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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

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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.

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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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Field Studies Council: Geography or Biology residentials

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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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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.

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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 Alevel and other 16 to 18 results Breakdown

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National Statistics: 2022 Alevel and other 16 to 18 results Breakdown

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Updated: 2nd February 2023

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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

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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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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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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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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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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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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

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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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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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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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Norwich School & RGS: Youth Micro-Lectures on the theme ‘People, Planet, Partnership’

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Norwich School & RGS: Youth Micro-Lectures on the theme ‘People, Planet, Partnership’

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Apply to give a short lecture on a topic of choice to a public audience who are also passionate about the state of the world today.
Y10-13
Deadline: 14th October 2020

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Norwich School is proud to partner with the Royal Geographical Society (RGS) to host a new series of Youth Micro-Lectures on the theme 'People, Planet, Partnership'. We invite pupils in Years 10 to 13 from any school across the East of England to apply to give a short lecture on a topic of their choice to a public audience including RGS Fellows and Members!
Are you passionate about the state of our world today-about our planet, our diverse peoples, and our need to partner with each other to solve our biggest problems? Would you like to speak about your passion to a public audience, including Fellows and members of the Royal Geographical Society (RGS)?

Norwich School is proud to partner with the RGS to host a new series of Youth Micro-Lectures on the theme 'People, Planet, Partnership'. We invite pupils in Years 10 to 13 from any school across the East of England to apply to give a short lecture on a topic of their choice to a public audience of people who are also passionate about the state of the world today.

Micro-lectures will take place on Wednesday 23 rd November, from 5.00 to 7.30 pm, in Norwich School's Blake Studio. To apply for a place, simply fill in this form with your details and a topic for your proposed micro-lecture, as well as a short summary of what you'd like to say and why you'd like to say it.

RGS Youth Micro-Lectures at Norwich School offer youth like you a unique opportunity to make your voice heard. They're open to anyone-you don't need to be studying Geography at GCSE or A-Level! You should be sure to pick a topic that relates to the theme of 'People, Planet, Partnership', though, and you should also be sure that your proposed micro-lecture goes beyond GSCE or A-Level material in Geography or any other subject.

If you're selected to give a micro-lecture, you should be prepared to speak for five to seven minutes, and to take one or two questions from the audience. You should also illustrate your micro-lecture with no more than ten PowerPoint slides, including a cover slide and thank-you slide. All pupils who give a micro-lecture will receive an official participation certificate from the RGS and Norwich School, as well as a goodie bag!

Spaces are limited, and the deadline to apply Friday 14 th October-so don't delay filling in the form at https://bit.ly/3BuLn0G to be in with a chance of speaking at this prestigious event. We will contact selected pupils by Friday 21 st October, in good time for them to prepare their micro-lectures. If you have any questions, feel free to contact Dr A N Speca (FRGS) at aspeca@norwich-school.org.uk.

Norwich School is proud to serve as host to the RGS in the East of England, and to their annual series of public lectures from experienced and engaging experts. Details of upcoming public lectures can be found on our News and Events web page. RGS Youth Micro-Lectures at Norwich School is an exciting new part of the RGS's public lecture series, and of Norwich School's outreach to our wider community.

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Royal Geographical Society at Norwich School: Youth Micro-Lectures

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Norwich School is proud to partner with the Royal Geographical Society (RGS) to host a new series of Youth Micro-Lectures on the theme 'People, Planet, Partnership'. We invite pupils in Years 10 to 13 from any school across the East of England to apply to give a short lecture on a topic of their choice to a public audience including RGS Fellows and Members!

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Norwich Castle: A-level Environment Conference

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Norwich Castle: A-level Environment Conference

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Y12/13
Friday 21 October 2022
10:00-15:00
Norwich Castle

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View our current schools programme on the main page.

As an alternative to a museum visit, we're offering paid-for virtual programmes based on some of our most popular events.

For more information, enquiries and bookings email our Norwich Bookings Coordinator at norwichcastle.bookings@norfolk.gov.uk, or call 01603 493636.

Events

Bring your subject to life with immersive events and develop your artistic skills with practising artists. Meet experts, extend your subject knowledge and develop study skills.

10am - 2pm and £5 per pupil (unless otherwise stated). Minimum fees apply. Due to the Castle Keep redevelopment project, we currently have a maximum of 60 students per day.

Please see the current schools programme for up-to-date information on individual events.

Anglo-Saxon England and the Norman Conquest

KS5 A-Level - suitable for all exam boards. 2 hours, £3.50 per student, max 40 students

Use our world-class collections to explore Anglo-Saxon England's economy, royal mints, urbanisation and the growth of trading centres such as Norwich. Find out the motives, techniques and effectiveness of Norman castle-building and their impact on Norman control and royal power.

Please note: this event is currently paused due to the Castle Keep redevelopment project.

A-level Environment Conference

Norwich Castle, Friday 21 October, 10am to 3pm, £8 per student, max 60 students

Discover how action for the environment is taking place in museum collections, the lab and out in the field. Meet leading scientists and curators and explore our collections. With speakers from the Tyndall Centre, John Innes Centre, Norfolk County Council Environmental Services and Norfolk Museums Service. This event will support A-level students studying Biology, Geology and Environmental Science.

View the conference programme.

A-level Art Masterclasses

Check back for details of upcoming masterclasses.

KS4 and KS5 Textiles/Embroidery Masterclass - linked to The Singh Twins: Slaves of Fashion exhibition

Norwich Castle, Thursday 20 October, 9.30am - 2.30pm, maximum 12 students, £5 per student (to cover cost of materials)

Special masterclass linked to The Singh Twins: Slaves of Fashion exhibition. Included will be a tour of the exhibition with Ruth Battersby Tooke, the Curator of Costume and Textiles. More information about this event will be advertised via our e-Newsletters.

If you wish to receive e-Newsletters, you can sign up for our mailing lists.

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View our current schools programme on the main page. As an alternative to a museum visit, we're offering paid-for virtual programmes based on some of our most popular events. For more information, enquiries and bookings email our Norwich Bookings Coordinator at norwichcastle.bookings@norfolk.gov.uk, or call 01603 493636.

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

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

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15:45 -16:30
13th 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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A-level and GCSE Geography: Feedback on the 2022 exams and NEAs

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A-level and GCSE Geography: Feedback on the 2022 exams and NEAs

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Online
16:00-18:00
GCSE: 12th October, 3rd, 9th, 15th, 16th & 24th November 2022
A-level: 17th & 22nd November 2022

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Browse our qualifications support, teaching skills, subject expertise and leadership and management courses for primary and secondary teachers.

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

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A-level Geography: 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, you can access the module as many times as you wish until 31 March 2022.

Please note that this course does not contain any information about assessment for Summer 2022.
Your centre number is required to access all AQA courses.
Course reference

GEOAOE3 - 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 A-level Geography.

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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, you can access the module as many times as you wish until 31 March 2022.

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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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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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TES: Pearson sorry for ‘abominable’ exam error in GCSE Geography

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TES: Pearson sorry for ‘abominable’ exam error in GCSE Geography

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Published: 16th June 2022

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Exam board Pearson Edexcel has apologised for the “unintentional error” after a map of the continent of Africa was labelled incorrectly in an exam.

The Pearson Edexcel GCSE Geography B paper 3, which was sat by students this week, labelled Gabon as the Republic of Congo in the resource pack.

Following the error, the board has said it will “ensure” that students are not ”impacted by awarding marks for references to either country”.

Exam malpractice: What is it and how do you report it?

GCSEs 2022: Exam board warning over ‘clickbait’ grades videos

Assessment: Over half of teachers want online exams

The board also said it apologised for “any confusion caused”.

David Cunningham, head of geography at a school in the South East of England, told Tes the mistake was “truly abominable”.

GCSEs 2022: Geography exam paper mistake ‘totally unacceptable’

He said that his school set “high standards” for its students regarding the “importance of accurate mapping” and that “understanding place and the importance of map skills is at the heart of any geography curriculum”.

Mr Cunningham added that it was “totally unacceptable to have an exam board that can’t get the basic fundamentals of geography correct”, and that it raised “serious questions about the processes involved in creating exam questions”.

He said staff and students had been left feeling “very let down” and that the error had put “serious doubt in our minds about the competence of those in charge of generating the exams our students sit”.

He also highlighted that the top three producers of oil in Africa in 2020 listed in the paper should have included Algeria rather than the DRC.

Pearson’s geography subject adviser, Jon Wolton, replied to Mr Cunningham’s concerns on Twitter, thanking him for his feedback and apologising for the error.

Thank you for your feedback. We apologise for the unintentional error in the labelling of a map in our GCSE Geography paper and any confusion caused. We will ensure students are not impacted by awarding marks for references to either country.
— Pearson Geography (@Edexcel_Geog) June 15, 2022

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GCSEs: Exam board apologises for ‘abominable’ mistake

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Exam board mistake resulted in a map of the continent of Africa being labelled incorrectly in a geography GCSE paper this week

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Schools Week: AQA geography GCSE question ‘inaccessible’ to colour-blind pupils

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Schools Week: AQA geography GCSE question ‘inaccessible’ to colour-blind pupils

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Published: 10th June 022

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Campaigners criticise paper which included a question with a coloured map and key

Campaigners criticise paper which included a question with a coloured map and key

The country's largest exam board has been criticised for creating an "avoidable problem" with a geography GCSE question "inaccessible" to colour-blind pupils, even though the board had engaged in talks to improve accessibility.

AQA's geography paper last month featured a question that included a coloured map and key to explain details required to answer the question.

But teachers and campaigners warn such practice places pupils with a colour vision deficiency (CVD) at a disadvantage.

One in 12 boys and one in 200 girls are believed to have CVD. It affects on average one child in every UK classroom.

Exam boards have access arrangements in place for CVD pupils, but campaigners warn the majority are undiagnosed so do not apply for support.

Kathryn Albany-Ward, founder of Colour Blind Awareness (CBA), said: "All exam papers should be designed to be accessible to colour-blind children as a matter of course".

The charity estimates around 11,700 geography pupils sitting GCSE and A-levels this year could be colour-blind.

Watchdog discusses concerns with AQA

Dr Ben King, a geography teacher at Churston Ferrers Grammar School in Brixham, criticised AQA's "very poor colour choices".

While the question only accounted for a small number of marks, this "could make the difference between grade boundaries" and leave pupils "feeling lost" for the remainder of the exam, he said.

Lucy Doyle, a geography lead based in the north-west, tweeted that the question had "been an issue for a student of mine".

The map which appeared in AQA's GCSE Geography paper

Ofqual, the exams regulator, told Schools Week it had discussed concerns regarding the question with AQA. However, it would not reveal the nature of the discussion.

In 2017, Schools Week reported that exam papers produced by Edexcel, AQA and OCR featured questions which relied on colours to explain details.

Ofqual stated at the time that boards were required to "minimise bias in assessment". But its stance was not made explicit until fresh guidance was published last month.

New rules to crackdown on use of colour

Ofqual now says exams "should only require learners to distinguish between colours where this is central to the measurement of the assessment construct", such as differentiating the colours of electrical wires.

Instead, patterns, shading or hatching should be used to distinguish between sections of an image. Boards have been given six months to review their approach.

AQA said staff with colour blindness check papers for accessibility and it offers access arrangements such as a colour namer or coloured overlays for CVD pupils.

An example from Eduqas on a potential solution for exam boards when using maps in their papers

It added the papers were produced long before Ofqual's latest guidance, but it will apply the new rules to future papers.

Any pupil who feels unfairly disadvantaged by their visual impairment is advised to speak to a teacher who can contact AQA on their behalf, the board added.

But Albany-Ward said the charity has raised the issue with all exam boards since 2018 via Ofqual's Access Consultation Forum. CBA estimates there are around 450,000 colour-blind pupils in UK schools.

Offer of help not taken up

Fellow exam board OCR said the majority of its papers are printed in black and white, but its geography paper contains sections with colour.

"Tailored exam material" was provided for pupils with CVD for the first time this summer, OCR said.

Pearson said it has worked to make its "standard question papers accessible to everyone regardless of their accessibility needs".

In May last year, CBA and exam board WJEC Eduqas guidance on producing accessible assessments for CVD pupils highlighted potential monochrome solutions, and said all its papers this year, including geography, follow this approach.

