group and the Mixed Dual background ethnic group have made the biggest improvements in Retained and Assessed rates over recent years (+9.9 ppts to 89.1%, +9.9 ppts to 87.0% respectively). Again, the White ethnic group shows the largest disadvantage gap and White disadvantaged students have the lowest rates for Retained and Assessed.

The tech level cohort and the technical certificate cohort have very low numbers in some ethnic groups, and show less distinct patterns over recent years.

For the A level cohort, state-funded mainstream schools and Sixth form colleges have seen an increase in rates for Retained and Assessed this year (+1.5 ppts to 95.4% and +0.5 ppts to 92.3% respectively). In contrast, 'Other FE sector colleges' have seen a decrease (-2.3 ppts to 88.2%). However, the decrease for 'Other FE sector colleges' follows very large increases last year; the relative rates of the three major institution types have returned to levels seen before the change to the trigger rule.

There have also been decreases in the Retained and Assessed rate for 'Other FE sector colleges' in the applied general and tech level cohorts, following larger increases in the previous two years. All state-funded mainstream schools continue to have the lowest Retained and Assessed rates for applied general and tech level qualifications. This has been the case since 2018/19.

This data is available through the 'Explore data and files' section in the file called 'Time series - APS per entry by institution type'.

In addition it is accessible through the dashboard linked below. The dashboard combines data from this statistical release (covering the last 5 years) with selected older data compiled from previous versions of the 'A level and other 16 to 18 results' statistical release:
16-18 Time-series attainment and single year entries
On the left-hand side, clicking on the link ' Attainment: APS per entry and average result' brings up the dashboard with attainment data in terms of APS per entry.

Data including the applied general and tech level cohorts starts in 2015/16 (when these cohorts were first defined in this statistical release, and school and college data). Data for the A level cohort starts in 2012/13.

This data is available through the 'Explore data and files' section in the file called 'Time series - A level subject entries and grade by gender'.

In addition it is accessible through the dashboard linked below. The dashboard combines data from this statistical release (covering the last 5 years) with selected older data compiled from previous versions of the 'A level and other 16 to 18 results' statistical release:
16-18 Time-series attainment and single year entries
On the left-hand side, clicking on the link ' Attainment: A level entries and grade distribution' brings up the dashboard with A level entries data by subject, and A level grades by subject.

These data cover A level entries by students aged 16 to 18 within each academic year from 1995/96.

We have moved our Transition Matrices tool into a web based app for easier use. It is available at the following link:
16-18 Transition Matrices
Transition matrices (TM) are a useful tool to help visualise the progression from different groups of attainment at key stage 4 (KS4) to outcomes achieved during 16 to 18 for a range of different subjects.

Note that the 16 to 18 outcomes here will also be impacted by the different process to award grades in 2022, which is likely to impact the relationship between outcomes and KS4 prior attainment in 2021/22 for subjects.

Help and support

Methodology

Find out how and why we collect, process and publish these statistics.

National statistics

These accredited official statistics have been independently reviewed by the Office for Statistics Regulation (OSR). They comply with the standards of trustworthiness, quality and value in the Code of Practice for Statistics. Accredited official statistics are called National Statistics in the Statistics and Registration Service Act 2007.

Accreditation signifies their compliance with the authority's Code of Practice for Statistics which broadly means these statistics are:

managed impartially and objectively in the public interest

meet identified user needs

produced according to sound methods

well explained and readily accessible

Our statistical practice is regulated by the Office for Statistics Regulation (OSR).

OSR sets the standards of trustworthiness, quality and value in the Code of Practice for Statistics that all producers of official statistics should adhere to.

You are welcome to contact us directly with any comments about how we meet these standards. Alternatively, you can contact OSR by emailing regulation@statistics.gov.uk or via the OSR website.

If you have a specific enquiry about A level and other 16 to 18 results statistics and data:

Attainment statistics team

Email: Attainment.STATISTICS@education.gov.uk
Contact name: Michael Greer

Press office

If you have a media enquiry:

Telephone: 020 7783 8300

Public enquiries

If you have a general enquiry about the Department for Education (DfE) or education:

Telephone: 037 0000 2288

Opening times:
Monday to Friday from 9.30am to 5pm (excluding bank holidays)

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A level and other 16 to 18 results, Academic year 2021/22

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This academic year saw the return of the summer exam series, after they had been cancelled in 2020 and 2021 due to the impact of the COVID-19 pandemic, where alternative processes were set up to award grades.

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UEA, Norwich
Saturdays throughout the year

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Overview

A series of maths problem-solving sessions designed to give students the confidence to apply for university courses that require or take into consideration achievement in an admissions test.

These regular classes offer students the opportunity to develop mathematical problem-solving skills through discussion and collaboration. They are designed to help students to develop strategies and confidence when tackling unfamiliar problems in maths and will help with preparations for taking advanced papers such as the MAT, TMUA and STEP examinations.

At the same time, the problems used in the course are fun and rewarding. Attending the sessions will greatly enrich students' mathematical experience and help them to develop a better understanding of A level Mathematics.

Aims

To develop initial strategies when dealing with maths problems

To develop confidence when dealing with maths problems

To provide some initial information about the problem solving involved in university admissions tests

To provide a platform on which to build secure problem solving techniques

To develop tenacity when dealing with maths problems

Who will benefit from attending?

The course is designed for any A level Mathematics students who have an enquiring mind and wish to develop their problem solving ability for their A level studies and beyond.

It is particularly useful for those students who wish to make the first steps in preparing for university admissions tests such as the MAT, TMUA and STEP examinations.

Content

The course covers a wide range of mathematical disciplines with problems. These can include

Algebra: the difference between two squares and other identities

Geometry: angles, triangle and circles

Number: digits and divisibility

Algebra: forming and solving equations

Combinatorics: systematic counting

Number: prime factorisation, fractions and irrationals

Algebra: sequences and series

Number: indices and logarithms

Algebra: quadratics, cubics and other polynomials

Geometry: trigonometry

Combinatorics: further systematic counting and placement

Geometry: coordinates and vectors

Calculus: curve sketching and differentiation

Calculus: integration

Combinatorics: the binomial expansion

Materials and Equipment

If the classes are being held online, you will need access to suitable equipment. You are advised to use a headset or headphones with an inline microphone to provide the best sound quality and to prevent audio issues for other users. A laptop with a built-in webcam and microphone may be sufficient if you're in a quiet area but please take the time to check this before the session. BBB is designed to be used on a variety of platforms but you will get the best experience via a desktop or laptop computer, running either Google Chrome or Mozilla Firefox as the browser.

Note: Internet Explorer and Edge are not suitable currently.

Access to GeoGebra or desmos will also be useful.

Other Information

The following problems provide a taste of the sort of problem solving that will be encountered in the classes

Problem 1: How many primes greater than two can be found that are one less than a square number?

Problem 2: How many pairs of integers can you find that satisfy the equation \(x^2-y^2=45\)?

Study Schedule

Year 12 classes dates:

Saturday 21 st January

Saturday 4 th February

Saturday 25 th February

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A series of maths problem-solving sessions designed to give students the confidence to apply for university courses that require or take into consideration achievement in an admissions test. These regular classes offer students the opportunity to develop mathematical problem-solving skills through discussion and collaboration.

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JCQ: Key dates in the examination cycle document - June 2023

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JCQ: Key dates in the examination cycle document - June 2023

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Published: 8th November 2022
Contingency days update: Timetabled for the afternoons of the 8 and 15 June and all day of 28 June 2023. To be used in the event of national or significant local disruption to examinations

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Y7-13

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"Offering a way to learn Science, Technology, Engineering and Maths (STEM) related subjects in such an exciting way is achieving great results and we know we are increasing the intake of students into Engineering careers."

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"Offering a way to learn Science, Technology, Engineering and Maths (STEM) related subjects in such an exciting way is achieving great results and we know we are increasing the intake of students into Engineering careers."

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Ofqual: Consultation om proposed adaptations to the assessment of GCSEs in mathematics, physics and combined science for students in England taking exams in 2023. 

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Ofqual: Consultation om proposed adaptations to the assessment of GCSEs in mathematics, physics and combined science for students in England taking exams in 2023. 

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Published: 29th September 2022
Deadline: 20th October 2022

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Applies to England

We are analysing your feedback

Visit this page again soon to download the outcome to this public feedback.

Summary

We invite views on proposed adaptations to the assessment of GCSEs in mathematics, physics and combined science for students in England taking exams in 2023.

This consultation ran from

Consultation description

Ofqual invites your views on proposed adaptations to the assessment of GCSEs in mathematics, physics and combined science for students in England taking exams in 2023.

The Department for Education (DfE) has confirmed that in view of the disruption caused by the coronavirus (COVID-19) pandemic, it is not necessary for students to memorise formulae for GCSE mathematics and equations for GCSE physics and combined science, as they must in a normal year. Therefore, we propose carrying forward from summer 2022 the provision of support materials, in the form of formulae and revised equation sheets, in the exams for GCSE mathematics, physics and combined science.

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Proposed changes to the assessment of mathematics, physics and combined science GCSEs in 2023

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Skip to main content We use some essential cookies to make this website work. We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. We also use cookies set by other sites to help us deliver content from their services.

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Ofqual & DfE: Consultation on Ensuring the resilience of the qualifications system in 2023: GCSE, AS, A level, Project and AEA

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Ofqual & DfE: Consultation on Ensuring the resilience of the qualifications system in 2023: GCSE, AS, A level, Project and AEA

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Published: 29th September 2022
Deadline: 20th October 2022

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Detail of outcome

As outlined in our consultation document, both the DfE and Ofqual have responsibilities in this area, and so we consulted jointly.

The DfE is responsible for its policy for qualifications (including whether the government considers that exams can go ahead safely and fairly as planned) and the subject content that is taught and assessed. Ofqual is responsible for assessment arrangements and is therefore responsible for setting rules to implement alternative arrangements, if required.

As outlined in the consultation, the DfE considers that, if it becomes necessary to cancel exams this should apply to all students and a TAG approach should be implemented nationally. This would only happen due to an event like the pandemic which has such severe and catastrophic consequences for a significant number of students. The DfE has also confirmed that TAGs would not be used to award a grade when exams take place.

In line with our respective responsibilities, Ofqual and the DfE have decided to implement the proposals set out in the consultation about the provision of guidance for teachers on how they should collect evidence of student performance. The DfE has decided that the provision of guidance for schools and colleges is appropriate, given its responsibilities in this area. Ofqual has decided that the proposed guidance would support schools and colleges in gathering evidence of student performance that could be used to determine a TAG should exams not be able to go ahead as planned. Ofqual has revised the guidance consulted on, in response to feedback, with a view to minimise further the burden on students, schools and colleges. Ofqual has taken a decision to publish the final guidance, in line with its responsibilities for qualifications and assessments, including in the unlikely case that exams cannot go ahead.

The government is firmly committed to exams taking place. Schools and colleges are, therefore, not asked to determine TAGs and should not seek to do so. Guidance on how to determine a TAG, and on any quality assurance and appeal processes, will be provided only in the unlikely event that exams are not able to go ahead safely or fairly. These arrangements would depend on the nature and timing of any decision that exams cannot take place.

In this decisions document and the accompanying analysis, we have not sought to discuss every point made by those who responded to our consultation. In taking our respective decisions and finalising the guidance we have, however, considered all the points made in response to the consultation.

Detail of feedback received

The Department for Education (DfE) and Ofqual welcomed the return of exams and other formal assessments in summer 2022, for the first time since 2019. Exams and other formal assessments are the best and fairest way of assessing what students know and can do. That's why it was so important that students were able to take exams in 2022 and can continue to take them in 2023 and in the future.

The national cancellation of exams - and the need for alternative assessment arrangements - is now very unlikely. The government does not expect to ever be in the situation again where exams do not go ahead, but good public policy means having contingency, even for extremely unlikely scenarios.