A spokesperson for Ordnance Survey, which has provided map extracts for exam boards for decades, said it has spoken to boards about producing extracts tailored to red-green and blue-yellow CVD, as well as a monochrome alternatives.

However, a spokesperson said, "No exam board has ever asked us to provide extracts for CVD candidates."

Steve Brace, head of education at the Royal Geographical Society, called on all exam boards to address the "avoidable problem".

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AQA geography GCSE 'inaccessible' to colour-blind pupils

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Campaigners criticise paper which included a question with a coloured map and key Campaigners criticise paper which included a question with a coloured map and key The country's largest exam board has been criticised for creating an "avoidable problem" with a geography GCSE question "inaccessible" to colour-blind pupils, even though the board had engaged in talks to improve accessibility.

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https://www.internetgeography.net/

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Internet Geography - GCSE Geography resources. Take a look at our blog, revision notes and teaching resources. Supports AQA Geography and other specs.

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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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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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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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This meeting will only go on as long as needed but finishes no later than 5.00 p.m. I would estimate it will not be much more than 30 minutes. Please come along with your own questions/contributions. One of the aims of the session is to share resources so a link to google drive folder will be made available.
1. GCE Advanced Materials
2. GCSE (AQA) Paper 3 Pre-release  - sharing resources from 21st March
3. Preparing current cohort for exams - what are mocks telling us?
4. Sharing a list of people to follow on Twitter.
5. Depending on attendees: sharing ofsted deep-dive questions

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OCR: GCSE Natural History Development Timeline

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OCR: GCSE Natural History Development Timeline

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OCR (Oxford Cambridge and RSA Examinations)

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GCSE Natural History Consultation - Timeline

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The consultation is just the first step in the process. What happens next? Find out the next steps of the development process.

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DfE: Sustainability and climate change - a strategy for the education and children’s services systems

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DfE: Sustainability and climate change - a strategy for the education and children’s services systems

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Published: 21st April 2022

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Scope and purpose

This strategy applies to:

the Department for Education (DfE), its agencies and public bodies

the education and children's services systems in England - including:

early years

schools (and independent schools where applicable)

further education

higher education

children's social care

DfE has an important role to play in all aspects of sustainability. But the area in which we have the most work to do is reducing our environmental footprint, particularly in the drive to achieve net zero.

While the policies set out here are focussed on the environmental aspect of sustainability, this is done with consideration for how those policies will interact with the social and economic aspects of sustainability.

The UK government and the devolved governments (Northern Ireland, Scotland and Wales) are committed to climate action, and we will work together in our international action. The targets and strategic aims set out relate to England.

It brings together short, medium and longer-term actions that will enable us to make progress towards achieving our 4 strategic aims and overarching vision. It is a strategy to 2030.

Action will be reviewed and updated annually to respond to new opportunities, scientific updates, evidence and data.

This strategy has been informed by:

Foreword
Secretary of State for Education, the Rt Hon Nadhim Zahawi MP
Since spring of 2020, the British education system faced its most challenging period for generations: sustaining learning through a pandemic. The whole sector met this challenge with great resilience. Now, the UK must show the rest of the world how our education system can transition out of the pandemic and, in doing so, face the even greater environmental challenge ahead of us, by Building Back Greener.

We have promised to level up the country, to boost economic growth, encourage innovation, create good jobs and enhance educational attainment so all may share equally in our nation's success. To achieve this in a world influenced by the effects of climate change, we must level up within a context of sustainability, giving all children, young people and adults the knowledge and skills to thrive in the green economy and to help restore nature.

The challenge of climate change is formidable. For children and young people to meet it with determination, and not with despair, we must offer them not just truth, but also hope. Learners need to know the truth about climate change - through knowledge-rich education. They must also be given the hope that they can be agents of change, through hands-on activity and, as they progress, through guidance and programmes allowing them to pursue a green career pathway in their chosen field.

I would like to thank the large number of people that have worked with us in developing this strategy. The feedback from young people, educators, academics, leaders, governing bodies and experts has been invaluable in shaping this first step on our journey. By continuing to work together in the delivery of the strategy we will seek further opportunities to build on the action set out and update on shared progress annually.

I am confident that together we will support net zero through skills and decarbonisation; play a significant part in nature's recovery; build an education system resilient to climate change; and, provide the truth and hope that young people need to flourish in our changing world.

Context

The UK requires the education sector to play its role in positively responding to climate change and inspiring action on an international stage. This strategy sets out ambitious activity to respond to recommendations for education from the:

It supports the delivery of the government's 25 Year Environment Plan and Net Zero Strategy. It includes how we will meet legislative requirements and work in the context of:

the United Nations' 17 Sustainable Development Goals and UNESCO's 'Education for Sustainable Development (ESD) for 2030' which set out the key role of education in the successful achievement of the goals

the Paris Agreement and Glasgow Climate Pact, which are important steps towards keeping the goal of 1.5 degrees Celsius alive

Action for Climate Empowerment (ACE) which includes taking action to empower society to engage in education and training

the United Nations Convention on the Rights of a Child (UNCRC) ensures the needs and views of children are taken into account in the development of climate change policies

the UK Climate Change Act (2008) and National Adaptation Programme (NAP), which include action for education in adapting to climate change and require progress reporting against priority risks

UK government legislation to meet net zero by 2050 - the UK is the first country to set legally binding carbon budgets, placing a restriction on the total amount of greenhouse gases the UK can emit over a 5-year period. In the latest, Carbon Budget 6, the UK legislated to reduce emissions by 78% by 2035 compared to 1990 levels

the Environment Act (2021) reflects the need to tackle climate change through nature-based solutions - following the close of the targets consultation in May 2022, government will set statutory targets for air quality, biodiversity, water, resource efficiency and waste reduction, and a new target to reverse the decline in species abundance by the end of 2030, while the act also strengthens the biodiversity duty on public authorities, including the Department for Education

the cross-government 25 Year Environment Plan, which commits to encouraging children to be close to nature both in and out of school

The challenge and the opportunity

Children and young people are worried about climate change and want to know more about:

the impact it is having now

how it will impact their future lives

DfE and the education sector have a joint responsibility for preparing children and young people for the challenges and opportunities they will face - with the appropriate knowledge, skills and pastoral care.

Education

Through education we have the privilege to be able to engage directly with children and young people who:

Through their learned and lived experiences from early years to further and higher education, we will provide opportunities to develop a broad knowledge and understanding of the importance of nature, sustainability and the causes and impact of climate change and to translate this knowledge into positive action and solutions.

In the UK, there are more than 16 million children, young people and adults in education. The enthusiasm of youth can inspire the whole of society to work together at the start of this crucial decade for the planet.

Green skills and jobs

Green jobs will not be niche. We anticipate that sustainability and climate change will touch every career.

The UK government's Net Zero Strategy will support the transition to net zero and 190,000 jobs by the middle of the 2020s and up to 440,000 jobs in 2030. The increased investment and legislation for nature's recovery driven by the Environment Act will also create many green jobs in the nature sector. Our programmes will provide the opportunity for people of all ages to train, retrain or upskill to go into green careers.

Learning from and connecting with nature

The Economics of Biodiversity: The Dasgupta Review states that 'connection with nature declines in childhood to an overall low in the mid-teens. Creating an environment from an early age where we are able to connect to nature is essential for self-enforcement in protecting and valuing nature'.

We will increase opportunities for all children and young people to:

spend time in nature and learn more about it

become actively involved in the improvement of their local environment

We know that regular contact with green spaces can have a beneficial impact on children's physical and mental health. However, access to green space is not equal and we must do more to ensure that all children have opportunities to benefit from access to green space and build connections with nature.

Buildings

Climate adaptation and decarbonisation activity in nurseries, schools, colleges, universities and care buildings can provide powerful learning opportunities. Young people can:

Seeing sustainability brought to life in the buildings around them will allow children and young people to gain experiences which will enhance and contextualise their learning.

Leading by example: cutting energy bills and carbon emissions in the public and higher education sectors shows that schools and universities represent 36% of total UK public sector building emissions.

Costs are also significant and rising. Data sources and interpretation - schools financial benchmarking shows that in 2019 schools alone were spending around £630m per annum on energy and we expect today's figure to be far greater. To reduce energy usage and achieve legal targets for carbon emissions we need to:

get a better understanding of the scale of the problem across the sectors through standardised reporting

drive action based on evidence

Adapting existing buildings and designing new ones to respond to climate change and reduce emissions will undoubtedly be a significant challenge.

By developing and delivering evidence-based solutions for decarbonisation and climate resilience we will:

reduce energy demand

adapt to climate risks

drive innovation in construction

act as a catalyst for green jobs

deliver savings

We will also drive a wide range of additional benefits that will contribute to a vibrant and resilient education community, including:

International

Through learning from others and sharing our own expertise internationally, we will be more effective and innovative. Sustainability and climate change are global problems which require collective efforts and evidence-based solutions.

Vision and aims

Vision: the United Kingdom is the world-leading education sector in sustainability and climate change by 2030.

In England, we will achieve this through the following strategic aims:

1. Excellence in education and skills for a changing world: preparing all young people for a world impacted by climate change through learning and practical experience.

2. Net zero: reducing direct and indirect emissions from education and care buildings, driving innovation to meet legislative targets and providing opportunities for children and young people to engage practically in the transition to net zero.

3. Resilience to climate change: adapting our education and care buildings and system to prepare for the effects of climate change.

4. A better environment for future generations: enhancing biodiversity, improving air quality and increasing access to, and connection with, nature in and around education and care settings.

Guiding principles

Partnership and collaboration

Success depends on DfE and stakeholders from across the sectors working together.

We know there are many organisations working to improve sustainability and mitigate against climate change, so we will seek opportunities to:

work with others who share our objectives

extend and amplify existing good practice and initiatives

We will also facilitate partnership across the sectors to maximise the use of resources, expertise and ideas to achieve more effective outcomes.

Evidence and insight

Evidence will be at the heart of our activity. By 2023 we will develop and publish a framework to evaluate the impacts of the actions set out within the strategy.

We will also work with the sectors to develop reporting frameworks and processes to ensure strategic decisions can be taken at every level. While mandatory reporting is not currently set out within the strategy, this decision will be kept under regular review. The decision to mandate is subject to uptake and legislative reporting requirements in line with government's Net Zero Strategy.

We will work together to set science-based targets from 2025, ensuring we play our part in reducing public-sector emissions against a 2017 baseline by:

50% by the end of Carbon Budget 5 (2032)

75% by the end of Carbon Budget 6 (2037)

There are many opportunities to improve sustainability and impact climate change. Ensuring we learn before we leap, we will work across the sector to research, test and pilot with:

As our evidence base for what works grows, we will prioritise funding where it will have greatest impact.

Leadership and support

Sector representatives have called on DfE to provide greater leadership in sustainability. We will work across government and intervene where we add value (for example through sector-wide data gathering, reporting, funding and guidance). Wherever possible we will facilitate autonomy and foster innovation.

Sector leadership and institution-level accountability for sustainability will be key for success. We will continually seek opportunities to share best practice and provide support for those leading at a local level.

A whole system approach

Together we will make the greatest impact. We will adopt a systems-based approach and ensure our initiatives are delivered via action areas to deliver outcomes for the education system, rather than focussing on specific age or sectors.

By taking a holistic view of education (from formal and extracurricular learning opportunities, the physical buildings and surroundings, to the way in which they operate) we will positively improve the environment. At the same time we will influence and inspire, not only those that use the settings, but the communities around them.

Initiatives to drive the strategy

We have carried out work with sector representatives and experts to develop initiatives that bring together activity to drive the strategic aims:

National Education Nature Park

By considering the whole physical education estate as a virtual National Education Nature Park, we have a unique opportunity to:

The National Education Nature Park will:

This will help connect and amplify the excellent work already happening in this area through many national and local stakeholders and community groups.

As their work starts to have an impact, the young participants will upload their progress on the park's digital mapping services. They will be able to:

see how the park is 'growing', while increasing their knowledge of species

develop important skills, such as biodiversity mapping, data collection and analysis

The nature park's online hub will enable the sharing of best practice across the education estate. With time, it will go beyond biodiversity to show impact and climate resilience, including flood, overheating and air quality status of the estate.

A number of universities will support the launch of the National Education Nature Park by:

Climate Leaders Award

A Climate Leaders Award will complement classroom learning and allow us to celebrate and recognise education providers, children and young people for:

developing their connection with nature

making a real contribution to establishing a sustainable future for us all

The award will provide a structured route through existing awards in this area, such as the John Muir Award, Duke of Edinburgh's Award, Junior Forester Award and others.

Participation will enable children and young people to acquire credits towards the prestigious Climate Leaders Award. This will be recognised and valued as supporting progression to employment and further study.

In the Children's People and Nature Survey for England: Summer holidays 2021, more than 8 in 10 children and young people (85%) agreed that being in nature made them very happy. However, the same study showed that:

children spend less time outdoors as they get older

feelings of connection to nature decline with age

We want all young people to feel connected to their local environment and see improvements in biodiversity. In the design and implementation of the park and award we will take steps to drive participation among more disadvantaged children and young people. We will also ensure all children and young people, whether they live in an urban area or rural one, have opportunities to feel empowered through practical positive action.

The National Education Nature Park and Climate Leaders Award:

are being designed and developed with young people, sector representatives and stakeholder organisations

will build on the learning and experience of the Year of Green Action

They will feed in ideas for making the initiatives as inclusive, impactful, and engaging as possible and will also consider the best names for the programmes. The park and award will be launched in autumn 2022.

Sustainability leadership

Throughout the development of this strategy, we have received feedback from the sector that they have seen the greatest impact and success in developing and delivering a whole-setting approach to sustainability and climate change when there is co-ordination and leadership of activity at a local level - with the support of senior leadership teams and governors.

Through our engagement to date, we have been consistently told that to do this best, they need more support to:

We recognise the impact of the pandemic and the priority need for education catch up. We know that for every setting, the ability, or the way in which they are able to engage with sustainability and climate change may differ. While our end goal is for all settings to have a sustainability lead owning a climate action plan (to include curricular and extra-curricular activity, procurement, adaptation and decarbonisation plans), we are keen to:

develop a facilitative approach to sustainability leadership

test where support makes the most impact

The National Climate Education Action Plan has already brought together 16 organisations and universities with STEM Learning, aiming to encourage their staff to become Climate Ambassadors to support schools and further education institutions. We will work with them to test an approach that includes support in:

climate education

accessing public and private funding

engaging in the National Education Nature Park and Climate Leaders Award

reporting emissions

developing and delivering Climate Action Plans for individual settings

As part of this approach, we will include the provision of carbon literacy training for all sustainability leads in every nursery, school and college by 2025. We will encourage a joined-up approach to leadership which brings together children, young people and governors.

Action area 1: Climate education

We know that young people are eager to:

create a greener, sustainable world

tackle both the causes and impact of climate change

We will empower all young people to be global citizens, through a:

better understanding of climate change

greater connection to nature

Practical opportunities to participate in activities to increase climate resilience, reduce carbon impact and enhance biodiversity will enable children and young people to translate knowledge into positive action to improve their local communities, their country and the planet.

1. Learning about the natural environment

Building on a foundation of fundamental numeracy, literacy and broad academic knowledge, all children learn about:

From birth to 5 years old, the early years foundation stage (EYFS) framework ensures that all children develop an understanding of the world and the natural environment.

As they progress through primary and secondary school, children and young people continue to build on this knowledge through science, geography and citizenship programmes within the national curriculum. Existing GCSEs such as design and technology, food preparation and nutrition, and economics contain opportunities for students to be taught about the environmental and sustainability context of the processes and principles underlying these subjects.

By 2025 we will aim to introduce a natural history GCSE, giving young people a further opportunity to engage with and develop a deeper knowledge and understanding of the natural world. In studying this GCSE, young people will explore organisms and environments in more depth, gain knowledge and practical experience of fieldwork and develop a greater understanding of conservation.

An environmental science A level is already available for those that have a keen interest in the sustainability of our planet and wish to build on their scientific knowledge of the interconnection of human activities with natural systems.

From 2022, to assess the impact of our action, we will introduce an annual climate literacy survey to benchmark progress in improving the climate knowledge of school leavers.

For those that continue their studies in further and higher education, there are many excellent opportunities to gain a more in-depth knowledge into sustainability and climate change. Many further and higher education providers are already taking steps to embed the relevant teaching of sustainability and climate change across the full range of their courses.

We will continue to identify appropriate opportunities to align climate education with the Education for Sustainable Development (ESD for 2030) framework.

2. Support for teaching

World class teaching will ensure all children and young people get the best possible climate education. The schools white paper sets out how we will provide an excellent teacher for every child, by giving every teacher and school leader access to world class training and development opportunities, including the first-ever national professional qualification (NPQ) for early years professionals.

Through our engagement with the teachers and representative bodies, we have heard that more support in teaching about climate change and in navigating the many different resources available is also needed. Therefore, recognising the importance of building confidence as well as capability, we will provide additional support to teachers of all levels.

From 2022 we will:

include climate change and sustainability in science teachers' continuing professional development ( CPD) to ensure all young people receive high-quality teaching on the scientific facts about climate change and environmental degradation

include content on sustainability when DfE is tendering for new CPD, (where it is relevant to the subject area)

deliver pilots through the National Education Nature Park, which will test an approach for sharing university climate expertise and learning opportunities with colleges, schools and nurseries

share best practice, demonstrating how sustainability and climate change has been incorporated into teaching (and how it has enriched the broader curriculum, where it is relevant) in early years settings, schools, colleges and universities, so teachers and leaders can consider how best to integrate within their own settings

consider where further steps could be taken to support the teaching of sustainability in relevant subjects, for example, the circular economy in design and technology, sustainable chemistry in the sciences, and through the learning initiatives being taken forward in the Government Food Strategy

continue to work with higher education to identify opportunities to work together to further enhance best practice in teacher training and the teaching of sustainability within university courses

promote and share relevant teaching resources from other government departments, including the Department for Environment, Food and Rural Affairs ( DEFRA), the Waste and Resources Action Programme ( WRAP) and the Environment Agency

By 2023 we will:

develop a Primary Science Model Curriculum, to include an emphasis on nature to ensure all children understand the world around them

develop an occupational standard for further education teaching which explicitly requires all new teachers to integrate sustainability into their teaching, through modelling sustainable practices and promoting sustainable development principles in relation to their subject specialism

support the National Climate Education Action Plan in setting up an independent expert body (including members such as the Royal Meteorological Society, STEM Learning, Association of Science Teaching) for the validation and creation of climate education resources that support the delivery of the national curriculum

provide free access to high-quality curriculum resources through the National Education Nature Park online hub, so that teachers in all settings and subjects can confidently choose those that will support the teaching of sustainability and climate change

this will initially work in tandem while we build on the success of Oak National Academy's work in the pandemic and establish a new arms-length national curriculum body which will work with thousands of teachers to co-design, create and continually improve packages of optional, free, adaptable digital curriculum resources and video lessons that are effectively sequenced to help teachers deliver an evidence-based, high-quality curriculum

provide the opportunity for all staff (teaching, leadership and support) to build their understanding of climate change and sustainability by receiving shared carbon literacy training through their sustainability leads within their setting (more information about sustainability leadership is set out in the Operations and Supply Chains Action Area)

3. Learning in the natural environment

Education settings provide a wealth of learning opportunities, practical activities and clubs which allow children and young people to bring their learning to life. Children and young people may:

take part in eco-clubs or vegetable growing

be exposed to sustainable food choices, recycling, adaptation projects or weather and energy monitoring

On top of the learning benefits, these activities can aid pastoral work in all educational settings. The physical and mental health benefits of time spent in nature can form part of targeted support to:

improve engagement and attainment, including as part of wider packages of support for pupils with SEND

give young people a sense of agency where anxiety stems from climate concerns

The National Education Nature Park and Climate Leaders Award will build on this excellent activity, ensuring all children and young people have opportunities to get practical experience and turn their knowledge into positive action. We will design these initiatives with inclusivity at their heart. We are committed to enabling those from disadvantaged backgrounds to access these opportunities.

Retrofitted educational buildings and new-build net-zero settings will also provide various learning opportunities through their design, how they work and their environmental impact. They will foster environmental knowledge that can be applied outside of the educational setting.

In 2022 we will:

explore opportunities to increase access to the outdoors in DfE's successful Holiday Activities and Food (HAF) programme

ensure that children attending the HAF programme participate in activities that improve their knowledge and awareness of affordable, healthy eating and sustainable practice - for example, through:

taking part in activities such as food preparation

cooking, discussing food and food sources

growing their own fruit and vegetables

build on our investment into the Children and Nature Programme, by engaging with DEFRA on further research into how outdoor learning can be delivered for the greatest impact, with a view to exploring opportunities to support education settings to deliver quality outdoor education

link up across government to identify new opportunities and strengthen action as part of the levelling up agenda - for example, with the Department for Levelling Up, Housing and Communities on climate education, and with the Department for Digital, Culture, Media and Sport (DCMS) on the National Youth Guarantee to increase access to out-of-school activities for all children

provide co-curricular opportunities for young people to experience and learn about nature through the National Education Nature Park, which will drive a greater knowledge and understanding of the importance of native species and develop young people's data and analytical skills

build on learning from the Children and Nature Programme, encouraging schools to join up with local delivery partners to develop effective school-specific options and build links with local communities

provide educational activities so that leaders, teachers, children and young people will learn about energy efficiency, the circular economy, climate resilience and green careers as part of educational building, maintenance and procurement projects, such as:

low-carbon boiler replacements

smart meter installation

energy monitoring pilots

sustainable drainage systems

Political impartiality

Teaching about climate change, and the scientific facts and evidence behind this, does not constitute teaching about a political issue and schools do not need to present misinformation or unsubstantiated claims to provide balance.

However, in climate education there is relevant political and scientific debate about the best ways that climate change can be addressed - there are different views and opinions, and different solutions. Debates on political and policy change need to be grounded in wider citizenship education on democracy and democratic values and topics should be handled in line with schools' legal duties on political impartiality

Action area 2: Green skills and careers

It is critical young people and adults have the green skills that will allow them to build careers and participate as Britain leads the world into the Green Industrial Revolution and strives for nature's recovery.

We will harness young people's passion and interest in climate change and sustainability to enable them to have the knowledge and skills (in STEM and other key subjects) required for green jobs. Through our education and skills system, we will seek to inspire young people to choose career paths that support the:

We will continue to support adults already in work to retrain and reskill in line with the needs of the green economy.

1. Net Zero Strategy

The government's Net Zero Strategy sets out in detail how our skills reforms will support more people into green jobs and help grow future talent pipelines. This includes:

aligning apprenticeships to net-zero objectives through the Institute for Apprenticeships and Technical Education's (IfATE) Green Apprenticeships Advisory Panel

continuing the roll-out of T-Levels to support young people into green careers

driving STEM provision through our growing network of Institutes of Technologies (IoTs)

expanding Skills Bootcamps so that adults are able to upskill and retrain in key green sectors

Through the Skills and Post-16 Education Bill, we are legislating to ensure employer leadership of Local Skills Improvement Plans (LSIPs) have regard to skills needed to help deliver on our net-zero target, adaptation to climate change, and other environmental goals.

Building on the work of the Green Jobs Taskforce through a Green Jobs Delivery Group, government will bring together representatives from industry, the skills sector and other key stakeholders to develop data-driven action to support the delivery of plans for green jobs and skills. This will ensure that we are offering young people and workers the opportunity to develop the skills needed to deliver the low-carbon transition.