A consultation, prepared jointly by the DfE and Ofqual, invited views on guidance to schools and colleges about gathering assessment evidence to support resilience in the exams system in the unlikely event it is necessary to use that evidence to inform Teacher Assessed Grades (TAGs). The proposed guidance was designed to allow schools and colleges to decide how to gather evidence of student performance in assessments in ways that align with their normal arrangements for preparing students for exams. The consultation asked for the views of relevant people and institutions, such as students, teachers, exam boards, schools and colleges and their representatives on the proposed guidance. In particular, it sought their views on whether it supported the gathering of evidence to build resilience in the system whilst minimising any additional burden on teachers and students.

Responses to the consultation have informed the arrangements for gathering assessment evidence to support resilience in the exams system in 2023 that we have now put in place. The decisions taken on the final form of the guidance are set out in a decisions document, and the final guidance itself can be found here . The consultation was available online for 21 days and received 213 responses.

Original consultation

Summary

Consultation proposals for gathering evidence of student performance in GCSE, AS, A level, Project and AEA qualifications to support qualification system resilience in 2023.

This consultation ran from

Consultation description

We welcomed the return of exams and other formal assessments in summer 2022, for the first time since 2019. Exams and other formal assessments are the best and fairest way of assessing what students know and can do. That's why it was so important that we got back to students taking them in 2022, and that this continues next year.

The national closure of schools or cancellation of exams - necessitating the use of alternative assessment arrangements - is now very unlikely. The government does not expect to ever be in the situation again where exams do not go ahead, but good public policy means having contingency, even for extremely unlikely scenarios.

It is important to learn lessons from the past 3 years. We have taken into account feedback received on the arrangements in place in 2022 and we propose to put in place arrangements which will build resilience in the exam system next year. We know that most schools and colleges have robust and effective assessment activities in place to monitor students' progress and prepare them for exams, such as mock exams, and these are well established.

This document, prepared jointly by the Department for Education (DfE) and Ofqual, invites views on guidance to schools and colleges about gathering assessment evidence to support resilience in the exams system in the unlikely event it is necessary to use that evidence to inform Teacher Assessed Grades (TAGs). It is designed to allow schools and colleges to determine arrangements to gather evidence that align with their normal arrangements for preparing students for exams.

The proposals in this consultation apply to GCSEs, AS, A levels, Project Qualifications and the Advanced Extension Award (AEA) in mathematics.

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Ensuring the resilience of the qualifications system in 2023: GCSE, AS, A level, Project and AEA

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Consultation proposals for gathering evidence of student performance in GCSE, AS, A level, Project and AEA qualifications to support qualification system resilience in 2023.

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NCETM: DEVELOPING YOUR USE OF MANIPULATIVES IN MATHS TEACHING 

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NCETM: DEVELOPING YOUR USE OF MANIPULATIVES IN MATHS TEACHING 

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Published: 10th October 2022

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There's a growing consensus among maths teachers, and those who guide their development, that physical manipulatives should play a central role in maths teaching. Not just for young pupils, and also not just for those who can't understand something. They can always be of help to build or deepen understanding of a mathematical concept. That was the broad conclusion drawn from a Tuesday evening Twitter-based #MathsCPDChat on the use of manipulatives held at the start of the autumn term. You can read a full account of the chat elsewhere on our website, but below, in no particular order, we summarise some of the articles, resources and video mentioned by participants during the discussion. Some are free, some are paid for.

Articles and blogs

An introduction to algebra tiles A mixture of text and short video clips in an article that covers how algebra tiles can be used to support pupils in counting, and in understanding linear equations, factorising and more.

Do manipulatives help students learn? An article by Daniel Willingham on the website of the American Federation of Teachers argues that how a manipulative is used in a classroom is more important that whether it is used.

Manipulatives and variation theory An article published by the British Educational Research Association (BERA) looking at how to teach 'counting on' to young children

Concrete resources explained for parents A blog post aimed at helping parents of primary-age children understand various manipulatives, and how they might use them with children at home.

Books

Playful Mathematics A book published earlier this year (March 2022) aimed at those teaching children from 3- to 7-years-old use manipulatives, and other approaches in playful situations, which-bit by bit-help to build understanding.

Build it, Say it, Write it is one of several books on using concrete resources from the Association of Teachers of Mathematics (ATM). It covers learning of perimeter and area. Other books from the ATM address different mathematical topics.

Concrete Materials in the Classroom is one of 37 chapters in a publication from 1996 with authors from around the world.

Video

Division of fractions is an 11-minute video from the author of a book called Visible Maths. It suggests how Cuisenaire rods might be used to support the teaching of division of fractions.

NCETM resources

Last but not least, we need to mention our own resource, Using mathematical representations in KS3, written by our Secondary Team in 2019. It includes guidance, video and tips on using nine different representations, including:

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Developing your use of manipulatives in maths teaching

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There's a growing consensus among maths teachers, and those who guide their development, that physical manipulatives should play a central role in maths teaching. Not just for young pupils, and also not just for those who can't understand something. They can always be of help to build or deepen understanding of a mathematical concept.

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SIN: GCSE Further Maths Online Outreach Programme for Y10-&11

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SIN: GCSE Further Maths Online Outreach Programme for Y10-&11

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Register your interest

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We are excited to announce that from September 2022, Sir Isaac Newton Sixth Form will be offering an online programme for GCSE students in Norfolk who would like to study GCSE Further Maths (AQA Level 2). This programme is for students in years 10 & 11 who enjoy studying maths and want to deepen their knowledge beyond their normal maths lessons.
Please note that the deadline to register your interest in joining the 2022/23 programme has passed. Register your interest
GCSE Further Maths is a very popular subject that allows students to extend their knowledge of topics studied in GCSE Maths, for example, quadratics equations and trigonometry. The course also introduces students to new topics including differentiation and matrices. These topics are then extended in A-level Maths and Further Maths. Our online sessions will focus on the content which is new on the Further Maths GCSE, we will however ensure that we cover topics that overlap with the Maths GCSE.

Our programme will further develop students' algebraic manipulation and problem-solving skills which will support them in their learning of GCSE maths. Taking part in our programme will be excellent preparation for students who are interested in studying A-level Maths or Further Maths, developing students' understanding of the depth of maths topics.

Two different cohorts are available this year, a one-year course for year 11 students and a two-year course for year 10 students. The programmes are designed to allow students to take the Further Maths GCSE alongside their other GCSE exams at the end of year 11. The student's school will be required to support the application of the student and to enter them for the exams (to be taken at their own school).

Our online session will be held on Thursdays, 3:45 pm - 5:00 pm. For safeguarding purposes each session will have at least two teachers on the call and sessions will not be recorded. Students registered for the course will have access to a website that will have videos and additional resources which they can use to support their learning.

Students registering for our programme will be able to take advantage of the following benefits.

One Year Programme for Year 11's:

Weekly 75-minute online sessions each Thursday (3:45 pm - 5:00 pm)

Sessions delivered by maths specialists and experienced teachers

Workbooks posted to students/schools in advance of sessions

Follow-up study tasks to be completed after each session

Access to videos and additional resources to support the students learning

Opportunity for students to complete termly assessments to check progress

Saturday face-to-face booster session (Date TBC)

Two Year Programme For Year 10's:

Fortnightly 75-minute online sessions each Thursday (3:45 pm - 5:00 pm)

Sessions delivered by maths specialists and experienced teachers

Workbooks posted to students/schools in advance of sessions

Follow-up study tasks to be completed after each session

Independent study tasks are set for students to complete during weeks with no online session

Access to videos and additional resources to support the students learning

Opportunity for students to complete termly assessments to check progress

Saturday face-to-face booster session (Date TBC)

To register for our online programme please complete the form below. This form can either be completed by students or by a teacher who would like to register for the course as a school on behalf of students.
Register your interest
If you have any questions or would like more information please email outreach@isaacnewtonsixthform.co.uk.
Download the Further Maths One-Year Programme Download the Further Maths Two-Year Programme

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GCSE Further Maths Online Outreach Programme

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We are excited to announce that from September 2022, Sir Isaac Newton Sixth Form will be offering an online programme for GCSE students in Norfolk who would like to study GCSE Further Maths (AQA Level 2). This programme is for students in years 10 & 11 who enjoy studying maths and want to deepen their knowledge beyond their normal maths lessons.

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SIN: Royal Institution Masterclasses for Year 9 Students

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SIN: Royal Institution Masterclasses for Year 9 Students

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Register your interest

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We are currently working with the Royal Institution to be able to bring their fantastic masterclasses to Norfolk. These are a series of workshops that enrich students' mathematical learning by demonstrating maths beyond their normal lessons. We will be hosting two different programmes of masterclasses:

Primary Programme for Year 5 Students

The Royal Institution Primary Mathematics Masterclasses will be running in Spring 2023 for Year 5 students in Norfolk.

The programme will consist of 6 sessions hosted at the Inspiration Trust Centre for Education and Teaching School Hub in Norwich. Primary Schools across Norfolk are invited to nominate two students to participate in the Masterclass series by Friday 20th January 2023. Registration for this year's programme has now closed.

If you would like to find out further details, please email outreach@isaacnewtonsixthform.co.uk.

You can view a gallery of this year's sessions here.

Secondary Programme for Year 9 Students

The Royal Institution Secondary Mathematics Masterclasses will be running in Spring/Summer 2023 for Year 9 students in Norfolk.

The programme will consist of 5 sessions hosted at Sir Isaac Newton Sixth Form in Norwich. Secondary Schools across Norfolk are invited to nominate two students to participate in the Masterclass series by Friday 10th February 2023. Registration for this year's programme has now closed.

If you would like to find out further details, please email outreach@isaacnewtonsixthform.co.uk.
Register your interest
To find out more about the Royal Institution and their masterclasses, visit their website here.
Royal Institution Masterclasses

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Royal Institution Masterclasses for Primary & Secondary Students - Sir Isaac Newton Sixth Form

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Sir Isaac Newton Sixth Form is a sixth form free school located in Norwich, owned by the Inspiration Trust. It has the capacity for 480 students aged 1619.

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NRICH: Introducing Mathematical Sudokus for Y7-11

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NRICH: Introducing Mathematical Sudokus for Y7-11

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We are introducing a variation of the well-known Sudoku, by including mathematical constraints which challenge students to apply their knowledge of the four operations. For each grid size, there are four different puzzles, at each of three levels of difficulty, so plenty for your students to get stuck into!

To introduce the Mathdokus, and to give a flavour of the kind of strategies that may be useful, you may like to watch this video.

The last date for submitting solutions to the live problems is Monday 31 October.

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We are introducing a variation of the well-known Sudoku, by including mathematical constraints which challenge students to apply their knowledge of the four operations. For each grid size, there are four different puzzles, at each of three levels of difficulty, so plenty for your students to get stuck into!

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MS Forms for Check-ins for the White Rose Scheme for Years7-11

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MS Forms for Check-ins for the White Rose Scheme for Years7-11

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3 Session on 24th November 21st February & 21st April
South Cambridgeshire and/or West Suffolk

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Ofqual and DfE publish decisions on adaptations for exams in 2023 and the approach to grading in 2023

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Ofqual and DfE publish decisions on adaptations for exams in 2023 and the approach to grading in 2023

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Published: 29th September 2022

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Y9-13
Extra-curricular activity involving Science, Technology, Engineering, Maths and Medicine

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CMH: Specialist Knowledge for Teaching Mathematics for Secondary Non-specialist Teachers

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CMH: Specialist Knowledge for Teaching Mathematics for Secondary Non-specialist Teachers

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6 Sessions throughout the year
Kings Lynn

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National Reference Test:  Information for 2023 

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National Reference Test:  Information for 2023 

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Tests will take place between 13 February and 17 March 2023

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Information provided by the NFER to schools taking part in the 2023 NRT.

Details

This information is provided to schools that have been selected as part of a sample to participate in the statutory National Reference Test (NRT), which will take place between 20 February and 3 March 2023.

Ofqual has appointed the National Foundation for Educational Research (NFER) to develop, administer and analyse the test on its behalf.