Since the publication of the Net Zero Strategy we have:

set out investment of £3.8bn in further education and skills, to ensure people can access high-quality training and education that leads to good jobs, addresses skills gaps, boosts productivity and supports levelling up - this includes funding for programmes to support green skills crucial to the net-zero transition

committed to expanding Skills Bootcamps to provide more opportunities for adults to gain new skills, prioritising green skills in areas such as heat pumps, zero emission vehicles, and carbon capture

widened the eligibility criteria of our Free Courses for Jobs offer - from April 2022, any adult in England earning under the National Living Wage annually, or unemployed, will be able to access these qualifications for free, including qualifications linked to green sectors such as agriculture, building and construction, engineering, environmental conservation, horticulture and forestry and science

launched a pilot of our new General Further Education College Accountability Agreements that will ensure colleges strategically plan provision to meet skills needs at both local and national levels, including those in the green sector

established 8 LSIP trailblazers, where employer representative bodies have been working closely with providers and key local stakeholders to develop tailored plans to help shape technical skills provision to better meet local labour market needs, with multiple trailblazers considering the skills needed to support green growth in their local economy

started delivery of our £65 million Strategic Development Fund pilots to identify employers' skills needs, design provision, and build the capacity of local further education providers to deliver them so that, where local areas identify skills needs, providers can use this funding to, among other things:

purchase equipment

train their staff

bring in industry expertise to provide training

deliver new provision

2. Additional support for green jobs and skills

In addition to the extensive skills reforms set out in the Net Zero Strategy we will also increase the opportunities for young people and adults to engage in wider green skills and jobs needed to deliver the government's 25-Year Environment Plan.

We will support the further and higher education sectors as they deliver programmes teaching the skills of the future and nurturing future leaders.

We will continually seek to improve diversity in the take-up of STEM subjects at all levels, ensuring that everyone has the opportunity to pursue a rewarding career in a STEM occupation:

by September 2023, a T Level in agriculture, land management and production will be available - this will support the increased focus of the UK agriculture sector on more environmental and sustainable practices and provide a further opportunity and pathway for young people looking for careers in agriculture and horticulture

we will engage employers, professional, statutory and regulatory bodies (PSRBs), further and higher education sector representative groups and students in developing opportunities to forge further links between course content and the skills needed for green careers of all kinds

Green Skills Bootcamps are available in environmental areas such as agriculture technology, and Wave 3 Skills Bootcamps will seek to prioritise further green sectors, including those specific to the environment such as nature restoration, waste management and recycling, woodland management and arboriculture.

the Institute for Apprenticeships and Technical Education (IfATE) has convened a Green Apprenticeships Advisory Panel (GAAP) to:

work with employers to align apprenticeships to net-zero objectives

endorse existing apprenticeships which support green career pathways specific to the environmental sector, such as arborist, forest operative, agriculture or horticulture professional advisor and ecologist

map existing apprenticeship standards against green occupations

identify opportunities to create new standards in areas including agri-tech and renewable energy

investment of up to £75 million in a National Scholarship Scheme will support high achieving disadvantaged students to reach their full potential while studying in higher education, including degree courses or apprenticeships that can lead to green careers

our network of Institutes of Technology (IoTs) across England are utilising their state-of-the-art facilities to:

offer training in green skills, such as in the built environment and agri-tech sectors

support increased participation from under-represented groups, including women, helping to grow the pipeline of individuals with STEM skills needed for green jobs

invest £120 million in the second wave of IoTs, to be set up by 2022

by 2025, as part of the pathway towards the Lifelong Loan Entitlement, we will trial short-course provision at levels 4-6 to support in-work adults to upskill or retrain, enabling learners to build flexibly towards a full qualification in subjects crucial for net zero, including STEM and digital innovation

by 2023, we will co-host an International Green Skills Conference with the higher and further education sectors to exhibit the best of UK green skills and education opportunities at further and higher education levels

we will link the Climate Leaders Award to skills required by employers and explore how participation in the award can act as a progression route to further study

by 2030, significant numbers of young people will have graduated from the Climate Leaders Award with the skills needed to enter the green economy

by 2030, we anticipate that participation in the National Education Nature Park, and increased opportunities to connect with nature, will increase the number of young people that become data scientists, ecologists and biologists, which are needed for nature's recovery

our specifications for new buildings set out low-carbon, climate-resilient standards - such as the installation of heat pumps for energy efficiency - while, as one of the largest construction buyers in the nation, these specifications will drive the market and assist in driving the development of technical fitting skill

3. Support and guidance for green careers

We are actively supporting young people and adults to understand the training and careers opportunities available to them and we will support existing organisations in their endeavours to promote green careers. This includes:

supporting schools and colleges to embed best practice in the delivery of careers information, advice and guidance, so young people are aware of the full range of training and careers available to them and have access to a broad range of employers and workplaces, including those in the green sectors - this will be delivered through the national roll-out of Career Hubs, Career Leader training, and the Enterprise Adviser Network

as part of wider improvements to the National Careers Service we will ensure the provision of relevant and accessible information on green career pathways, which will bring together all the learning and careers routes available to aid the development of a single source of government-assured career information

our educational building maintenance and procurement projects will provide opportunities for students to gain careers guidance, while installation of low-carbon boiler replacements, smart meters and energy monitoring or sustainable drainage systems, will be accompanied with assembly information and interactive class exercises allowing students to see and learn about a wide range of green careers and skills in action

Action area 3: Education estate and digital infrastructure

A green, sustainable education estate that is resilient to the impacts of climate change will normalise and inspire young people to live sustainable lives, with impact felt widely in their families and communities. By improving the physical environment in and around education settings, we can impact positively on both the physical and mental wellbeing of children and young people. We will act on both the challenges and opportunities the vast education estate presents.

There is still a lot of evidence to gather on new technologies and innovative approaches to sustainable building design, retrofit, ICT, building management and the surrounding environment. Our focus until 2025 will be piloting - gathering evidence and sharing research to learn from our experience. This work will build on and align with existing guidance currently available to help public sector organisations achieve net zero, for example, the Modern Energy Partners tools. From 2025 onwards, we will accelerate change once we understand the best value for money approach. Our approach can be summarised as innovate, test and invest.

1. New builds and new blocks

All new school buildings delivered by DfE (not already contracted) will be net zero in operation. They will be designed for a 2oC rise in average global temperatures and future-proofed for a 4oC rise, to adapt to the risks of climate change, including increased flooding and higher indoor temperatures.

Secure children's homes delivered by DfE will also be built to our net-zero standard.

In November 2021 we published our delivery framework for employer's requirements for school projects Part A and Part B and made it freely available so that all new schools and colleges can meet the same low-carbon, climate-resilient standards as centrally delivered projects.

We have uplifted basic need grant-funding rates to help local authorities deliver school capital projects to these standards. When planning the use of basic need funding allocations, local authorities will consider environmental sustainability, carbon reduction and energy efficiency to develop solutions for projects that are in line with government targets and objectives, regardless of their chosen delivery route.

From now on bids into our Further Education Capital Transformation Programme will also be assessed to determine if the new works will be net zero in operation.

We know many higher education institutions are already demonstrating innovation in this space and are going beyond these standards. We will look to the higher education sector to inspire and drive greater ambition through their net-zero buildings and campuses.

So that our education building standards remain world-leading, we will:

continue targeted and specific monitoring of education buildings to better understand their use and energy consumption

continually improve our technical standards and building specifications

This will include the use and assessment of nature-based classroom design to maximise access to the outdoors and opportunities for outdoor learning, so our education buildings positively impact on physical and mental wellbeing.

Sustainable ICT solutions will be integrated into new-build schools as standard, via sustainable procurement, design, implementation and management.

The implementation of ultra-low carbon education buildings will be accelerated. By 2025 at least 4 schools and one college will have been built via the Gen Zero Platform that we demonstrated at COP26.

We will also accelerate our Gen Zero programme and other pilots so, over time, all centrally delivered new-build projects are built using ultra-low carbon solutions.

2. Existing estate

Improved collation and use of data on energy usage, water, heat and biodiversity will allow individual settings, and DfE, to make evidence-based decisions on where to act and invest to make the greatest impact. Smart meters and energy management systems can reduce bills and usage. They also provide learning opportunities for data analysis and understanding the impact of human behaviour. We will:

continue to work with the Department for Business, Energy and Industrial Strategy ( BEIS) and water companies to trial the delivery of smart meters in schools and encourage the uptake across other settings

in 2022, work with the education and children's services sectors and energy companies to explore sharing smart meter data to avoid additional reporting requirements, and this data would also be used by DfE to help advise settings how they can reduce their energy bills and improve their energy efficiency

during 2022 and 2023, work with BEIS and Energy Sparks to trial the delivery of Energy Management Systems in schools which will provide schools with real-time information about their energy usage, presented within a user-friendly online portal

by 2025, have supported education settings to put in place Climate Action Plans, facilitating the use of setting-level data to inform action - these will increase carbon literacy and inform government on the implementation of decarbonisation solutions and nature-based solutions to alleviate flood risk, protect against increased heat, and improve air quality

A strategic approach to piloting new building technology will also be launched in order to support the future retrofit of the education estate and act as catalyst to the construction sector for implementing new technology. Our building technology pilots will support action to adapt the existing estate to protect against the current and future effects of climate change. They will also provide evidence for the efficient decarbonisation of the estate to mitigate the causes of climate change.

We will continue to seek opportunities for research, including developing innovative approaches for the delivery and use of digital infrastructure. Where opportunities arise, this will be tested in schools by retrofitting ICT to deliver energy savings.

We will also exploit existing research -higher education is already driving world leading building technology - and innovative solutions will be shared across the wider education sector

In 2022:

we will work with BEIS to help education settings access the Public Sector Decarbonisation Scheme to support them in decarbonising their estates and, as part of that work, we are looking at how we can better align our application processes and funding windows

By 2023:

all bids for capital funding for further education and higher education will need to consider environmental impact, carbon reduction and adaptation measures, and align with the government's targets and objectives

we will share best practice and advice to help education settings in deciding where to invest money to reduce carbon emissions, improve sustainability and resilience, and share options and case studies for the retrofit of existing settings by building type

we will also develop the existing Good Estate Management for Schools guidance with updated tips and good practice on the sustainable management of the school estate, covering topics such as energy and water efficiency and addressing issues including ventilation and leaks

3. Resilience, adaptation, access to Nature and environment conditions

The 3 highest priority risk areas identified in the Climate Change Committee Independent Assessment of UK Climate Risk were:

To meet these challenges and those outlined in the Third Climate Change Risk Assessment (the statutory cycle set out in the Climate Change Act 2008, specifies the next key milestone in the statutory cycle as the third National Adaptation Programme ( NAP3) in 2023) we have a duty to demonstrate:

a clear set of objectives for adaptation

policies

programmes

investments with clear timelines

measurable metrics

progress indicators

We know that nearly half of schools (10,710) are at risk of flooding, which is expected to increase to at least 13,662 by the 2050s, or 16,394 in the worst-case scenario. While overheating in education buildings is a significant threat, we need to continue to work with other government departments to get a greater understanding of the risk.

A formal Memorandum of Understanding between DfE and the Environment Agency ( EA) will ensure that our response to risk aligns with the objectives and measures set out in the National Flood and Coastal Erosion Risk Management Strategy and is based on the latest environmental data, advice and intelligence.

We know there is hope if efforts are focused in the right way. The latest International Panel on Climate Change report outlines the power of nature against the worst effects of climate change. We will use the National Education Nature Park to champion the case for nature.

Through the National Education Nature Park we will provide opportunities and advice for education settings to initially improve their biodiversity and also, with time, their flood resilience and air quality. For example, we will work with EA and DEFRA to produce guidance for schools that explains how to improve their flood resilience and access free trees to improve shading and biodiversity of their grounds.

We will accelerate pilots to investigate:

We will also empower universities to lead the way in demonstrating models for resilient, biodiverse campuses. We will share best practice via the National Education Nature Park online hub.

By 2023, we will:

work with partners to explore how funding may support nurseries, schools, colleges and universities in driving on the ground innovation to link separate parts of the National Education Nature Park, improving the biodiversity, air quality, shading and flood resistance along the routes between settings

continue evaluating the UK's first 'Biophilic' primary school, which will provide evidence of the impact of a greater connection to nature within the built environment, on the health and wellbeing of children and young people

pilot the use of smart air and environmental quality monitors in schools to understand the practical implications, benefits and drawbacks of using smart monitoring devices with pilots providing a rich dataset on environmental performance, which can be used to help feed into school building design and understand where energy efficiencies can be achieved

support DEFRA's Clean Air Strategy which aims to diminish the highest concentration of exposure to fine particle matter (PM2.5) to help tackle air pollution and reduce emissions affecting education settings

provide guidance to all education settings for practical ways to reduce indoor and outdoor air pollution, encouraging schools and partners to expand anti-idling zones to reduce the impact of the school commute

support the Department for Transport in delivering initiatives to increase active and safe travel to school (such as Bikeability for children, their families and carers, Walk to School Outreach and School Streets), to improve wellbeing, reduce carbon emissions and improve air quality

support an EA pilot investigating offsetting carbon emissions from their flood scheme construction work by contributing to tree planting and greening on available, nearby school land

By 2030:

through the National Education Nature Park and cross-government collaboration, we will have significantly increased the biodiversity on the education estate and implemented 'Green Corridors' for access to education settings, improving climate resilience, physical and mental wellbeing, and protecting and enhancing wildlife and ecosystems along the routes between nurseries, schools, colleges and universities

we will have supported the Department for Transport to increase active travel to school, contributing to the Prime Minister's vision that half of all short journeys in towns and cities will be walked or cycled

we will have minimised barriers to nature in school building design programmes and education building standards, increasing opportunities to connect their users to nature

4. Heating solutions

The building energy efficiency survey indicates that approximately 60% of energy use in education settings is associated with high carbon intensity fuels such as natural gas, coal and oil. There is a need to reduce demand for heating and hot water use and to deliver through sustainable means.

We are launching 10 pilots to test our Energy Pods as a way of providing off-site manufactured, low-carbon, heating solutions on the existing school and college estate. The results of these pilots will inform our strategic approach to condition, safety and sustainability for the education estate and provide important research data for education and public sector net-zero projects.

In 2022 we will:

test the feasibility of replacing school boilers with ground or air source heat solutions, and use the learning to consider how this can be scaled up to accelerate decarbonisation between 2025 and 2035

continue to work with BEIS to help education settings access the Public Sector Decarbonisation Scheme to support them in replacing fossil fuel heating systems with low carbon heating

5. Water strategy

In partnership with EA, water companies and local authorities we will deliver our water strategy to improve:

We will work together to improve learning and awareness of risk and resilience and encourage all education settings to sign up to available weather and flood warnings. For schools at highest risk, we will share a flood risk plan template to set out emergency plans. In addition:

by 2023, the risk of school flood will be displayed alongside emissions and biodiversity on the National Education Nature Park

by 2026, we will have reduced the flood risk in over 800 schools through our Water Strategy initiatives

we will work with Ofwat and Market Operator Services Ltd to ensure their regulatory mechanisms and incentives enable and drive the water market to improve efficiency across the education estate and, should this prove successful, by 2030 we will have worked with water wholesalers and retailers to improve water efficiency at the 10,000 least water-efficient schools, significantly reducing usage and spend

we will align strategic action with the Environment Agency's National Flood and Coastal Erosion Risk Management Strategy to ensure education settings are ready for, and resilient to, flooding and coastal change

6. Reporting Frameworks, Reporting Processes and Targets

With increased legislation on net zero, environment and nature, it is inevitable that we are going to have to ensure consistent reporting on the activity of our sectors.

The government's Net Zero Strategy commits to legislate reporting of emissions if insufficient progress is made voluntarily. We will work with BEIS in the development of guidance on monitoring and reporting for the education sector and we will look to support and facilitate reporting.

We will work with energy providers to receive data from the school estate directly (unless individual schools choose to opt out), so that by 2024 all schools are reporting their emission via a standardised framework. The installation of smart meters will improve the accuracy of this data.

We have supported the Queen's Jubilee Challenge for the further and higher education sectors to accelerate a sector-led review. This review will enable all further and higher education settings to report their emissions via a standardised and comparable framework by 2024. From 2025 we will publish targets and institutional progress for the further and higher education sectors. We will also work with nurseries and schools to set standardised reporting frameworks and implement effective data-gathering mechanisms. With the campaign Let's Go Zero, we will set targets for schools between 2025 and 2035.

Action area 4: Operations and supply chains

We have a valuable opportunity to drive change by introducing children and young people to more sustainable practices, such as:

We can inspire and instil habits that they will take into their wider communities and adult lives. Sector representatives have also confirmed that they have had the greatest results in driving sustainability in their operational processes when action has been linked to learning.

Coordination and leadership are required to bring this type of change. We recognise how much is already being done across the sectors by enthusiastic individuals, governance boards and leadership teams. They are driving effective whole-setting approaches to the challenges of sustainability and climate change - not only in teaching and learning or the decarbonisation of the estate - but in the way settings are operated and regulated.

Within DfE we will also publish and monitor progress against a DfE Corporate Sustainability Strategy. This will demonstrate how we will embed sustainability across everything we do - from how we maintain and use our office estate to our decision-making and business processes. We will align action with this strategy, the Greening Government Commitments and our overall organisational strategy.

By 2023 we will:

start rolling-out carbon literacy training for at least one person in every locally maintained nursery, school, college and university to build their knowledge of climate change, access to public funds, engagement with the nature park and Climate Leaders Award, understand emissions reporting and how to develop a climate action plan so that they can share learning and training within their own setting as appropriate, for example with leaders, support staff, care takers, cooks and teachers

support the work of the National Climate Education Action Plan to bring together universities with STEM Learning to identify Climate Ambassadors to support schools and further education institutions in the delivery of their sustainability and climate change action plans

update Good Estate Management for Schools ( GEMS) guidance to include the latest sustainability and climate change advice, covering topics such as efficient waste and water management - we will signpost to other relevant third-party materials

encourage and support education settings to procure from companies that commit to achieving net zero by 2050 and have a plan in place, showing how they will meet this target

ensure sustainability is part of the assessment and validation criteria for including suppliers on procurement frameworks, to support sustainable purchasing of products and services, including energy, in schools

support schools to buy from procurement frameworks that offer sustainable goods and services

work with education settings and partners to share best practice for delivering and improving uptake of nutritionally balanced, affordable and sustainable meal choices

pilot a food curriculum and whole-school approach to food, promoting accountability and transparency of school food arrangements by encouraging schools to complete a statement on their school websites, which sets out their whole-school approach to food, with voluntary reporting initially, and the intention that this will become mandatory when schools can do this effectively

pilot new training for school governors on a whole-school approach to food as set out in the forthcoming Government Food Strategy (school governors have a responsibility to ensure compliance and should appropriately challenge the headteacher and the senior leadership team to ensure the school is meeting its obligations)

support schools to drive up their sustainable practices in line with the school food standards, particularly in relation to school food contracts and their food preparation and practice, with consideration of the ingredients they use and their environmental impact

encourage and support education settings to gather data and take action on food waste, and to share their evidence-based best practice for sustainable waste prevention and management

work with DEFRA and the Waste and Resources Action Programme ( WRAP) to share resources for schools and children that support food waste prevention

support education settings in aligning with DEFRA 's Resources and Waste Strategy to reduce all waste, moving away from single-use items and towards reusable alternatives where possible

continue to encourage all settings to drive initiatives that promote the circular economy - providing guidance to reduce reliance on single-use items in favour of alternatives, such as reusable nappies, as well as recycled materials, second-hand uniforms and other consumables, such as sustainable cutlery and cleaning products

continue to offer a range of free sustainable period products to learners in schools and colleges across England and use the success of this programme as a catalyst for similar initiatives

seek opportunities to rationalise deliveries to education settings, through minimum order values or changes to delivery models, and encourage settings to consider a rounded approach to providing food, including practical guidance on consolidating food deliveries and sourcing food locally where possible

By 2025:

all education settings will have nominated a sustainability lead and put in place a climate action plan

all services and products procured by DfE for schools through the 'get help buying for schools' programme will go through environmental procurement frameworks

we will review existing procurement frameworks and identify those where net-zero targets can be applied, highlighting these frameworks to education providers as sustainable and net zero-compliant buying frameworks

we will ensure there is a clear route to market and associated support for schools to buy goods and services that help them to generate their own energy or reduce their existing energy consumption, for example, solar panels and LED light bulbs

we will eradicate single-use plastics and encourage the use of reusable and recyclable materials in schools and encourage all other education settings to match this target

we will work with DEFRA to provide guidance to education settings for meeting the requirements of the Environment Act 2021 - this will require settings to arrange for the collection of a core set of materials for recycling, including glass, paper and card, plastic, metal and food waste, increasing the amount of material recycled and diverted from landfill

we will develop a sustainable assessment model in partnership with the Standards and Testing Agency, considering the environmental impact of digital testing and the trade-offs with existing testing methods

we will continue to support DEFRA with implementing the Resource and Waste Strategy, to eliminate unnecessary plastics in education settings

By 2030:

education settings will be supporting a circular economy through their participation in the Climate Leaders Award and National Education Nature Park - for example, by using food waste to produce compost that can then be used directly or in the local community

Action area 5: International

We set out our vision for the United Kingdom education sector to be world leading in sustainability and climate change by 2030. In achieving this vision, we want to both inspire and respond to international action and make a difference to children and young people all over the world. There is no time to lose: extreme weather events are increasing in severity and frequency, and Safe Schools: The Hidden Crisis shows that it is disrupting the education of nearly 40 million children a year worldwide. Children in the UK say they are worried about how climate change is affecting children and families in developing countries.

The UK Foreign Policy Integrated Review positions climate change as the UK's number one international priority. Education is one of our nation's greatest strengths. We will take positive international action to enhance climate change and sustainability learning in and outside of the classroom and, in particular, through DfE 's key bilateral relationships.

In doing so we will work across government with the:

Foreign, Commonwealth and Development Office (FCDO)

Department for Business and Trade (DBT)

Cabinet Office

Department for Energy Security and Net Zero

British Council

Together we will provide young people and adults everywhere with the knowledge and skills needed to:

Our action will align with and support the UK Government's International Education Strategy and supplement the great work the UK already does overseas, led by the FCDO, through education partnerships with around 20 poorer countries as leading donor to the Global Partnership for Education ( GPE) and Education Cannot Wait Fund, to support countries to respond to weather related disasters and make education systems more resilient.

The international action set out below represents the whole of the UK. Scotland, Wales, Northern Ireland and England each bring unique offers to an international strategy, and we will work closely with the governments of each nation to champion them effectively.

At COP26 we put education on a global stage, bringing education and environment ministers together to pledge action on climate education. We will continue to encourage other countries to make pledges. We will also track progress on our international commitments to complement and promote the Glasgow Works Programme on Action for Climate Empowerment ( ACE) negotiations agreed by countries at COP26 through our work and partnerships.

This work programme positions education as integral to the achievement of long-term climate goals, and calls for an approach which is grounded in principles of collaboration, flexibility and inclusivity.

Champion education and learning on the global stage

We will promote education as a key tool for tackling climate change through:

We will elevate the voices of youth in these discussions, as well as the rich experiences of other countries and stakeholders.

We will work across government and convene international partners to build a coalition for action for sustainable education. We will:

work closely with youth partners and multilateral institutions, such as UNESCO, UNEP and OECD, and in the G7 and G20 to exchange good practice through global discussions on climate education, learning and sustainable development

showcase our Sustainability and Climate Change Strategy and activities, sharing our strategy as a model for others to learn from

build an international evidence base on the support and solutions needed for a range of contexts

share our latest lessons, challenges, insights and evidence from the delivery of all action areas of our strategy

learn from others, including those working at local, national, regional and international levels

Trade and exports

We will provide expertise, services, trade and exports overseas to support others in achieving their net-zero targets, increasing resilience and adaptation, and improving climate education. We will work with FCDO, DBT and the UK international trade network to:

identify appropriate export opportunities for our climate learning programmes, including the National Education Nature Park and Climate Leaders Award, sharing our expertise on flood resilience and flood risk assessments, and export innovative sustainable products such as the Gen Zero Platform and Biophilic Primary School

continue work with the further and higher education sectors to ensure prestigious green-skills learning, training and research opportunities are developed to attract overseas students

International initiatives

We will identify opportunities to broaden our actions to share innovation and provide opportunities for young people from across the world to connect and learn, ensuring we align with the UK government's Child Safeguarding Due Diligence guidance. We will:

Leadership, engagement and next steps

Leadership

In recognition of the importance of this agenda to the Department for Education, the Secretary of State for Education will also be Climate Change Minister for the Department for Education. The Secretary of State for Education will also oversee the Climate Leaders Award.