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National Reference Test 2023 - information for schools

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Skip to main content We use some essential cookies to make this website work. We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. We also use cookies set by other sites to help us deliver content from their services.

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What does high-quality classroom talk look like in Maths?

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What does high-quality classroom talk look like in Maths?

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15:45 -16:30
18th October 2022
Online

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Louise Richardson - Programme Lead, Voice 21

Barbara Bleiman - Co-Director, English and Media Centre

Stephanie Quick - English Teacher and Oracy Lead, Brooklands Middle School

Vicky Thorpe - Key Stage 2 Teacher, South Lake Primary School

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Louise Richardson - Programme Lead, Voice 21 Barbara Bleiman - Co-Director, English and Media Centre Stephanie Quick - English Teacher and Oracy Lead, Brooklands Middle School Vicky Thorpe - Key Stage 2 Teacher, South Lake Primary School

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Shared: Resources by Topic or Manipulative

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Shared: Resources by Topic or Manipulative

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Updated for 2021 - Resources Spreadsheet (based on WR)

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16:00-17:30
Starting October 2022
Online

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Core Maths Specification Networks return for 2022/23 | AMSP

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09:00-13:00
4th October 2022
Hethersett Academy

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Focus on Maths | Norfolk Services for Schools

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Angles Maths Hub in association with Norfolk County Council are pleased to host an AQA 'Focus on Maths' session taking place this October.

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Sign-Up & Access available until: 31st December 2022

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GCSE Mathematics: Mark scheme guidance and application

Course summary

This AQA on-demand course will give expert instruction from a senior AQA examiner in how to apply mark schemes to key question types as well as providing the opportunity to take part in marking activities.

As part of our AQA support offer to teachers, the module will be available for you to access as many times as you wish until 31 March 2023.

Please note that this course does not contain any information about assessment for Summer 22.
Your centre number is required to access all AQA courses.

Course reference

MATGOE1 - use this in communications with us.

Course description

Improve your confidence in awarding marks accurately.

Gain a better understanding of mark scheme application.

Identify typical features and characteristics of responses.

Practise and receive feedback on student response examples.

Suitable for

All teachers who need additional guidance in marking GCSE Mathematics.

Heads of Department who wish to internally moderate their team's mock marking.

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This AQA on-demand course will give expert instruction from a senior AQA examiner in how to apply mark schemes to key question types as well as providing the opportunity to take part in marking activities. As part of our AQA support offer to teachers, the module will be available for you to access as many times as you wish until 31 March 2023.

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Sign-Up & Access available until: 31st December 2022

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This AQA on-demand course will give expert instruction from a senior AQA examiner in how to apply mark schemes to key question types as well as providing the opportunity to take part in marking activities.

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Ofqual: Arrangements for 2022 to 2023 NEAs and Exams

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Ofqual: Arrangements for 2022 to 2023 NEAs and Exams

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- Ofqual confirms the usual arrangements for NEA, fieldwork and practical science are in place for 2023.
- Ofqual will ask exam boards to look carefully at the design of the exam timetable for next year, to see if the increased spacing between subjects in the exam timetable should be retained.

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You have accepted additional cookies. You can change your cookie settings at any time.

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Applies to England

In 2021 and 2022, Ofqual made a range of adjustments to the arrangements for NEA and fieldwork and practical science requirements in some GCSE, AS and A level subjects to respond to public health measures. Given that they are no longer in force, for the 2023 cohort Ofqual confirms that, as planned, the usual arrangements for NEA, fieldwork and practical science are now in place.

For the 2022 cohort, the Department for Education determined that there should be a choice of topics in GCSE English literature, history and ancient history and a choice of content in GCSE geography as part of a range of adaptations to GCSE, AS and A levels for this year. For 2023, the Department for Education confirms the return to full subject content coverage for those GCSE subjects.

For other qualifications, including vocational and technical qualifications taught alongside or instead of GCSEs, AS and A levels, a range of adaptations were permitted in academic year 2021 to 2022. Awarding organisations decided which adaptations were appropriate for their qualifications in accordance with Ofqual's Vocational and Technical Qualifications Contingency Regulatory Framework (VCRF). Some adaptations were in response to public health restrictions. Given that public health restrictions are no longer in place, these adaptations are no longer necessary for the academic year 2022 to 2023 onwards.

This means that schools and colleges have the information they need to plan their teaching of the required content and to provide non-exam assessments. The Department for Education and Ofqual will continue to monitor the path and impact of the pandemic and evaluate the delivery of arrangements this year, including the provision of exam aids, such as formulae sheets, and advance information to support students' revision, before finalising 2023 arrangements. Our intention is to return to the carefully designed and well-established pre-pandemic assessment arrangements as quickly as possible, given they are the best and fairest way of assessing what students know and can do.

For GCSEs, AS and A levels, Ofqual will, as planned, consider the approach to grading for 2023 in light of outcomes in 2022. Ofqual will also ask exam boards to look carefully at the design of the exam timetable for next year in the light of experience this year, to see if the increased spacing between subjects in the exam timetable should be retained.

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Subject content and assessment arrangements in the academic year 2022 to 2023

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Skip to main content We use some essential cookies to make this website work. We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. We also use cookies set by other sites to help us deliver content from their services.

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Ideas for using Manipulatives & Representations in KS3&4

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Ideas for using Manipulatives & Representations in KS3&4

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NEW task booklet showing how to use models and manipulative across a range of topics

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This scheme of work is for the 2015 national curriculum.

The full version, with resources, assessments, activities, teacher support materials and much more will be available inside the Complete Mathematics platform.

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This scheme of work is for the 2015 national curriculum. The full version, with resources, assessments, activities, teacher support materials and much more will be available inside the Complete Mathematics platform.

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Online
10:00-17:00
1st October 2022

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ATM 2022 Conference

Saturday 1 October, 2022 - a virtual online zoom event

August News Update - Booking is now live - Book your place today

Cost for 1 day virtual zoom conference will be a fixed price of £20

We would like to announce our exiciting programme - click on the image below to access the conference session timetable (this will redirect to padlet.com) Once in padlet you can click on read more to see the session details. For this event you will not need to prebook sessions however use the timetable to plan your day in advance.

Legend - Sessions

Pink - (A1, B1, C1 etc) Around Computational Thinking in Mathematics

Cream -(A2, B2, C2 etc) Use of Manipulatives Primary

Green - (A3, B3, C3 etc) Use of Manipulatives Secondary

The conference team are pleased to announce our Keynote speaker for the event.

Keynote Speaker - Lucy Rycroft-Smith
Title - "Between the swamp and the ivory tower: practice and research in maths education."
Lucy Rycroft-Smith is a former teacher, head of mathematics and Associate Lecturer for the Open University and now a writer, researcher, speaker and designer in mathematics education. She is studying for her PhD at the University of Cambridge, considering the idea of knowledge brokering - how, what, when. where and why mathematics teachers may connect with research. She is the co-editor of The Equal Classroom: Life-Changing Thinking About Gender (2019) and Flip the System UK: A Teachers' Manifesto (2017). A new book, The Primary Teacher's Maths Journeybook : A Year of Professional Learning, has just been published (Cambridge University Press, 2022). She is also the author of many articles and research papers on mathematics education, including intersections with equality, diversity and belonging and LGBTQIA identities, and often speaks nationally or internationally on mathematics education.

The Conference team are also pleased to announce the CTM discussion panel led by Professor Alexandre Borovik on " Preparing tomorrows' teachers as 21st century mathematicians."

Computer technology in schools is largely being used to deliver and assess the traditional curriculum. Computing is having a more revolutionary impact on the work of professional mathematicians. In this panel, Alexandre Borovik, emeritus professor of pure mathematics at Manchester University, will describe how mathematicians work today, and what this means for their professional formation. In particular he will highlight the need to treat mathematics and computer science as a single subject. In this way algebra will greatly benefit from being taught and learned in parallel with a sufficiently user-friendly programming language which includes elements of functional programming. He argues that computer languages should be introduced to help learners to develop the trait of generalisation from the very first days at primary school. Prof Borovik will be joined in the Panel by the session leaders of the CTM strand. They will respond to his remarks based on their experiments with teaching mathematics in this new way. We will explore with delegates the implications of the symbiosis of mathematics and computer science for teacher professional development, and the role the ATM's literate programming challenge might play in raising awareness of these new possibilities.

Pre-reading: https://bit.ly/CTMBorovik

Pre-watching (chapters): https://bit.ly/CTMTizard
CTM Report 2021
We are aiming to have a number of strands throughout the event, two of which will follow a named theme

Use of Manipulatives

Around Computational Thinking in Mathematics (CTM)

The outline of the Day
10:00 - 10:45 Session Slot A

11:00 - 12:00 Keynote Speaker

12:15 - 13:00 Session Slot B

13:00 - 14:00 Lunch Break

14:00 - 14:45 Session Slot C

15:00 - 15:45 Session Slot D

16:00 - 16:45... Session Slot E

17:00 - 17:45 CTM Panel

Register your interest to be kept up to date with the latest news and updates

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August News Update - Booking is now live - Book your place today Cost for 1 day virtual zoom conference will be a fixed price of £20 We would like to announce our exiciting programme - click on the image below to access the conference session timetable (this will redirect to padlet.com) Once in padlet you can click on read more to see the session details.

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Ofqual: New tender for National Reference Test from 2025

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Ofqual: New tender for National Reference Test from 2025

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Published:
30 June 2022

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Ofqual is inviting organisations to run the National Reference Test from 2025.

Organisations are invited to run the National Reference Test (NRT) from 2025, Ofqual announced today.

Since 2017 the NRT has measured the attainment of year 11 students in English and maths each year. It has provided important evidence used to set grade boundaries in GCSE English language and maths.

Every year, about 300 schools take part in the tests which last 1 hour each. Crucially, the questions remain the same, which mean that Ofqual and exam boards can measure changes in student attainment over time. If NRT results go up, then that means students have performed better than those in previous years which, in turn, can explain better performance in GCSE English language and maths.

In line with our corporate plan commitment to explore the use of technology, the NRT contract includes planning for a possible move to online tests. However, the NRT will remain on paper in the short term.

The current contract with the National Foundation for Educational Research (NFER) to provide NRT ends in 2024. Ofqual is publishing a prior information notice (PIN) to begin procurement for 2025 tests onward.

The contract is worth an estimated £10 million for providing the NRT from 2025 to 2030. Ofqual is open to awarding a single contract or to working with a number of organisations.

To express interest in taking part in the procurement and receive more information in due course, organisations can view the PIN and register interest on MyTenders.co.uk by searching for Notice 226560. If they do not already use My Tenders they will first need to register as a new supplier.

Published 30 June 2022

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Ofqual is inviting organisations to run the National Reference Test from 2025.

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NCETM & Maths Hubs: What is your departmental need?

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NCETM & Maths Hubs: What is your departmental need?

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Signposting support for secondary maths teachers

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RSN: Using metacognitive strategies to improve pupils’ mathematical problem-solving

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RSN: Using metacognitive strategies to improve pupils’ mathematical problem-solving

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Published: 27th June 2022

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"A packet contains 1.5 kilograms of guinea pig food. Remi feeds her guinea pig 30 grams of food each day. How many days does the packet of food last?"

Even before the pandemic, this type of question was often challenging for pupils. Teachers can sometimes avoid setting questions like these, both because of this difficulty they present for pupils, and because teachers may not always have a well-defined strategy for teaching them.

It is unsurprising given teachers were reporting less resilience among pupils when attempting questions of this nature, perhaps due to fewer opportunities for peer discussion, lack of access to manipulatives or due to children being exposed to fewer strategies.

The EEF's Maths content specialist, Kirstin Mulholland, also commented that, ​'I feel as though every time I have a conversation about maths with a teacher or school leader, problem-solving is identified as something we want to work on'[i]

Clearly, this issue may be widespread.

As a result, when we were offered the chance to take part in the EEF's Early Project pipeline, it seemed an obvious choice. Working together with 10 schools, we set out to use metacognitive strategies to improve pupils' resilience and motivation during mathematical problem-solving.