The Secretary of State for Education will be supported in his role of Climate Change Minister for the department by:

Baroness Barran - net zero of DfE-delivered buildings, procurement and supply chains (this also includes the biodiversity of the education estate)

Minister Donelan and Minister Burghart - green skills, green jobs and net zero in further education and higher education

Minister Walker - climate education

Minister Quince - physical and mental wellbeing

DfE will nominate a non-executive director for climate change. They will champion climate issues on departmental boards and provide further leadership and expertise to support the department with its unique climate mission.

Engagement

From November 2021 to March 2022, sector representatives and young people reflecting a diverse range of voices, backgrounds and experiences brought together feedback on this strategy from those they represent.

We will continue to engage formally through a quarterly youth panel and user group as we develop and deliver the strategy, to ensure it meets the needs of those it serves.

Next Steps

Each year we will publish progress against the strategy and set out new action.
The following actions will support this:

Vision: the United Kingdom is the world-leading education sector in sustainability and climate change by 2030.

Strategic aims

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Sustainability and climate change: a strategy for the education and children's services systems

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This strategy applies to: the Department for Education (DfE), its agencies and public bodies the education and children's services systems in England - including: early years schools (and independent schools where applicable) further education higher education children's social care DfE has an important role to play in all aspects of sustainability.

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Published: 9th May 2022

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21st April 2022

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OCR (Oxford Cambridge and RSA Examinations)

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The consultation was an important step in helping to shape early thinking about what a GCSE in Natural History might look like. Its aim was to seek views on the purpose of Natural History, what Natural History is and explore the key themes the qualification would need, such as conservation, the early world, and the study of flora and fauna.

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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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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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https://www.teachit.co.uk/geography

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Teachit Geography is a growing collection of tried and tested resources to save you reinventing the wheel. You'll find varied and interesting approaches to teaching the subject at KS3-5 including worksheets, PowerPoints, teaching packs and games, all carefully crafted and edited by geography teachers. We'd love you to be a part of it!

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Teachit Geography is a growing collection of tried and tested resources to save you reinventing the wheel. You'll find varied and interesting approaches to teaching the subject at KS3-5 including worksheets, PowerPoints, teaching packs and games, all carefully crafted and edited by geography teachers. We'd love you to be a part of it!

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Geographers worth following on Twitter - Pdf file

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Geographers worth following on Twitter - Pdf file

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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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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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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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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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Updated: 3rd March 2022

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Coping with exam pressure - a guide for students

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This was requested by a teacher, so may also be useful to other colleagues

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Secondary and higher - Norfolk Wildlife Trust

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Norfolk Wildlife Trust is working for the protection and enhancement of Norfolk’s wildlife and wild places.

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AQA: GCSE Geography - Supporting student exam preparation

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AQA: GCSE Geography - Supporting student exam preparation

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16:00-17:00
7th or 9th or 15th or 17th March 2022

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GCSE Geography: Supporting student exam preparation

Course summary

This free of charge training event will aim to strengthen teacher confidence, in supporting students preparing for exams.
Places are limited to one place per school/college per series

Your centre number is required for you to access all AQA courses.

Course reference

GEOGXW1 - use this in communications with us.

Course description

Reinforcing key messages and skills

Getting the basics right

Approaches to exam technique

Signposting and highlighting key resources

Please note: any references to student work will exclude responses to the 2020 examination papers

Suitable for

All teachers of GCSE Geography.

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This free of charge training event will aim to strengthen teacher confidence, in supporting students preparing for exams. Places are limited to one place per school/college per series Your centre number is required for you to access all AQA courses. GEOGXW1 - use this in communications with us.

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UEA & UG: Physical Geography – Natural Hazards Micro Talk

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UEA & UG: Physical Geography – Natural Hazards Micro Talk

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Year 12&13
1st March
16:15-17:15

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Channel Talent - Interactive school webinars

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Physical Geography: insight4me Physical Geography – Natural Hazards With University of Glasgow & University of East Anglia - Channel Talent - Interactive school webinars

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Enjoy two university Physical Geography talks with the theme, ‘Natural Hazards’, directly enriching the Year 12 & 13 Physical Geography curriculum. With University of Glasgow & University of East Anglia.

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Ofqual: Subject-by-subject support for GCSE, AS and A level students in 2022

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Ofqual: Subject-by-subject support for GCSE, AS and A level students in 2022

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Published: 7th February 2022

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Overview of the support being provided for each qualification for students taking GCSEs, AS and A levels in 2022.

Applies to England

Additional support this year

A package of support has been put in place for students taking GCSE, AS and A level qualifications in summer 2022. It is intended to make sure that we are being as fair as possible to students given the disruption they have experienced, and many continue to face, due to the coronavirus pandemic.

Part of the changes includes more generous grading this year to provide a safety net for students who may have been impacted by the pandemic.

Advance information might look different for different subjects because of how they are structured and assessed, but as far as possible the exam boards have made sure the approaches within a subject are the same.

These changes apply in England and to Ofqual regulated qualifications taken elsewhere.

Exam boards have published specific information about the changes for each qualification they offer, you should check their websites for more information:

GCSEs

Where we list changes for subjects in 2022, we only list what has changed, not what is remaining the same.

Ancient history, GCSE

Art and design, GCSE

Changes for 2022

More information is available from the exam boards:

Astronomy, GCSE

Biblical Hebrew, GCSE

Biology, GCSE

Business, GCSE

Chemistry, GCSE

Citizenship studies, GCSE

Classical civilisation, GCSE

Classical Greek, GCSE

Combined science, GCSE

Changes for 2022

1. Information on some of the exam content has been provided to help students focus their revision.

2. A revised equation sheet has been provided for teaching and learning.

3. A clean copy of the equation sheet will be provided for students in the exams.

4. Teachers can deliver practical work by demonstration.

5. Examiners will build in generosity for students when setting grade boundaries.

More information is available from the exam boards:

Computer science, GCSE

Dance, GCSE

Design and technology, GCSE

Drama, GCSE

Economics, GCSE

Electronics, GCSE

Engineering, GCSE

English language, GCSE

English literature, GCSE

Film studies, GCSE

Food preparation and nutrition, GCSE

Geography, GCSE

Changes for 2022

1. Exams will cover less content than usual.

2. In the exams there will be a choice of content on which students must answer questions.

3. There will be no questions on the student's fieldwork experience.

4. Fieldwork requirements have been relaxed.

5. Examiners will build in generosity for students when setting grade boundaries.

More information is available from the exam boards:

Geology, GCSE

Changes for 2022

More information is available from the exam boards:

History, GCSE

Latin, GCSE

Maths, GCSE

Modern foreign languages, GCSE

Changes for 2022

More information is available from the exam boards:

Music, GCSE

Physical education, GCSE

Physical education (short course), GCSE

Physics, GCSE

Changes for 2022

1. Information on some of the exam content has been provided to help students focus their revision.

2. A revised equation sheet has been provided for teaching and learning.

3. A clean copy of the equation sheet will be provided for students in the exams.

4. Teachers can deliver practical work by demonstration.

5. Examiners will build in generosity for students when setting grade boundaries.

More information is available from the exam boards:

Psychology, GCSE

Religious studies, GCSE

Religious studies (short course), GCSE

Sociology, GCSE

Statistics, GCSE

AS and A levels

Accounting, AS and A level

Ancient history, AS and A level

Art and design, AS and A level

Biblical Hebrew, A level

Biology, AS

Biology, A level

Business, AS and A level

Chemistry, AS

Chemistry, A level

Classical civilisation, AS and A level

Classical Greek, AS and A level

Computer science, AS and A level

Dance, A level

Design and technology, AS and A level

Drama and theatre, AS and A level

Economics, AS and A level

Electronics, AS and A level

English language, AS and A level

English language and literature, AS and A level

English literature, AS and A level

Environmental science, A level

Changes for 2022

More information is available from the exam boards:

Film studies, AS and A level

Changes for 2022

More information is available from the exam boards:

Further maths, AS and A level

Geography, AS

Geography, A level

Geology, AS

Changes for 2022

More information is available from the exam boards:

Geology, A level

Changes for 2022

More information is available from the exam boards:

History, AS and A level

History of art, AS and A level

Latin, AS and A level

Law, AS and A level

Maths, AS and A level

Modern foreign languages, AS and A level

Changes for 2022

1. Information on some of the exam content has been provided to help students focus their revision.

2. Examiners will build in generosity for students when setting grade boundaries.

More information is available from the exam boards:

AQA - Bengali (Listening, Reading, Writing), A level

AQA - French, A level

AQA - French, AS

AQA - German, A level

AQA - German, AS

AQA - Modern Hebrew (Listening, Reading, Writing), A level

AQA - Panjabi (Listening, Reading, Writing), A level

AQA - Polish (Listening, Reading, Writing), A level

AQA - Spanish, A level

AQA - Spanish, AS

Pearson Edexcel - Arabic (2018), A level

Pearson Edexcel - Chinese (2017), A level

Pearson Edexcel - French (2016), A level

Pearson Edexcel - German (2016), A level

Pearson Edexcel - Greek (2018), A level

Pearson Edexcel - Gujarati (2018), A level

Pearson Edexcel - Italian (2017), A level

Pearson Edexcel - Japanese (2018), A level

Pearson Edexcel - Persian (2018), A level

Pearson Edexcel - Portuguese (2018), A level

Pearson Edexcel - Russian (2017), A level

Pearson Edexcel - Spanish (2016), A level

Pearson Edexcel - Turkish (2018), A level

Pearson Edexcel - Urdu (2018), A level

WJEC Eduqas - French, AS and A level

WJEC Eduqas - German, AS and A level

WJEC Eduqas - Spanish, AS and A level

Music, AS and A level

Music technology, AS and A level

Philosophy, AS and A level

Physical education, AS and A level

Physics, AS

Physics, A level

Politics, AS and A level

Psychology, AS and A level

Religious studies, AS and A level

Sociology, AS and A level

Statistics, AS and A level

Background to these changes

Full details of the changes we have made to our rules can be found in the decisions for the consultations ' Proposed changes to the assessment of GCSEs, AS and A levels in 2022' and ' Arrangements for non-exam assessment for qualifications in 2022 '.

Vocational and technical qualifications

Where needed, [awarding organisations are allowed to make adaptations to assessments and qualifications due to the impact of the coronavirus (COVID-19) pandemic. Schools and colleges have already been told what these changes will be, and you should speak to your school or college for further details about your specific qualification.

Accessible version of diagram

Generous grading

Exams will be graded more generously this year providing a safety net for students.

Changes to coursework

Non-exam assessment and fieldwork requirements adjusted, with flexibility in some subjects.

Optional content

There will be less content or fewer topics for students to learn in some GCSEs.

Support materials

Students will get formulae and equation sheets in some exams and won't have to memorise as much.

Advance information

Exam boards will give information on the focus of exams for most subjects to help students revise.

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Subject-by-subject support for GCSE, AS and A level students in 2022

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Overview of the support being provided for each qualification for students taking GCSEs, AS and A levels in 2022.

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JCQ:  Summer 2022 Exams and Advance Information 

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JCQ:  Summer 2022 Exams and Advance Information 

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Updated: 7th February 2022

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A visit to the Museum is a fun and inspirational day out for young people. You can plan a trip to include aspects of the science, geography or art curricula.

Our galleries can cover topics from volcanoes and earthquakes through to evolution and human biology. Our workshops, science shows and self-led activities are for all ages and levels.

These pages can help you plan a day out at either of our Museums. We also have a range of resources to support learning at home or in the classroom.

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A visit to the Museum is a fun and inspirational day out for young people. You can plan a trip to include aspects of the science, geography or art curricula. Our galleries can cover topics from volcanoes and earthquakes through to evolution and human biology.

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Ofqual Dr Jo Saxton: Speech at Sixth Form Colleges Association Conference

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Ofqual Dr Jo Saxton: Speech at Sixth Form Colleges Association Conference

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19th January 2022
Sets out the support for students taking exams and assessments this year, including advance information and a fair approach to grading

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Good morning, everyone. Bill: thank you so much for inviting me. I'm thrilled to be with you, in spirit if not in person.

I first met Bill in something like 2008. I went to see him in his office somewhere high up in Millbank tower. It had the most stunning view across south Westminster. Bill deployed me as a literacy consultant, and not long after, I found myself in a particularly tough new academy in the East Midlands. At that time, challenging educational circumstances on the ground did not include providing and complying with public health measures, and it did not include devising and determining high stakes assessments on top of everything else. Your response to the scale and pace of the change required by the pandemic in the last 2 years is simply breath-taking-more so than any view.

Let me give a sense of scale. Thanks to your commitment and efforts, and those of many thousands of other sector colleagues, despite exams being cancelled, last year 1.2 million students received grades for GCSE, AS and A levels. You, and staff at schools and exam centres, submitted 5.7 million Teacher Assessed Grades for students in England last summer. That includes over 750,000 A level TAGs.

And, in the spring and summer of 2021 alone, thanks again to your efforts, awarding organisations were able to issue over 1 million qualification results to students taking Functional Skills qualifications, Core Maths, International Baccalaureate diplomas, Cambridge Pre-Us, Applied Generals, Tech Levels and others.

2022 is still very young, yet as at today, over 500 regulated assessments and exams have taken place, that's 480,000 entries, or 89% of the January series will have been undertaken, which is extraordinary, given the pressures of the Omicron variant. Once again, in very large part because you have adapted staffing, prioritisation and invigilation, and many of you will have even reorganised your facilities to enable COVID-safe exam sittings to go ahead.

None of us would have chosen this turn of events, and whilst media commentators are right that it has shown the extraordinary purpose, commitment, drive and dedication of those who work in colleges, sixth forms and schools - for which I, and Ofqual of course applaud you - I think there is a bigger point here, and it is about adaptation.

As Darwin and Wallace posited in the 1890s, it is the ability of a species to adapt to its environment that determines its success. The versatility you have all shown over the past 2 years - and the scale of change to qualification and assessment policy and practice that you have realised - must surely exceed that of any generation of educators, certainly in recent history.

And as you know, there are more novel and important adaptations to come, in the form of advance information next month, together with a measured approach to ensure fair grading in the summer. I want to talk to you now about both of these; how they were conceived; why I believe they will help your students, and why they will mark an important staging post in our move back towards normality.

Advance Information

The first point I want to make about advance information is that it's not something we would have contemplated in 'normal times'. In fact, we have gone to great lengths - the whole qualification system has gone to great lengths traditionally - through Ofqual's regulations to reduce the risk of any student or teacher knowing in advance the focus of any exam paper. But we wanted a way to make the exam experience less daunting for students, while also preserving the integrity of the content coverage, as well as preserving the integrity of the assessments themselves.

The whole point is to provide as universal as possible a revision aid for students. And this, combined with the anticipation of a difficult winter, is how policymakers arrived at the 7 February publication date. Any earlier, and content coverage would have been affected; any later and it comes too late in the day for revision to be effective, too late to allow you to recap and review where necessary.

Obviously this is the first time this innovative approach has been taken, and 2022 exam papers were not designed with the publication of advance information in mind. I've no doubt that some people will feel we haven't gone far enough, and others will feel we have gone too far. But the people who matter to me the most are the students - and my sincere hope is that - with guidance from you - they will be able to benefit from the information being shared.

Advance Information is novel for everyone in the exam system. Exam boards have developed it for almost every subject. They've worked at pace to do so in the interests of students. They have done their absolute level best to deliver focused aids, without revealing the questions, and you can imagine that's definitely an art rather than a science. If they'd gone too close to revealing the questions it would have undermined exams and turned them into short-term memory tests rather than true measures of what students have learned, know, understand and can do.

There has been some commentary already about whether advance information will mainly benefit more able students because it might support them to revise for the higher tariff questions.

Of course, much of the advance information gives a steer on how to revise for higher tariff questions, although not all of it.

Bluntly, to focus advance information on low tariff questions would be nonsensical. It would be silly to publish a document that says something like; you will be asked to identify the year in which the Versailles Treaty was signed, or the year in which Magna Carta was signed. Clearly, at that point, the exam would stop being an exam.

But supporting students to revise for higher tariff questions does not mean that advance information will only support the most able students. Higher tariff doesn't necessarily mean harder content. We know that candidates from across all abilities and demographics gain marks across an exam paper and not only in the low tariff questions. And we hope that the benefit of advance information will mean that students who suffered the most disruption, or those who are less able, may gain confidence to tackle elements of a paper that they might previously not have felt confident to try.

And just as much as advance information is a new phenomenon for the boards and for colleges and schools, so is it new for us at Ofqual. It presents us, as the regulator, with a novel and interesting challenge. We have created a regulatory framework for exceptional measures that would, quite simply, have been unthinkable in a normal exam context. The pandemic has required a range of regulatory reprioritisation and adaptation in the same way that you have had to reprioritise and adapt your normal practice. I am clear that our regulations must align to the interests of students - given the impact on their education experience these past 2 years. So, what does this novel situation look like from the regulator's point of view?

First, the tenet must hold true that Ofqual does not see exams before they are sat. That doesn't change this year. Each year the number of people that know the content of live papers before they are sat is very tightly controlled by exam boards, and that's right. That's key to fairness for students, and important to minimise the risk of any leaks. The exam boards are accountable to Ofqual for the quality and security of their papers. And this year they are also accountable to us for the accurate and careful introduction of advance information.

So, our approach has been about putting in place principles to ensure that advance information secures the interests of students and we've set the right regulations to enable that.

In practical terms, that means that we have worked with subject specialists and our assessment design team, and the boards to agree over 300 specifications how the advance information will work. You get a sense of what a dramatic innovation that is for us to have adapted our rules to allow this is, if you recall the outrage some years ago when a broadsheet newspaper sent a journalist to attend an exam board event, at which hints about the focus of certain questions were allegedly provided in this meeting. The scale of that shock really puts this year's innovation into perspective.

I see it as a really exciting adaptation. We will, of course, be monitoring its effect closely. Shortly after publication, we will be reaching out to hear your - and your students' - views on how it delivers the intentions. We will do so again once exams have been sat. There is much to learn from what will happen in the coming months and so we will expand a wide-ranging research programme to evaluate the impact of advance information to inform thinking for future years. But I ask that when you receive the advance information, please do remember the positive intentions behind it - it represents a unique coming together of everybody across the qualification system to act in the interests of students, to provide them with support whilst also enabling the re-instatement of the tried, tested - and trusted - approaches to the awarding of qualifications.

Grading

Our approach to advance information was informed and driven by the views of you and of your students - we heard from teachers who were anxious about their students' ability to cover the full range of subject content. We heard from students about their varied experiences of the pandemic.

This same listening approach was applied to how we've tackled grading too.

It was clear talking to students and their parents, that they wanted to get back to normal, but not to do so in one single leap.

At the end of September, we announced our resulting approach to grading next summer, one intended to be as fair as possible to 2022 students. Fair, because it will provide a safety net to students who have been so affected by the pandemic. Fair, because it will iron out some of the anomalies that have come into play through the non-examined years. Fair because it will secure consistency between subjects and between exam boards. Let's remember too that this year marks the return to exams - the way the qualifications have been designed - with all students assessed in the same way, marked, and graded consistently and externally to the same standard. That, along with advance information which itself provides unprecedented support, represents an unprecedented package of aid.

So, 2022 is a transition year to reflect the realities of the pandemic and that students' education does continue to be disrupted. Remember the package as a whole - it works together as a complete aid and support. You need to not try to pick apart individual elements of it.

The results in 2020 and 2021, when exams were cancelled, were clearly out of line with the results of previous exam years. As we ourselves learn to adapt to living with COVID-19, it is right that we take steps to resume arrangements that are coherent with those from pre-pandemic years. We must do it gradually; and this underpins our so-called midpoint approach.

Let me be clear, there is no single statistical midpoint. There will be no standardisation model to determine students' grades. Grade boundaries for each specification will be set by senior examiners, critically, only after they have reviewed the work produced by students. As a check and balance, of course exam boards will use other evidence, including statistical evidence of how students were graded when exams were last taken, so that grade boundaries do, indeed, deliver this generous midpoint approach. That means you can assure your students and their families that, as regulator, we are doing everything we can to secure approaches to standards which are fair, whichever exam board a student is working with, whichever subject. As regulator, one of the key things that we do is review the results. I started to experience this process for the autumn series. Results across every subject in every board are reviewed in great detail and Ofqual checks the appropriate processes have been followed; considers anomalies with exam boards, before results are issued.

Because the process of determining grade boundaries must follow the act of script marking, which of course follows candidates sitting papers, what we can't tell you is precisely what these arrangements mean for results. But I can assure you that our grading requirements will provide a safety-net for this cohort and it is likely to mean that results overall are higher than in normal years.

Talking to UCAS, and to employers, they wanted to see grades that were closer to the currency they were used to. They also recognised it was not right to implement this in one go. We've heard concerns that repeating 2021 outcomes would likely lead to universities devising alternative entry arrangements and raising the grades on which offers are based. Contributing to a system where that might happen would not actually increase opportunity for students in practice.

Vocational and Technical Qualifications grading

Coherence, parity if you will, between vocational and technical qualifications and general qualifications is really important - and something that the regulatory framework devised during the pandemic better supports than pre-pandemic arrangements.

Ofqual's specific regulatory framework for awarding vocational qualifications in the pandemic requires awarding organisations to secure, as far as possible, that VTQ students are neither disadvantaged nor advantaged compared with their GCSE and A level peers. That principle has not existed in legal regulatory terms before.

Boards will take account, therefore, of the approach for GCSEs and A levels when setting standards in their own vocational and technical qualifications. We, as regulator, will closely monitor the arrangements and look at what awarding organisations are putting in place for their qualifications to ensure they are delivered fairly and are appropriately adapted in the interests of students.

Contingencies

I am really aware that some of you, and your students, would dearly like us to switch off contingencies given the government's confidence and commitment to exams going ahead. But I'm afraid that the need to collect evidence of student performance in case exams don't take place is important. It won't surprise you that I can't agree to turn off those arrangements. Not, of course, that it's entirely in my gift.

As well as showing us your incredible resilience and ability to adapt, the pandemic has also been unpredictable. That's the one predictable thing about the pandemic; it's continually surprised us and caught us off guard. It wouldn't be doing justice to you and your students to stand down contingencies at this time.

I am, nonetheless, hugely sympathetic to how challenging operationally and emotionally for you and your students it is to ride both these horses, but there are no plans to turn off Plan B.

Ofqual: expert and human, regulating in the interests of students

I promised Bill to leave time to take your questions, but before doing that, please allow me to share a little bit about myself, given this is my first chance to speak to you.

I am here today as Chief Regulator, but I am above everything else, like you, an educator.

I thrive in challenging environments - and actually anyone who knows me will tell you that I actively seek them out. Whether that is leading schools in disadvantaged communities, working in central government in the eye of a pandemic, or coming to Ofqual as we move further through the demands and opportunities the pandemic has forced.

For me, there is nothing more important in education than young people getting the qualifications they need to unlock their future. This is something I live and breathe.

I live and breathe it because that was precisely my own experience.

My qualifications opened all sorts of doors for me - including studying and working in six different countries around the world, and I want everyone to have those same opportunities - but especially those from disadvantaged backgrounds.

That's why I am here. Every day I think about those students - those with caring responsibilities at home; those who have a fractured or chaotic home life; those whose families are working second, or even third jobs, to keep their homes warm and food on the table - I want qualifications to work for them in the best way possible, to open doors for them.

These are the students who I've started to talk about as being my compass. Their interests are my true north. And this true north breathes life into Ofqual's statutory objectives.

What flows from that, is an Ofqual which is expert, absolutely, but an Ofqual that must also be human. That means listening - to students of all ages, but also to you, those who teach and lead them. You who make the longlist of qualification choices for them, you who support them as they work towards securing qualifications that have the potential to change their lives.

Over the coming weeks and months, I will be spending time with colleges, sixth forms, schools, different education and training providers in every region of England, so that I can listen to you, to students, to governors and to parents. I want to hear directly about the challenges faced in the qualification system. It's only by hearing and responding to these challenges that I and we at Ofqual can improve how assessment and qualifications work. Some of these things that we'll hear about, Ofqual can do something about. There are others that won't be in our gift, but we can do our best to play our active part in the system which we regulate on behalf of students.

I've so far been lucky enough to visit some colleges in the West Midlands and some schools in the south west. Some of this listening work will happen virtually so that the pandemic doesn't slow us down, nor interrupt your day too much.