The IES ​'What Works Clearing House' defines problem-solving as ​'the movement from a given state to a goal state with no obvious way or method for getting from one to the other' (2012, p. 7) [ii]. This highlights the intrinsic difficulty of problem-solving: pupils need to read and decode instructions, identify the nature of the task, choose the correct mathematical principle, and then work out their own route from question to answer! There are many possible routes, and this means that problem-solving can seem challenging, thereby affecting pupils' levels of resilience. As a consequence, pupils may only perform simple processes, or even avoid attempting the problem altogether.

To try to overcome this, we used a series of prompts developed from the Australian educationalist, Anne Newman [iii]. Newman proposes that there are five stages where mistakes could be made during problem-solving, and that by prompting students to self-monitor their progress, these mistakes can be prevented or pupils' can develop skills of self-regulation to encourage independent checking and correction. The five prompts are:

1. Read - the question (out loud.)
2. Comprehension - What is the question asking you to do?
3. Transformation - manipulating the words of a question into an appropriate mathematical equation.
4. Process - What must they actually do to get the answer?
5. Encoding - Write down the answer to the question.

We used these prompts to develop metacognitive talk in the classroom. The five prompts became titles for laminated cards, coloured so that the teacher could refer to them easily. On each card, we added other questions to extend pupils' thinking, such as ​'Which information in the problem is relevant?', ​'Can you draw an image to help you understand what the problem is asking?', and ​'Can you check your answer using a different strategy?'

These cards prompted teachers to model their thinking. As this became embedded, teachers could fade their input so that pupils took increasing ownership over monitoring and discussing their approaches to problem-solving, using the prompts to help them.

In the ten schools who are piloting this approach as part of the EEF's Early Pipeline work, it is great to see the enthusiasm pupils have for this way of working, and hear the detailed conversations they engage in as they grapple with problems.

It is early days in this pilot and we must await a more thorough analysis, but so far teachers and pupils of all abilities have reported that these metacognitive prompts seem to be making a real difference.

If you would like to find out more about this project, please contact Alastair: agittner@​hallamtsa.​org.​uk

References:

1. Mulholland, K. (2021). The problem with problem-solving. Available at: https://educationendowmentfoundation.org.uk/news/eef-blog-the-problem-with-problem-solving-in-maths[Accessed 27.4.22]

2. Woodward, J., Beckmann, S., Driscoll, M., Franke, M., Herzig, P., Jitendra, A., Koedinger, K.R. and Ogbuehi, P. (2012). Improving Mathematical Problem Solving in Grades 4 through 8. IES Practice Guide. NCEE 2012 - 4055. What Works Clearinghouse. Available at: https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/MPS_PG_043012.pdf(Accessed 27.4.22)

3. Newman, M.A. (1977). An analysis of sixth-grade pupils' errors on written mathematical tasks. In M. A. Clements & J. Foyster (Eds.), Research in mathematics education in Australia, Vol. 2, pp. 269 - 287. Melbourne: Swinburne College Press.

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Using metacognitive strategies to improve pupils' mathematical...

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"A packet contains 1.5 kilograms of guinea pig food. Remi feeds her guinea pig 30 grams of food each day. How many days does the packet of food last?" Even before the pandemic, this type of question was often challenging for pupils.

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Advance Information for November GCSE Maths Resit exams released  

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Advance Information for November GCSE Maths Resit exams released  

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Published: 27th June 2022
Links for each exam board's maths info:
Edexcel: https://t.co/ZuvB1qXzqF
AQA: https://t.co/mCu57nkAsH
OCR: https://t.co/Fh0Zaoy9LY

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AMH: Collaborative Teaching in Maths and Science Project 2022/23

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AMH: Collaborative Teaching in Maths and Science Project 2022/23

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Collaborative Teaching in Maths and Science - flyer.pdf

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Ofqual: Podcast on Marking and grading in summer 2022

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Ofqual: Podcast on Marking and grading in summer 2022

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Published: 13th May 2022

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Ofqual Podcast: Marking and grading in summer 2022

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IMA Festival of Mathematics and its Applications - Years 7-13

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IMA Festival of Mathematics and its Applications - Years 7-13

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4th & 5th July 2022
Online & Sheffield Hallam University

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Due to high demand we have now made the decision to close bookings for Monday 4th July. We are still accepting bookings for Tuesday 5th July, as well as the Public Lecture in the evening.

This summer Sheffield Hallam University will be hosting the IMA Festival of Mathematics and its Applications, a free two-day event which celebrates mathematics and all the wonderful things you can do with it. School groups and their teachers will be able to visit the festival on one or both days and take part in workshops, talks and a range of other activities.

With a packed programme on each day, you can explore the Charles Street building and watch talks from top mathematicians, meet SHU staff and hear about their research, design and create mathematical works of art, learn tricks from mathematical buskers, play a game of noughts and crosses against a sentient pile of matchboxes and get hands-on with some maths in action.

The Institute for Mathematics and its Applications (IMA) is the professional body and learned society for qualified and practising mathematicians and exists to support the advancement of mathematical knowledge and its applications and to promote and enhance mathematical culture with over 5,000 members, comprising of mathematicians from all sectors, as well as those with an interest in mathematics.

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IMA Festival of Mathematics and its Applications

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IMA Festival 2022:Maths in Action Due to high demand we have now made the decision to close bookings for Monday 4th July. We are still accepting bookings for Tuesday 5th July, as well as the Public Lecture in the evening. This summer Sheffield Hallam University will be hosting the IMA Festival of Mathematics and its Applications,...

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Grid Algebra: New FREE version available

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Grid Algebra: New FREE version available

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A new version of Grid Algebra is now available. This latest version is web-based and free to all, which means it can be used on any device. There are new features and some changes to the previous design.

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2022-23 Programmes - Cambridge Maths Hub

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Programme Registration for 2022-23 Teaching for Mastery Programmes Mastery Readiness FULL Primary Teaching for Mastery Development Primary Teaching for Mastery Embedding Apply Now Primary Teaching for Mastery Sustaining Apply Now Secondary Teaching for Mastery Development Apply Now Early Years Work Groups Mastering Number Programme - Autumn Start Apply Now Mastering Number -Continue reading →

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Julian Teaching School Hub: NPQLT 2022/23

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Julian Teaching School Hub: NPQLT 2022/23

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CPD video resources for teachers of Secondary Mathematics.

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This page is dedicated to the CPD video resources for teachers of Secondary Mathematics.

Some are presented by colleagues from within Loughborough University's Department of Mathematics Education, and others by external experts within mathematics education.

If you are interested in resources for early years, primary and higher education, please return to the main CPD page.

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Secondary PD | LUMEN | Loughborough University

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This page is dedicated to the CPD video resources for teachers of Secondary Mathematics. Some are presented by colleagues from within Loughborough University's Department of Mathematics Education, and others by external experts within mathematics education. If you are interested in resources for early years, primary and higher education, please return to the main CPD page.

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AMSP: Discover Trigonometry for New Teachers of GCSE

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AMSP: Discover Trigonometry for New Teachers of GCSE

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09:30-16:00
13th July 2022
The Inspiration Teaching Hub, Norwich

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Discover Trigonometry for New Teachers of GCSE

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GCSE Mathematics is more demanding than ever, with new Higher Tier content supporting a national drive to increase the number of students studying maths post-16. This day follows the development of trigonometry from Key Stage 3 to A level Mathematics, considering a range of ideas whilst also reflecting on the teaching and consider the 'big picture' of each topic within the wider curriculum.

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Audience: 11-16 Teachers
10:00-16:00
Saturday 2nd July 2022
Park View School, London

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Mixed Attainment Mathematics Conference 7
Park View School,
Langham Road
London
N15 3RB
Saturday 2nd July 2022  ​
​10.00am – 4.00pm

Mixed Attainment Maths Conference 7

On the 2nd July 2022 we are holding the seventh mixed attainment maths conference. This is a conference for teachers of mathematics who are keen to develop ways of working with mixed-attainment groups. Park View School have kindly offered to host this conference. Workshops have been organised by people who are currently teaching, or who have taught mathematics in mixed-attainment classrooms. The intention of the conferences is to share practices through active participation regarding strategies, ideas and resources.
The aim of those organising the conference is: To help form a community of teachers who share a common belief in social justice and the value of not separating children into groups according to some notion of their (fixed) ‘ability.’

'With respect to making accessible the deep structure of any given discipline, I think the rule holds that any subject can be taught to any child at any age in some form that is both honest and powerful.  It is a premise that rests on the fact that more complex abstract ideas can in fact be rendered in an intuitive, operational form that comes within reach of any learner to aid him (sic) towards the more abstract idea yet to be mastered.'
Bruner, J. S. (1972), The relevance of education, Trowbridge: Redwood Press Ltd

Abdulkadir Mohamed and Tolga Demir
Teaching Mixed Attainment Maths classes at KS4

Abdulkadir and Tolga will share how they approach teaching classes ranging from grade 1-9 at GCSE.
They will discuss how they plan 'Do Now' / 'Starter' activities that are open enough to be accessible to all students whilst providing challenge for the highest attainers.
They will share strategies they use to ensure that all pupils make progress through task selection and teacher explanation.
Participants will have opportunities to engage with tasks, discuss with each other and ask questions.

Abdulkadir Mohamed and Tolga Demir are mathematics teachers at a school in Haringey, London.

​Colin Jackson
Resources and activities for mixed attainment maths classes

Over a number of years the Mathematics Education Centre at Sheffield Hallam developed a variety of free mathematics resources through a number of projects:

the cre8ate maths project

the Maths in Context project,

the Mathematics in the Making (MIMA) project

the Project in Citizenship and Mathematics (PiCaM).

Materials from all of these projects are suitable for use with students of all attainment levels but in particular KS3.  This workshop will be a brief hands-on introduction to some of these materials.

​Dr Colin Jackson is a teacher educator and researcher. He worked as a teacher educator at Sheffield Hallam University for many years.
@colfmjac

​​​Helen Hindle and
​Nora Gaoua
Ensuring support and challenge for all ​

​​In this workshop we will share examples of strategies, tasks and resources which we frequently use in our mixed attainment classes to ensure that all pupils are supported and challenged.
We will discuss the impact of these on student engagement and attitudes towards mathematics.
We will also explain how we use Learning Journeys to support students to select tasks at an appropriate level of challenge.
This will be a 'hands on' workshop with participants being given opportunities to engage with the resources and co-create further activities.

Helen Hindle is the leader of a mathematics department in Haringey, London. Nora Gaoua is her colleague and fellow mathematics teacher.
​@helenhindle1​

​Hollie Walton and Andrew Blair Building an inclusive community of mathematical inquiry​

The workshop is about building inclusive and equitable mixed attainment classrooms through mathematical inquiry. We will present research findings on the benefits of inquiry learning and how teachers can promote inquiry in their own classrooms.
Participants will also experience an Inquiry Maths lesson, which starts with students' questions and conjectures before potentially moving into different lines of inquiry. In the Inquiry Maths model, students can differentiate for themselves within collaborative inquiry.

​Hollie Walton is a teacher of mathematics in Cambridge and
Andrew Blair leads a mathematics department in Ealing, London.
@inquirymaths
@maths_walton

Laura Katan
Managing challenging behaviour in mixed attainment maths classes​

How does teaching mixed attainment maths classes work when there are students who display challenging behaviours in the room?
This workshop will explore ideas about how mixed attainment maths can be a viable and brilliant way to facilitate all learners in achieving success, particularly those who display challenging behaviours. From mixed attainment classrooms to alternative provision teaching, we will explore strategies that work well. I will also welcome ideas and suggestions from workshop participants who would like to share their thoughts and approaches.

Laura Katan is currently 2iC for a mathematics department in Haringey. From September 2022 Laura will be the Numeracy Lead for the Haringey Learning Partnership.
​@laurakatan

​​Mark Simmons
The story of a Lesson Study Cycle​

​How can all pupils make progress in a mixed attainment lesson? In this workshop I will share a video from a lesson study cycle. Workshop participants will have opportunities to discuss

aspects of the video materials they find helpful

ways in which they might use the video materials for their own/their dept's CPD

practicalities of using a Lesson Study approach in their own professional contexts

any suggested amendments to the Nottingham TMMAG 2-side guide.

Mark Simmons is an assistant professor at Nottingham University
​@simmo1363

​Mike Ollerton
​Rectangles
​from Upper Ks2 to Ks4

​​Mike’s workshop will explore a range of tasks all based upon rectangles that would be suitable from KS2 to KS4 classrooms.
​
Mike Ollerton is a Freelance mathematics education consultant.
​@MichaelOllerton

Naz Mohamed and
Iwona Sapa
​Using manipulatives with mixed attainment classes
​

When used effectively, manipulatives can bring abstract concepts to life.
In this workshop, we will explore how manipulatives can be used to aid understanding, promote problem solving and enhance reasoning for all students in a mixed attainment classroom.

Naz Mohamed and Iwona Sapa are mathematics teachers at a secondary school in Haringey, London

Pete Wright
Maths Teaching and Social Justice

​This is a practical workshop based on ideas from research projects that Pete has run collaboratively with teacher researchers. We will look at promoting mathematical inquiries that help learners develop their individual and collective agency, and a greater understanding of social justice issues. We will also expose and challenge some common myths surrounding school mathematics that can lead to marginalisation of groups of learners.

Dr Pete Wright is a lecturer at UCL Institute of Education.
@petewrightIOE

Zeb Friedman
Maths Anxiety

There is over 60 years of academic research that examines maths anxiety; what it is, where it comes from and what can be done about it.
I am a full time maths teacher and part time doctoral student. My research focuses on maths anxiety in secondary school students.
My workshop will give you some background on the subject and will focus on those three questions. It will examine what tools there are to measure maths anxiety, and will also offer practical ideas to help teachers alleviate maths anxiety in students.

​Zeb Friedman is a mathematics teacher at a secondary school in Brighton, East Sussex.
@zebfriedman

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Mixed Attainment Mathematics Conference 7 Park View School, Langham Road London N15 3RB Saturday 2nd July 2022 ​ ​10.00am - 4.00pm

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09:50-16:00
6th July 2022
Online

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Contact details:

NANAMIC - National Association for Numeracy and Mathematics in Colleges

E-mail: admin@nanamic.org.uk

Telephone: 07757 816402

Or use our online contact form.

New CMathTeach member: Noreen Rahman. Another NANAMIC member has been awarded the CMathTeach designation. Read her story on the CMathTeach page.

CMathTeach can boost your profile.

Contact us to find out how your professionalism and dedication to mathematics can be rewarded

New online access!
Thanks for visiting our website. Browse to find out more about us and our projects.

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NANAMIC - National Association for Numeracy and Mathematics in Colleges - 2022

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is committed to provide our customers with the freshest, locally grown produce at supermarket prices.

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Currys are working with the Digital Poverty Alliance to get free technology to children who need it.

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Currys are working with the Digital Poverty Alliance to get free technology to children who need it.

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Priority Area:  Norfolk Coast (Kings Lynn and West Norfolk, North Norfolk, Great Yarmouth local authorities)

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Not as a loan or rental. It’s for your family, for good. Connecting disadvantaged families to devices and connectivity across the UK. Apply now!

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EEF Project: The 5Rs approach to GCSE Maths resits

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EEF Project: The 5Rs approach to GCSE Maths resits

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Deadline: 31st July 2022

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As part of the Department for Education's Accelerator Fund, the EEF is commissioning a number of efficacy trials of programmes that show promise for increasing pupil attainment. These trials will take place in the Research School Commissioner regions of the North, East Midlands & Humber, West Midlands. 5Rs will also be recruiting settings in the rest of England.

Pass rates for students re-sitting GCSE Maths are extremely low, and the post-16 sector requires evidence about what works for these students. Just 40% of young people eligible for Free School Meals achieve passes in GCSE Maths and English, compared with 68% of their better-off peers. The underlying principles of the programme, including interleaving, practice testing and distributed practice, are grounded in previous research. The programme also uses established methods, like new representations, to differentiate the revision year from the previous GCSE experience of students.

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the project    the 5rs approach aims to enhance the support that teachers give to 16 – 19 year-old students resitting gcse maths in order to improve their attainment. the programme includes three teacher training days

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a scheme of work including lesson plans and a defined lesson structure

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and access to online resources for teachers and students. each 5rs lesson is structured into five sections: recall (recalling key maths facts)

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repeat (practising exam questions) and ready (focusing on exam technique).  why are we funding it?    as part of the department for education’s accelerator fund

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the eef is commissioning a number of efficacy trials of programmes that show promise for increasing pupil attainment. these trials will take place in the research school commissioner regions of the north

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west midlands. 5rs will also be recruiting settings in the rest of england.  pass rates for students re-sitting gcse maths are extremely low

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and the post-16 sector requires evidence about what works for these students. just 40% of young people eligible for free school meals achieve passes in gcse maths and english

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compared with 68% of their better-off peers. the underlying principles of the programme

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practice testing and distributed practice

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are grounded in previous research. the programme also uses established methods

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to differentiate the revision year from the previous gcse experience of students.  how are we evaluating it?    this efficacy trial will be led by a team from york trials unit

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will be a two-arm randomised controlled trial

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randomised at the school-level. the aim of the evaluation will be to assess the impact of the 5rs programme on gcse maths outcomes for students re-sitting their exams. an implementation and process evaluation will be conducted alongside the impact evaluation to explore how schools implement the programme and stakeholder perceptions of 5rs.  when will the evaluation report be due?    the evaluation report will be published in autumn 2023.

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The 5Rs approach to GCSE Maths resits (Accelerator Fund)

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As part of the Department for Education's Accelerator Fund, the EEF is commissioning a number of efficacy trials of programmes that show promise for increasing pupil attainment. These trials will take place in the Research School Commissioner regions of the North, East Midlands & Humber, West Midlands.

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AMSP: Discover Quadratics for New Teachers of GCSE

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AMSP: Discover Quadratics for New Teachers of GCSE

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09:30-16:00
29th June 2022
The Inspiration Teaching Hub, Norwich

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Overview

GCSE Mathematics is more demanding than ever, with new Higher Tier content supporting a national drive to increase the number of students studying maths post-16.

This day follows the development of quadratics from Key Stage 3 to A level Mathematics, considering a range of ideas whilst also reflecting on the teaching and consider the 'big picture' of each topic within the wider curriculum. It forms part of our Discover Maths for New Teachers of GCSE suite of courses, aimed at supporting teachers' own understanding of key Higher Tier topics, so that they can confidently lead their students through GCSE into studying post-16 maths.

Aims

Enhance subject knowledge at Key Stage 3 and explore how this topic is expanded upon for KS5 maths qualifications.

Preparation for using classroom resources and powerful visual representations with students.

Who will benefit from attending?

GCSE Mathematics teachers who want to increase their confidence with teaching quadratics for Higher Tier GCSE.

Content

Representing quadratics

Factorising and expanding quadratic expressions

Completing the square

Solving quadratic equations

Reasoning with quadratic graphs

Cost

Discover Quadratics for New Teachers of GCSE is free to state-funded schools and colleges.

Schools and colleges located within Priority Areas are eligible to receive a subsidy of £250 to support staff cover and travel costs.

Participant feedback
Lots of ideas that I'm looking forward to sharing with students and teachers. ...helped me feel not so overwhlemed about teaching.
Key Facts
Printable Version
Queries?

If you have any queries about this event, please do not hesitate to contact:

The AMSP, through MEI, holds the NCETM CPD Standard

View all events
Share this event

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Discover Quadratics for New Teachers of GCSE

# data[].attributes.attachment_link.description
GCSE Mathematics is more demanding than ever, with new Higher Tier content supporting a national drive to increase the number of students studying maths post-16. This day follows the development of quadratics from Key Stage 3 to A level Mathematics, considering a range of ideas whilst also reflecting on the teaching and consider the 'big picture' of each topic within the wider curriculum.

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09:30-16:00
13th July 2022
Norwich

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Discover Trigonometry for New Teachers of GCSE

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GCSE Mathematics is more demanding than ever, with new Higher Tier content supporting a national drive to increase the number of students studying maths post-16. This day follows the development of trigonometry from Key Stage 3 to A level Mathematics, considering a range of ideas whilst also reflecting on the teaching and consider the 'big picture' of each topic within the wider curriculum.

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09:30-16:00
29th June 2022
Norwich

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Overview

GCSE Mathematics is more demanding than ever, with new Higher Tier content supporting a national drive to increase the number of students studying maths post-16.

This day follows the development of quadratics from Key Stage 3 to A level Mathematics, considering a range of ideas whilst also reflecting on the teaching and consider the 'big picture' of each topic within the wider curriculum. It forms part of our Discover Maths for New Teachers of GCSE suite of courses, aimed at supporting teachers' own understanding of key Higher Tier topics, so that they can confidently lead their students through GCSE into studying post-16 maths.

Aims

Enhance subject knowledge at Key Stage 3 and explore how this topic is expanded upon for KS5 maths qualifications.

Preparation for using classroom resources and powerful visual representations with students.

Who will benefit from attending?

GCSE Mathematics teachers who want to increase their confidence with teaching quadratics for Higher Tier GCSE.

Content

Representing quadratics

Factorising and expanding quadratic expressions

Completing the square

Solving quadratic equations

Reasoning with quadratic graphs

Cost

Discover Quadratics for New Teachers of GCSE is free to state-funded schools and colleges.

Schools and colleges located within Priority Areas are eligible to receive a subsidy of £250 to support staff cover and travel costs.

Participant feedback
Lots of ideas that I'm looking forward to sharing with students and teachers. ...helped me feel not so overwhlemed about teaching.
Key Facts
Printable Version
Queries?

If you have any queries about this event, please do not hesitate to contact:

The AMSP, through MEI, holds the NCETM CPD Standard

View all events
Share this event

# data[].attributes.attachment_link.title
Discover Quadratics for New Teachers of GCSE

# data[].attributes.attachment_link.description
GCSE Mathematics is more demanding than ever, with new Higher Tier content supporting a national drive to increase the number of students studying maths post-16. This day follows the development of quadratics from Key Stage 3 to A level Mathematics, considering a range of ideas whilst also reflecting on the teaching and consider the 'big picture' of each topic within the wider curriculum.

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Ofsted: Inspection Data Summary Report (IDSR) - Updated guidance on report

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Ofsted: Inspection Data Summary Report (IDSR) - Updated guidance on report

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School inspection data summary report (IDSR) guide

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This guide provides an overview of the inspection data summary report (IDSR) for primary and secondary schools, including schools with a sixth form and gives guidance on interpreting the data.

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Providing a clearer route towards GCSE Maths success for students who need support.

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Inspire every learner

Our Unit Award Scheme (UAS) allows all students to engage with learning and see a clearer route towards GCSE English and Maths success.

The scheme offers many benefits for you and your special educational needs (SEN) students:

Why choose UAS?

Our UAS is designed to make GCSE success a possibility for your SEN students.

See how quick and easy it is to get started with the resources below:

Take the next step

The scheme is quick and easy to set up and with training now free for you and your team, we're here to help you create an exciting journey towards success.

If you're interested and would like to hear from our UAS team, fill in our enquiry form below.
Fill in the form

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Unit Award Scheme: journey towards success

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Our Unit Award Scheme (UAS) allows all students to engage with learning and see a clearer route towards GCSE English and Maths success. The scheme offers many benefits for you and your special educational needs (SEN) students: Our UAS is designed to make GCSE success a possibility for your SEN students.

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09:30-16:30
Saturday 25th June 2022
Kettering Conference Centre

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The Complete Mathematics Conference is the UK's largest Mathematical Teacher conference, bringing together hundreds of maths teachers each year, from primary, secondary, and higher to collaborate and learn from each other.

#MathsConf29 is the perfect way to spend a Saturday with easily digestible mathematics wisdom from educators around the country.

Workshops are delivered by expert maths teachers from all across the country, who have a voice, and want to share their love of maths (this could be you!).

We'll also have plenty of extra activities, such as a maths cake competition, treasure hunt and more...

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The Complete Mathematics Conference is the UK's largest Mathematical Teacher conference, bringing together hundreds of maths teachers each year, from primary, secondary, and higher to collaborate and learn from each other. #MathsConf29 is the perfect way to spend a Saturday with easily digestible mathematics wisdom from educators around the country.

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JCQ: An introduction to becoming an examiner or marker

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JCQ: An introduction to becoming an examiner or marker

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Exam boards are offering an opportunity to join examiner teams in several subjects for this summer’s exam season. Examining gives you a chance to network with other subject experts, gain insight into the latest approaches to how your subject is assessed and earn extra income for approximately three weeks of work.

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Join all the other teachers who help students receive recognition for their learning, and also enable them to progress to the next stage of their development, by becoming an examiner. You'll gain a better understanding of the subject specification and how the examination system works.

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Sign Up Deadline:31st May 2022

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This project and its evaluation were affected by the 2020 and 2021 partial school closures caused by the Covid-19 pandemic. As a result, the delivery and evaluation have been affected and the project has been postponed to the next academic year.

Schools that currently practice mixed attainment grouping in Years 7 and 8 will be recruited to the study. These schools will then be matched with schools that practice setting by attainment to provide a comparison group of schools. Differences in outcomes for pupils across these two schools will be looked at, including attainment differences and pupil self-confidence. In total 120 schools will be recruited to the study.

The study will be a ​'naturalistic experiment' comparing existing grouping practices in schools rather than implementing a specific programme.

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the project    this project and its evaluation were affected by the 2020 and 2021 partial school closures caused by the covid-19 pandemic. as a result

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the delivery and evaluation have been affected and the project has been postponed to the next academic year.  schools that currently practice mixed attainment grouping in years 7 and 8 will be recruited to the study. these schools will then be matched with schools that practice setting by attainment to provide a comparison group of schools. differences in outcomes for pupils across these two schools will be looked at

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including attainment differences and pupil self-confidence. in total 120 schools will be recruited to the study. the study will be a ‘naturalistic experiment’ comparing existing grouping practices in schools rather than implementing a specific programme.  why are we funding it?    setting by attainment is practised in england to a varying degree and varies according to subject and year group. however

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there is limited up-to-date and uk-based evidence about how this practice is carried out by schools

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or how choices about student grouping alters outcomes for pupils  how are we evaluating it?    the project will use a matched design in a naturalistic context to investigate the differences in attainment and self-confidence of pupils taught in mixed attainment groups compared to pupils who are taught in sets. the team at ioe

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with oversight from an independent steering group

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will be carrying out this research the project will look at attainment using a standardised test in maths at the end of year 8. the research will also look at outcomes for fsm pupils

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low-prior attainers and high-prior attainers. the ioe team will also carry out an implementation and process evaluation to understand the diversity of grouping practices within schools. an independent advisory group has been appointed to provide independent scrutiny of the study.  when will the evaluation report be due?    the evaluation report will be published in spring 2025

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This project and its evaluation were affected by the 2020 and 2021 partial school closures caused by the Covid-19 pandemic. As a result, the delivery and evaluation have been affected and the project has been postponed to the next academic year. Schools that currently practice mixed attainment grouping in Years 7 and 8 will be recruited to the study.

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Additions to Ipswich Maths for KS3 Maths 

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Additions to Ipswich Maths for KS3 Maths 

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KS3 Maths interventions to help develop independent learners

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KS3 Maths interventions to help develop independent learners

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09:30-12:30
8th July 2022
Springwood High School, Kings Lynn

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Overview

Summer Snack is a fun educational challenge for Year 9 students which tests problem-solving and teamwork skills. It is based on this year's Maths Feast. Teams of four students will test their maths skills with our all-you-can-eat feast of problems!

There are several rounds requiring different skills and strategies for success. Each event takes between two and three hours, and we will celebrate good teamwork and for the winning team of each round.

Aims

Improve problem-solving skills using recreational maths

Who will benefit from attending?

Summer Snack is suitable to all higher achieving Year 9 students who want to improve their mathematical and teamwork skills.

Content

What's on the menu? Well, that would be telling...

We change the format and content of Summer Snack every year to keep the challenge exciting. However, we promise that content will be familiar or accessible to most Year 9's and could include both recreational and more traditional maths problems.

For practice, suitabe resources and materials from previous Maths Feasts are available here.

Other Information

Calculators and equipment such as rulers and protractors are not permitted - this competition is based on your brain power alone!

Eligibility

Year 9 students only, organised into groups of four. Each team must be accompanied by a teacher or teaching assistant. Schools entering two teams must bring one responsible adult per team; however, in the case of the additional teams, this could be sixth former. If you are an 11-16 school, please contact Ian Clarke, should bringing a second adult present a problem.

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Summer Snack is a fun educational challenge for Year 9 students which tests problem-solving and teamwork skills. It is based on this year's Maths Feast. Teams of four students will test their maths skills with our all-you-can-eat feast of problems! There are several rounds requiring different skills and strategies for success.

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10:00-13:00
5th July 2022
City of Norwich School, Norwich

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Overview

Summer Snack is a fun educational challenge for Year 9 students which tests problem-solving and teamwork skills. It is based on this year's Maths Feast. Teams of four students will test their maths skills with our all-you-can-eat feast of problems!

There are several rounds requiring different skills and strategies for success. Each event takes between two and three hours, and we will celebrate good teamwork and for the winning team of each round.

Aims

Improve problem-solving skills using recreational maths

Improve teamwork and communication skills

Who will benefit from attending?

Summer Snack is suitable to all higher achieving Year 9 students who want to improve their mathematical and teamwork skills.

Content

What's on the menu? Well, that would be telling...

We change the format and content of Summer Snack every year to keep the challenge exciting. However, we promise that content will be familiar or accessible to most Year 9's and could include both recreational and more traditional maths problems.

For practice, resources and materials from previous Maths Feasts are available here.

Other Information

Calculators and equipment such as rulers and protractors are not permitted - this competition is based on your brain power alone!

Eligibility

Year 9 students only, organised into groups of four. Each team must be accompanied by a teacher or teaching assistant. Schools entering two teams must bring one responsible adult per team; however, in the case of the additional teams, this could be sixth former. If you are an 11-16 school, please contact Ian Clarke, should bringing a second adult present a problem.

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Summer Snack at the City of Norwich School

# data[].attributes.attachment_link.description
Summer Snack is a fun educational challenge for Year 9 students which tests problem-solving and teamwork skills. It is based on this year's Maths Feast. Teams of four students will test their maths skills with our all-you-can-eat feast of problems! There are several rounds requiring different skills and strategies for success.

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09.45-10.30
28th June 2022
Online

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You can be notified of new events by signing up to our teacher newsletter, or by following us on X (formerly known as Twitter) @nrichmaths. If you have any questions, please email the NRICH Team.
Tuesday 30 April for Primary teachers, 16.00-16:50 GMT
Wednesday 1 May for Secondary teachers, 16.00-16:50 GMT
Having an organised and structured approach to tackling mathematical challenges is highly valued among mathematicians. How can we encourage students to work in this way?

In this webinar, Charlie and Liz will share a variety of contexts which require students to work systematically, and will offer suggestions on how teachers can help students appreciate the value of working in this way.

Please book via Eventbrite using one of the links below:
Tuesday 30 April for Primary teachers Wednesday 1 May for Secondary teachers These webinars follow on from the previous ones, which focused on Exploring and Noticing. You can watch the recordings on our Developing Mathematical Thinking - Exploring and Noticing page.
Future NRICH Live Events for Teachers: Nurturing young problem solvers - offering opportunities for conjecturing and generalising

You may wish to save the provisional dates below, when you will be able to join members of the NRICH team online for a chance to work on some problems from their latest features. All events will take place from 16:00 to 16:50 (UK time).

Tuesday 18 June 2024 - Primary teachers
Wednesday 19 June 2024 - Secondary teachers
More information and booking details will be available nearer the time. The resources from previous NRICH Live events, together with video recordings, are available here.
Student Webinars

Throughout the year, NRICH often contributes to the Cambridge Festival, Maths Week England and Maths Week London, as well as a few other events for students. When dates are confirmed, they will be listed here along with links to booking details. If you would like to be notified of the dates of future student webinars, please register for our newsletter and/or follow us on X (formerly known as Twitter).
The resources from previous NRICH student webinars, together with video recordings, are available here
School-run Maths Clubs, Maths Fairs and Family Events

Based on the popular resources enjoyed by students attending our NRICH Roadshows, these free resources enable schools to plan and deliver their own maths fairs and maths days for 5-16 year-old students (we've even included a helpful spreadsheet to support planning!).

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Find out about upcoming NRICH events for teachers and students

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Published: 9th May 2022

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14th March 2022

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The International Day of Mathematics (IDM) is a worldwide celebration. Each year on March 14 all countries will be invited to participate through activities for both students and the general public in schools, museums, libraries and other spaces.

March 14 was chosen as the date for the IDM because it was already celebrated in many countries as Pi Day, based on the fact that some countries write it as 3/14 and the mathematical constant Pi is approximately 3.14.

The International Day of Mathematics project is led by the International Mathematical Union with the support of numerous international and regional organizations from all over the world. It was proclamated by UNESCO on the 40th session of the General Conference, November 26, 2019. The first celebration was held on March 14, 2020.

Logos
Get the official IDM logo in several languages and its usage guidelines.

Press kit
Access press releases, logos and pictures for coverage of the IDM in print and digital media.

Subscribe to our Announcement Newsletter

You will only receive one or two emails per month at most. Your personal data won't be shared with any third party nor used for any other purposes, and you can unsubscribe at any time.

Goals of the IDM

The International Day of Mathematics is the opportunity the explain and celebrate the essential role that mathematics and mathematics education play in breakthroughs in science and technology, improving the quality of life, empowering women and girls, and contributing to the achievement of the Sustainable Development Goals of the 2030 Agenda (SDG1-17) of the United Nations.

The major goals of an International Day of Mathematics, with expected benefits for students, for teachers, for women and girls and for society at large are to:

1. Improve understanding among the general public, decision makers and in schools, of the importance of mathematics in education;

2. Contribute to capacity building in mathematical and scientific education, with special focus on girls and children from developing countries (SDG4);

3. Achieve gender equality and empower women and girls in mathematics (SDG5);

4. Improve understanding among the general public, with decision makers and in schools of the importance of mathematics as a tool for developments which lead to more prosperous economy circumstances (SDG9);

5. Emphasize the importance of basic research in mathematical sciences as the seed to breakthroughs in technology and the management of society (SDG8);

6. Highlight the role of mathematics in the organization of modern society, including economic, financial, health and transport systems, telecommunications in the quest for human well-being, etc. (SDG3);

7. Raise awareness of the role of mathematics in fighting disasters, epidemics, emerging diseases, invasive species (SDG11);

8. Highlight the role of mathematics in moving to a circular economy of sustainability compatible with preservation of biodiversity (SDG14 and 15);

9. Equip the general public and young people with tools for understanding the planetary challenges and the capacity to respond as knowledgeable citizens;

10. Increase international networking and collaborations in public awareness of mathematics;

11. Increase the access to information, providing a simple way to give citizens a choice in all aspects of their daily life.

A new theme every year

Every year we'll announce a new theme to flavor the celebration, spark creativity and bring light to connections between mathematics and all sorts of fields, concepts and ideas.

The theme for 2020 was Mathematics is Everywhere

Mathematics help plan and manage economic and social systems enabling the move towards a sustainable use of resources.

We travel the world guided by precise mathematical calculations based on the position of the sun, stars and GPS satellites.

We explore the inside of the human body through CT scans and MRI by building images out of numerical data through mathematical algorithms.

We discover how human thought works by building AI software that can learn and make decisions through mathematic models.

We photographed a black hole and continue exploring the edges of the universe with mathematics.

Support for the International Day of Mathematics

The International Day of Mathematics (IDM) is supported by the following international and regional organizations:

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The International Day of Mathematics (IDM) is a worldwide celebration. Each year on March 14 all countries will be invited to participate through activities for both students and the general public in schools, museums, libraries and other spaces.

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JCQ: Guidance for centres managing exams - June 2022 Series

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JCQ: Guidance for centres managing exams - June 2022 Series

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Published: 29th April 2022

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MA: Numbers, numerals, names and so on with Professor Anne Watson

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MA: Numbers, numerals, names and so on with Professor Anne Watson

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4.30-6.00pm
25th May 2022
Online - Zoom

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Numbers, numerals, names and so on with Professor Anne Watson
Cambridge Branch Online Event

25 May 2022

*Please note change in date.

Date: Wednesday May 25th 2022

Time: 4.30-6.00 by Zoom
Professor Anne Watson - 'Numbers, numerals, names and so on'
In this session we'll delve into some of these relating to number from Key Stages 1 to 5 and probably generate more questions that answers.

Since retirement from being Professor of Mathematics Education at Oxford I have been exploring deep connections in the content of mathematics curricula. See some of my mumblings and publications about this and other things at pmtheta.com
Watson, A. (2021) Care in Mathematics Education. (pub. Palgrave Macmillan); Watson, Jones, Pratt (2013) Key Ideas in Teaching Mathematics (pub. Oxford University Press).
To book your place please email lynne.mcclure@cambridge.org for the link.

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× This site uses cookies. By using the site you accept our cookie policy. 25 May 2022 *Please note change in date. Date: Wednesday May 25th 2022 Time: 4.30-6.00 by Zoom Professor Anne Watson - 'Numbers, numerals, names and so on' In this session we'll delve into some of these relating to number from Key Stages 1 to 5 and probably generate more questions that answers.

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Pearson: Introducing manipulatives to GCSE Maths lessons

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Pearson: Introducing manipulatives to GCSE Maths lessons

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16:00-17:00
10th May 2022
Online

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Summary - Introducing manipulatives to GCSE Maths lessons

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Ofqual: Advance Information for November 2022 examinations

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Ofqual: Advance Information for November 2022 examinations

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Published: 25 April 2022

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Acknowledge by 3 May 2022

Dear Responsible Officer,

I am writing to confirm the date on which you should publish your advance information for the November 2022 exams for GCSE English language and GCSE mathematics.

Requirement to provide advance information

As you are aware, DfE decided, as a matter of policy, that advance information about the focus of the content of exams should be provided for summer 2022 exams for all subjects at GCSE, AS and A level except GCSE English literature, history, ancient history and geography and GCSE, AS and A level art and design. This policy also applies to GCSE English language and GCSE mathematics exams to be taken in November 2022.

In accordance with GCSE 4.4(a)(i), you must publish information in relation to the content that will be assessed in the November 2022 exams for GCSE English language and GCSE mathematics on 27 June 2022.

Yours sincerely,

Julie Swan
Deputy Chief Regulator

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Advance Information for November 2022 examinations

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Skip to main content We use some essential cookies to make this website work. We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. We also use cookies set by other sites to help us deliver content from their services.

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14th March 2022

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Pi Day | Celebrate Mathematics on March 14th

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Pi Day is celebrated on March 14th (3/14) around the world. Pi (Greek letter “π”) is the symbol used in mathematics to represent a constant — the ratio of the circumference of a circle to its diameter…

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09:30-14:30
4th July 2022
UEA

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Overview

This conference will be of interest to year 12 A level maths students and their teachers who are looking to explore mathematical problem-solving more deeply. It is intended to be particularly suitable for students who are not taking further maths, but may be interested in degree studies in STEM subjects.

Aims

To provide students with an opportunity to increase their depth of mathematical understanding and so gain confidence in attempting more challenging questions and problems.

To allow students to discuss and try out problem solving strategies, to think about different ways of looking at example problems and how to approach writing solutions.

Who will benefit from attending?

AS/A level maths students who wish to develop their problem solving skills in order to apply for a maths-rich undergraduate degree will benefit from attending this conference.

To maximise the number of students who can benefit, it is not expected that all students will be accompanied by teachers. Our staff all hold an enhanced DBS, and a full risk assessment will be made available to teachers. However teachers are welcome to attend and take part.

Content

Students will attend a variety of workshops that will cover writing and presenting solutions, working in a group and getting started with problem solving. They will also have the opportunity to solve maths problems from a variety of competitions and admissions tests.

Eligibility

Students and teachers from state funded schools can attend free of charge. Each school can have up to 15 students attending.

Applications must be made by class teachers only.

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Year 12 Problem Solving Conference at the UEA

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This conference will be of interest to year 12 A level maths students and their teachers who are looking to explore mathematical problem-solving more deeply. It is intended to be particularly suitable for students who are not taking further maths, but may be interested in degree studies in STEM subjects.

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DfE: Review of post-16 qualifications at level 2 and below in England Consultation

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DfE: Review of post-16 qualifications at level 2 and below in England Consultation

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Deadline: 27 April 2022

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Overview

We're seeking views on proposals to reform technical and academic qualifications at level 2 and below, exclusing GCSEs, Functional Skills Qualifications and Essential Digital Skills Qualifications.

Why your views matter

This consultation follows the call for evidence on level 2 and below study and qualifications published on 10 November 2020.

The post-16 review aims to create a streamlined qualifications landscape with clear choices for young people and adults, and to ensure that every qualification approved for public funding has a distinct purpose, is high quality, and supports students to progress to positive outcomes.

This consultation seeks views on the proposed groups of qualifications that should receive public funding at level 2 and below.

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Review of post-16 qualifications at level 2 and below in England

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We're seeking views on proposals to reform technical and academic qualifications at level 2 and below, exclusing GCSEs, Functional Skills Qualifications and Essential Digital Skills Qualifications. This consultation follows the call for evidence on level 2 and below study and qualifications published on 10 November 2020.

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Published: 16th March 2022

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Unity Research School: KS3 Maths intervention which has increased students’ independent study

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Unity Research School: KS3 Maths intervention which has increased students’ independent study

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Published: 8th March

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When we planned this intervention we made extensive use of three EEF Guidance Reports. The most important one was ​"Putting Evidence to Work - a school's guide to implementation", but we also used elements of both ​"Metacognition and Self-Regulated Learning" and ​"Improving Mathematics in Key Stages Two and Three".

In writing this blog we will use the key headings from the ​"Putting Evidence to Work" report to show the complete process. Indeed the first point form the guidance report is to treat the implementation as a process and not an event; it is important to execute it in stages.

We looked at our GCSE data to see what was working, consider why it was working and then try to implement it earlier in KS3.

In 2017, Northgate's maths progress 8 was +0.1
In 2018, our maths progress 8 was +0.6 (+0.2 for disadvantaged)
In 2019, our maths progress 8 was +0.5 (+0.3 for disadvantaged and the whole-school progress 8 was only +0.2)

It was clear that things improved between 2017 and . The staffing was the same; the only difference we could see was that in February 2018 we launched our Northgate maths website. This enabled all our students to have easy access to the screencasts we had created for every question for our exam board. We also explicitly explained how and why these screencasts worked extensively using the ​"Metacognition and Self-Regulated Learning" guidance report; click here for a short video on how using red/​black pens helps students use their time most efficiently and effectively.

We started from this point, realising that these screencasts enabled students to revise effectively and independently at home.

How could we replicate this at KS3, before the students were doing GCSE papers?

Given that we knew screencasts worked with GCSE students, we had to record screencasts suitable for any child in KS3, but also ensure that these screencasts could continue to GCSE. (All the sheets with the screencasts are available for free on the IOA-funded www.ipswichmaths.co.uk website, click on the Skills Check button). We trialed these new resources with a few students in different Year groups during registration periods. We gave them a sheet of 5 interleaved questions for them to do, but instead of the teacher intervening if they couldn't do the question, the students watched the relevant screencast on an iPad. We didn't want the student to think they needed a maths teacher to get better, they just needed to use the resources properly. The results were very encouraging so we expanded the project:

We chose a total of 50 students in Year 8 and 9 who were in danger of not making progress, and we recruited about 30 Sixth Formers (Year 11 students would work fine in schools without A' level students) to deliver the interventions. One TA oversaw the whole process.

We explained to the KS3 students that the Sixth Formers were not allowed to help with the maths, but they could help show how to use the screencasts effectively, by using a black pen when they received no help, a red pen when they used the screencast and, most importantly, switching back to black as soon as they thought they might be able to do it themselves. You don't learn maths by watching maths, you learn maths by doing maths.

The Sixth Form mentor would pick up a folder containing the booklet of questions, a red and black pen, a highlighter and an iPad. They then collected the KS3 student from their form room and go to the library, chatting on their way over to build up the relationship, and then start doing the questions once in the library.

After six weeks and just one ten-minute intervention a week, the students who had received the intervention had made 63% more progress than those who didn't receive it (using a baseline test and a test after 6 weeks, both for the whole class). Those students then started doing the sheets at home and their Sixth Form mentor would then just check in with them to give them support.

The second cohort of 50 KS3 students made 44% more progress than those who didn't receive the intervention and the third cohort made 58% more progress.

Crucially we met the KS3 students to tell them that their once-weekly, ten-minute library session had resulted in these extra gains so they knew that their maths ​"ability" was not fixed and that effective use of appropriate resources could make a difference.

It is essential that any programme is sustainable over a long period of time. This intervention requires one TA for less than an hour a day on each day the intervention runs. It needs one iPad for each student but these don't have to be all on the same day; ten iPads would do fifty interventions if you did them on every day of the week. The iPads are needed to access the screencasts using the QR codes on each sheet. The mentors are obviously free, but they also benefit personally from helping the KS3 students learn how to learn.

This is a link to a twenty-minute green-screen video which explains in a bit more detail; pausing the video at times can be helpful to read some of the information in the background.

Questions

If you want any more detail about any aspect of these highly successful KS3 maths interventions, please contact Charlie Dawson, Evidence Lead in Education (Maths), with Ipswich Associate Research School by email: cjd@​northgate.​suffolk.​sch.​uk

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KS3 Maths intervention which has increased students' independent study

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When we planned this intervention we made extensive use of three EEF Guidance Reports. The most important one was ​"Putting Evidence to Work - a school's guide to implementation", but we also used elements of both ​"Metacognition and Self-Regulated Learning" and ​"Improving Mathematics in Key Stages Two and Three".

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Students who lack English and maths GCSEs would not qualify for a student loan in England, under new plans.

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Students who lack English and maths GCSEs would not qualify for a student loan in England, under new plans.

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Published:23rd February 2022

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No English and maths GCSE, no university student loan, plans say

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It’s part of new government proposals to shake up England’s higher education system.

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Ofqual: Updated with additional information for teachers on collecting evidence for use in contingency arrangements

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Ofqual: Updated with additional information for teachers on collecting evidence for use in contingency arrangements

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Updated: 25th March 2022

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Recent updates regarding regulated qualifications.

Delivery of vocational and technical qualification results for 2024 and beyond

Ofqual has announced arrangements to ensure the timely delivery of results for students taking vocational and technical qualifications in 2024 and beyond.

Dr Jo Saxton, Chief Regulator, has also written to all schools and colleges in England to explain the arrangements in more detail, and how they differ from those implemented in 2023.

GCSE, Level 1, Level 1/2 and Level 2 vocational and technical qualifications results, summer 2023

Ofqual has published 2 guides to today's (24 August 2023) exam results:

These guides summarise the headline figures across England and reflect Ofqual's decision to return to pre-pandemic grading this summer.

You can explore the results in more depth - including breakdowns by centre type, subject and region - using Ofqual's interactive visualisations.

Ofqual has also summarised the key data in infographics for GCSE and Level 1, Level 1/2 and Level 2 VTQ.

AS, A level and Level 3 vocational and technical qualifications results, summer 2023

Ofqual has published 2 guides to today's (17 August 2023) exam results:

These guides summarise the headline figures across England and reflect Ofqual's decision to return to pre-pandemic grading this summer.

You can explore the results in more depth - including breakdowns by centre type, subject and region - using Ofqual's interactive visualisations.

Ofqual has also summarised the key data in infographics for AS and A level and Level 3 VTQ.

Industrial action

The Department for Education has issued guidance that recommends that schools should prioritise the running of examinations and assessments on any strike days, and should review their contingency plans to enable this to happen.

Schools, colleges and other exam centres should speak to the relevant awarding organisations if they are expecting any disruption that might affect the sitting of exams and assessments.

Replacement certificates

Ofqual does not hold copies of your certificates - we can't tell you your grade or provide replacements. Certificates are held by the exam board you sat your qualification with. If you don't know which exam board you took your qualification with, ask your school. If your school don't know you will need to ask each exam board to do a search for you - they will charge you for this.

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16:00-17:15
18th May 2022
Virtual

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maths is more! free online event -  so what next?

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maths is more! free online event -  so what next? tickets

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maths is more! free online event -  so what next? halifax

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maths is more! free online event -  so what next? halifax tickets

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Maths is More! FREE ONLINE EVENT - So what next?

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Eventbrite - White Rose Maths presents Maths is More! FREE ONLINE EVENT - So what next? - Wednesday, 18 May 2022 at Virtual event by White Rose Maths. Find event and registration information.

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Virtual
16:00-17:00
Various dates March to June

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Oxford Smart Curriculum Service for Y7-11

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Oxford Smart Curriculum Service for Y7-11

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Oxford Smart brings together curriculum, resources, assessment, next steps and CPD.

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When everything connects, anything is possible

The Oxford Smart Curriculum Service brings coherence across the entire secondary curriculum, using data, evidence and insight to empower students and help them achieve their full potential.

What makes Oxford Smart different?

Oxford Smart brings together curriculum, resources, assessment, next steps and CPD. It uses a powerful flow of information and intelligent insight to keep evolving and learn more about what works and what could work better - getting even Smarter.

What effect does this have?

This frees up your time to focus on what matters: inspiring your students to develop a love of learning, sparking awe and wonder in the classroom and ensuring that all your learners receive a personalised education.

For senior leaders: A complete and coherent curriculum service which uses the most up-to-date evidence and data to monitor your school's performance. It gives you the insights you need to help guide you on driving motivation and success in your school.

For teachers: A time-saving solution, giving you everything you need in one place, and empowering you to plan, teach, assess and monitor the progress of all your students effectively.

For students: An intelligent and insightful resource which motivates your students and makes them feel empowered, by helping them to understand how they are performing and what they need to do next in order to progress.

Search results

No results were found

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Oxford Smart Curriculum Service | Oxford University Press

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A uniquely coherent and responsive Curriculum Service that uses real-time data, Oxford Smart empowers students to achieve their full potential.

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Updated: February 2022

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16 to 18 accountability headline measures

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Guide for schools, colleges and local authorities on how the 16 to 18 performance measures are calculated.

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Secondary accountability measures Guidance 2022

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Secondary accountability measures Guidance 2022

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Updated: February 2022

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You have accepted additional cookies. You can change your cookie settings at any time.

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Information for schools about secondary school accountability measures, including Progress 8 and Attainment 8.

Applies to England

Documents

Details

This document explains how secondary accountability measures are calculated. It also gives more information about announced policies that apply to accountability measures for the 2022 to 2023 academic year.

This information is for:

senior leaders working in secondary schools and trusts, including maintained schools, academies, alternative provision, free schools and special schools

independent schools or colleges with 14 to 16 provision seeking information on secondary accountability measures

governors and trustees

local authorities

It applies to:

local-authority-maintained schools

academies

free schools

further education colleges with 14 to 16 provision

Find school and college performance data.

KS4 qualifications, discount codes and point scores for the school performance measures.

A short video explaining Progress 8 is also available:
Progress 8 video

Thank you for your feedback

Report a problem with this page

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Secondary accountability measures (including Progress 8 and Attainment 8)

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Information for schools about secondary school accountability measures, including Progress 8 and Attainment 8.

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11th/12th April 2022
Northampton

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The Association of Teachers of Mathematics are delighted to announce that there will be a 'face to face' annual conference in 2022 at Park Inn by Radisson, Northampton from 11-12 April 2022.

Theme - 70 Years Young

Register your interest to be kept up to date with the latest news as we start planning the event.

September News - If you are interested in running a session at conference in 2022 please fill out the online session commitment form

Sessions are a key aspect of a successful conference. The theme is both a celebration of our history and a look to our future and is entitled "70 Years Young". Within the conference we will provide opportunities for established conference speakers whilst also supporting and providing a vehicle for newer and less experienced ones. We believe this embodies the spirit of the ATM.
Session Leader Invitation Letter

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The Association of Teachers of Mathematics are delighted to announce that there will be a 'face to face' annual conference in 2022 at Park Inn by Radisson, Northampton from 11-12 April 2022. Theme - 70 Years Young Register your interest to be kept up to date with the latest news as we start planning the event.

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AQA: GCSE Maths Virtual Community: 5 ways to check for understanding

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AQA: GCSE Maths Virtual Community: 5 ways to check for understanding

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16:00-17:15
16th March 2022

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Open all Year round
Leeds

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Climb inside a giant bubble or a kaleidoscope. Try our laser Ring of Fire. Meet the challenge of our fascinating puzzles. Explore and discover the wonderful and surprising world of mathematics at MathsCity with over twenty interactive exhibits.

Set in buzzing Trinity, Leeds, you can complement your visit with great food, shopping or the cinema.

MathsCity is a MathsWorldUK production. MathsWorldUK aims to create the UK's first National Mathematics Discovery Centre, an interactive space in which visitors will enjoy and appreciate the power and importance of mathematics as a tool for understanding the world in which we live.

Keeping you safe

We want you to have an amazing time with us and your health and safety remains our top priority.
We have additional hygiene and safety measures in place throughout MathsCity.

Click here to find answers to our most commonly asked questions.

Mathematics... is the best game that has ever been invented. It beats Monopoly, it beats chess and it happens that it can enable you to land rockets on the moon.

MathsCity (MathsCity is near Trinity Kitchen. We are between the upstairs of Boots and the Trinity Customer Service lounge)
Address: Trinity shopping centre Albion St, Leeds LS1 5AT
Open in google maps

contact
07469 195730
mathscity@mathsworlduk.com

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits.
By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.

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National Mathematics Discovery Centre in Leeds.

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MathsCity is a MathsWorldUK production. MathsWorldUK aims to create the UK's first National Mathematics Discovery Centre in Leeds.

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UoC & NRICH: STEP Support Programme for Year 12&13 

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UoC & NRICH: STEP Support Programme for Year 12&13 

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E-learning

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This free online STEP Support Programme is offered by the University of Cambridge to help university applicants develop their advanced mathematical problem-solving skills and prepare for STEP mathematics exams.

What is STEP?

STEP is an additional mathematics examination, taken at the end of Year 13, which forms part of conditional offers to applicants for mathematics and some related degrees at Cambridge and some other universities.

STEP is designed to test candidates on questions that are similar in style to undergraduate mathematics. Although demanding, preparing for STEP gives you a chance to engage with interesting, challenging mathematics, to stretch yourself and to develop the mathematical reasoning, independence and confidence needed in an undergraduate mathematics degree.

STEP Support Programme - free online resources

The STEP Support programme is designed to help university applicants develop their advanced problem-solving skills and prepare for sitting STEP Mathematics examinations. The programme is developed by the Faculty of Mathematics and NRICH. It consists of online modules for individual additional study, along with hints and full solutions.
The resources are free and open to everyone.
The Foundation modules provide a structured introduction to solving STEP problems. The modules also introduce mathematical ideas beyond the A-level syllabus and include supportive self evaluation materials. They are designed to be studied weekly over about 6 months. If you are planning to take STEP 2 and 3 at the end of Year 13, we recommend you start studying the Foundation modules in Year 12. They are also useful for Year 13 students who want to study Mathematics at university but who are not planning to sit STEP papers.

The and modules assume that you have already worked through the foundation modules. We recommend that you start these in Year 13 (ideally you would start working on the STEP 2 modules soon after the beginning of Year 13, and the STEP 3 modules around January of Year 13).

If you have any questions about the assignments, or STEP in general, or feedback about our resources you can email us at step@maths.org, or contact us via twitter @stepsupportcam.

Please see here for more detailed advice on how to use the STEP Support Programme.

Additional supporting material

These resources complement the STEP Support Programme and are designed to help you develop your advanced problem solving skills and mathematical thinking.

STEP questions with solutions at Underground Mathematics

Advanced Problems in Mathematics book

The STEP Support Programme is developed by NRICH, part of the University of Cambridge's Millennium Mathematics Project - maths.org, on behalf of the Faculty of Mathematics. (c) University of Cambridge. Email us: step@maths.org.

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This free online STEP Support Programme is offered by the University of Cambridge to help university applicants develop their advanced mathematical problem-solving skills and prepare for STEP mathematics exams. STEP is an additional mathematics examination, taken at the end of Year 13, which forms part of conditional offers to applicants for mathematics and some related degrees at Cambridge and some other universities.

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AQA: GCSE Maths Virtual Community: Engaging Explanation

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AQA: GCSE Maths Virtual Community: Engaging Explanation

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16:00-17:15
15th March 2022

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ESFA: 16 to 19 funding - Additional hours in study programmes

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ESFA: 16 to 19 funding - Additional hours in study programmes

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Published: 9th February 2022

"Schools/College should prioritise maths in the use of additional hours where there is an identified student need."

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16 to 19 funding: Additional hours in study programmes

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As part of the government’s commitment to a long-term education recovery plan, we are investing a further £800m across the next 3 academic years to fund 40 additional learning hours for band 5 and T Level students (and a proportionate increase for those in lower bands) in 16 to 19 education.

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Oxford Online Maths Club for Year 12&13 

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Oxford Online Maths Club for Year 12&13 

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Every Thursday afternoon
Online on YouTube

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Welcome to the club! The Oxford Online Maths Club is a weekly livestream from the University of Oxford with maths problems, puzzles, mini-lectures, and Q&A. It's free, interactive, casual, and relaxed, and the livestreams are recorded so that you can watch back afterwards if you can't make it to the live broadcast on Thursday afternoons. The club is mostly aimed at people about to apply to university or about to start a Maths course, but everyone's welcome and there's no registration needed. Whether you're the only person you know who's interested in mathematics, or if you're an entire sixth-form maths club looking for more maths content, we're here for you.

Our regular host is Dr James Munro (admissions and outreach coordinator for Maths at Oxford), and we often have current Oxford students answering questions in chat and appearing on the livestream to talk about maths. In some of the episodes we tackle tricky maths problems, in some of them we explore one maths topic in more detail, and in some of them we have a current Oxford student or staff member on the livestream to talk about a bit of maths that they love.

Every episode comes with some further reading notes for you to explore the topics we cover in the livestream in more depth. If you're looking for super-curricular mathematics (perhaps you're looking for an EPQ topic, or you're trying to explore maths beyond the classroom before applying to university), then this should be a good place to start. Click on "Read More" under any episode on this page to see these notes (the episodes go live on Thursdays, and the notes are uploaded here on Fridays, so if you come back at the weekend there will be something to read).

Next livestream: 13 January 2022 17:00 (UK time)

YouTube

Further Reading

YouTube

Further Reading

James and Deepak meet up to do some more curve sketching!

James, Deepak, Flora, Francesca, and Ittihad met up again to discuss Season 1 of the Oxford Online Maths Club.

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Welcome to the club! The Oxford Online Maths Club is a weekly livestream from the University of Oxford with maths problems, puzzles, mini-lectures, and Q&A. It's free, interactive, casual, and relaxed, and the livestreams are recorded so that you can watch back afterwards if you can't make it to the live broadcast on Thursday afternoons.