What's important is that the insights we gain from you, your students and their families, inform our decisions. To those who think accessible qualifications are dumbing down, I say there is no better illustration of the importance of the power of the functional skills curriculum and those qualifications that enable entry into employment, than what I saw at Hereward College. There I met Sophie and Akram who were developing and practising functional skills in the college's hospitality training centre. Graduates of the college dramatically exceed national averages of employability for those with SEND, and those 2 were well on their way to being able to be employed by a national hotel chain. I am proud that one of the first decisions taken during my tenure as Chief Regulator was to publish a consultation on improving the accessibility of assessments, and another decision on the regulation of reformed digital functional skills. These are live examples of acting in the interest of students.

From visiting Walsall College, I gained real insight into how working with a range of awarding organisations can really meet a college's needs. The Walsall team shared how, while the larger AOs (awarding organisations) have the breadth and can deliver at scale, it is often the smaller ones - many of whom offer the end-point assessments for apprentices - who offer a personal and flexible approach to assessment bookings, which is really useful to help provide confidence and support, and take an element of stress out of the system as apprentices get closer to being ready to take their end point assessment. Accordingly, we will continue to be nuanced in our consideration of applications by organisations seeking entry to this sector and to our recognition. Assessment and organisational capacity must be balanced with a student-centric culture.

Conclusion

Listening to and acting in the interests of students is the true north for everything I will do as Chief Regulator. The context we must navigate together is one of adaptation and innovation, crystalised by the pandemic. But it also a time of reform, already in train pre-pandemic - T Levels, apprenticeship expansion, among others.

I have not even touched on the possibilities afforded by technology and other innovations. I am convinced of the opportunities they present to improve assessments for students and apprentices - to make them more accessible, more valid, more reliable. We will work together on these in the coming years. We need to ensure that both what we assess and how we assess it stays relevant to needs of employers and society at large.

We share, I have no doubt, a commitment to ensuring that qualification evolution is squarely in the interests of students and apprentices. I am hugely grateful to teachers in colleges, schools and training providers across the country, for the vital part they will play as we navigate the way forward together.

Thank you.

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Dr Jo Saxton at Sixth Form Colleges Association conference

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The Chief Regulator sets out the support for students taking exams and assessments this year, including advance information and a fair approach to grading.

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https://www.coolgeography.co.uk/

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A website to help students of geography learn more about the subject.

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AQA: GCSE Geography: Virtual Communities- EofE

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AQA: GCSE Geography: Virtual Communities- EofE

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16:00-17:15
14th March 2022

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GCSE Geography: Virtual Communities - Spring 2022 - East (East Midlands, East of England)

Course summary

Facilitated by AQA Geography specialists, these free 'local' virtual twilight sessions.

Participants will be able to use text and audio chat facilities in an online environment to discuss relevant topics.

We will share any relevant updates and resource developments from AQA and our AQA family.

The session will focus on strategies to encourage student success with paper 3. With the following objectives:

To evaluate strategies to deliver unseen fieldwork.

To evaluate strategies to deliver the pre-release.

To evaluate strategies to prepare students for paper 3 exam questions.

Places are limited to one per school/college per series.

Your centre number is required for you to access all AQA courses.

Course reference

GEOGVW9 - use this in communications with us.

Course description

You will network with peers, AQA subject specialists or other expert partners to share and develop ideas and progression strategies that maximise achievement.

This is an opportunity to work with other teachers, as an interactive follow up to our Autumn online training in Progression at Key Stages 4.

Following the VC, you will also get access to a facilitation pack to help embed your learning with your teams.

This term's meeting will focus on strategies to support teachers and students with paper 3 in 2022.

The meeting will cover the following:

Unseen fieldwork: What strategies can be used to promote understanding for the unseen fieldwork element of the specification?

Pre-release: What strategies could be used to support the delivery of the pre-release materials?

Paper 3 exam skills: What strategies can be used to improve the success rate with paper 3 exam questions

* Please test and bring a working microphone as you will have the ability to chat with other participants should you wish.

Suitable for

Current and potential teachers of GCSE Geography.

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Facilitated by AQA Geography specialists, these free 'local' virtual twilight sessions. Participants will be able to use text and audio chat facilities in an online environment to discuss relevant topics. We will share any relevant updates and resource developments from AQA and our AQA family.

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AQA: Alevel Geography - Supporting student exam preparation

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AQA: Alevel Geography - Supporting student exam preparation

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16:00-17:00
8th March 2022

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A-level Geography: Supporting student exam preparation

Course summary

This free of charge training event will aim to strengthen teacher confidence, in supporting students preparing for exams.

Places are limited to one place per school/college per series

These courses will NOT cover detail of advanced notice to Summer 22 papers

Course reference

GEOAXW1 - use this in communications with us.

Course description

Reinforcing key messages and skills

Getting the basics right

Approaches to exam technique

Signposting and highlighting key resources

Please note: any references to student work will exclude responses to the 2020 examination papers

Suitable for

All teachers of A-level Geography.

# data[].attributes.attachment_link.description
This free of charge training event will aim to strengthen teacher confidence, in supporting students preparing for exams. Places are limited to one place per school/college per series These courses will NOT cover detail of advanced notice to Summer 22 papers GEOAXW1 - use this in communications with us.

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Ofqual: Letter to schools - Advance information

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Ofqual: Letter to schools - Advance information

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Published: 9th December 2021

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I write to update you about the nature of the advance information, on the content of some GCSE, AS and A level exams, which the exam boards will be publishing by 7 February 2022.

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Practical Ethics and Responsibility Competition

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Practical Ethics and Responsibility Competition

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Y11/12/13
Deadline: 10th January 2022.

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Practical Ethics and Responsibility Competition

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Video competition for School Years 11-13

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https://www.eventbrite.co.uk/e/ga-teaching-with-gis-a-beginners-guide-alistair-hamill-tickets-216146428787?aff=erelexpmlt

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ga - teaching with gis: a beginner's guide (alistair hamill)

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ga - teaching with gis: a beginner's guide (alistair hamill) tickets

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GA - Teaching with GIS: A Beginner's Guide (Alistair Hamill)

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Eventbrite - School of Natural and Built Environment (NBE), Queen's University Belfast presents GA - Teaching with GIS: A Beginner's Guide (Alistair Hamill) - Monday, 29 November 2021 - Find event and ticket information.

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- Advance information on exams will be available from 7th February 2022
- Examples of the Advance information format available in the JCQ document
- Useful for GCSE revision is the Get to grips with Geography command words booklet
- Now available is a series of new example student responses and commentaries for all GCSE Geography units:- E-learning module available for
- GCSE Geography: Mark scheme guidance and application
A-level Geography: Mark scheme guidance and application
- Supporting student exam preparation Online Course:
GCSE Geography, 7th February 2022
A-level Geography, 18th February 2022

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Get to grips with Geography command words Booklet

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Get to grips with Geography command words Booklet

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A series of new example student responses and commentaries for all GCSE Geography units

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A series of new example student responses and commentaries for all GCSE Geography units

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To support you in preparing your students for the 2022 exams and onwards, we've created a series of new example student responses and commentaries for all GCSE Geography units:

Living with the physical environment (8035/1)

Challenges in the human environment (8035/2)

Geographical Applications (8035/3).

Examples are taken from the 2020 series and the resources can be found on Centre Services.

Our GCSE Geography guide to understanding command words and reinforcing core exam skills is also available. Complete with key information about question types, command words and assessment objectives - our guide is designed for you to use with your students. Examples illustrate how marks are awarded and best practice techniques to overcome common mistakes and misunderstandings. The guide can be found in teaching resources on our qualifications page.

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GCSE Geography: new example responses available

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To support you in preparing your students for the 2022 exams and onwards, we've created a series of new example student responses and commentaries for all GCSE Geography units: Living with the physical environment (8035/1) Challenges in the human environment (8035/2) Geographical Applications (8035/3).

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JCQ: Advance Information for Qualifications in 2022

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JCQ: Advance Information for Qualifications in 2022

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GCSE Geography: Supporting student exam preparation

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GCSE Geography: Supporting student exam preparation

# data[].attributes.body
4-5pm, 7th February 2022

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GCSE Geography: Supporting student exam preparation

Course summary

This free of charge training event will aim to strengthen teacher confidence, in supporting students preparing for exams.
Places are limited to one place per school/college per series

Your centre number is required for you to access all AQA courses.

Course reference

GEOGXW1 - use this in communications with us.

Course description

Reinforcing key messages and skills

Getting the basics right

Approaches to exam technique

Signposting and highlighting key resources

Please note: any references to student work will exclude responses to the 2020 examination papers

Suitable for

All teachers of GCSE Geography.

# data[].attributes.attachment_link.description
This free of charge training event will aim to strengthen teacher confidence, in supporting students preparing for exams. Places are limited to one place per school/college per series Your centre number is required for you to access all AQA courses. GEOGXW1 - use this in communications with us.

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A-level Geography: Supporting student exam preparation

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A-level Geography: Supporting student exam preparation

# data[].attributes.body
4-5pm, 18th January 2022

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A-level Geography: Supporting student exam preparation

Course summary

This free of charge training event will aim to strengthen teacher confidence, in supporting students preparing for exams.

Places are limited to one place per school/college per series

These courses will NOT cover detail of advanced notice to Summer 22 papers

Course reference

GEOAXW1 - use this in communications with us.

Course description

Reinforcing key messages and skills

Getting the basics right

Approaches to exam technique

Signposting and highlighting key resources

Please note: any references to student work will exclude responses to the 2020 examination papers

Suitable for

All teachers of A-level Geography.

# data[].attributes.attachment_link.description
This free of charge training event will aim to strengthen teacher confidence, in supporting students preparing for exams. Places are limited to one place per school/college per series These courses will NOT cover detail of advanced notice to Summer 22 papers GEOAXW1 - use this in communications with us.

# data[].attributes.headline
A-level Geography: Mark scheme guidance and application

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A-level Geography: Mark scheme guidance and application

# data[].attributes.body
E-learning
25 November 2021 to 31 March 2022

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A-level Geography: 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, you can access the module as many times as you wish until 31 March 2022.

Please note that this course does not contain any information about assessment for Summer 2022.
Your centre number is required to access all AQA courses.
Course reference

GEOAOE3 - 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 A-level Geography.

# data[].attributes.attachment_link.description
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, you can access the module as many times as you wish until 31 March 2022.

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GCSE Geography: Mark scheme guidance and application

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GCSE Geography: Mark scheme guidance and application

# data[].attributes.body
E-learning
25 November 2021 to 31 March 2022

# data[].attributes.attachment_link.description
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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Ofsted: Iain Freeland, HMI, Subject Lead geography

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Ofsted: Iain Freeland, HMI, Subject Lead geography

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26th October 2021

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A webinar from the East of England region - geography curriculum

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AQA Update - Using November Papers as Mocks

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AQA Update - Using November Papers as Mocks

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All Exam Boards: GCSE Geography Guidance for 2022

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All Exam Boards: GCSE Geography Guidance for 2022

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Browse the menu above or search our site to find the information you need.

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Because of the ongoing impacts of the Coronavirus (COVID-19) pandemic, there are some changes to how A-level Geography will be assessed in 2022.

These changes are for 2022 only.

What you need to know

Fieldwork is not required

Flexibility in how students collect primary data

Advanced information on exams

Fieldwork not required

Students do not need to complete four days of fieldwork.

This means you do not need to submit a centre declaration form to say that students have been given the opportunity to undertake fieldwork.

Whilst it is not required, we still encourage you to plan and deliver as much fieldwork as possible.

Flexibility in collecting primary data

Students must still collect primary data for the Independent Investigation (NEA). However, there is flexibility in how this can be achieved safely.

Students can use technology to collect primary data virtually. This means if students are unable to collect primary data in the traditional way (in the field) they can still access the full range of marks. See examples of collecting primary data virtually.

Students must still use a mix of primary date and secondary data. However, they can make greater use of secondary sources for 2022 assessment.

Students are still able to use unmanipulated (raw) data such as census, USGS or meteorological data as a secondary data source.

It's important that students maintain independence. Teachers are still not permitted to provide students with data sets, lists of titles or provide feedback on draft work.

Advance information on exams will be available

To help students focus their exam preparation, there will be advance information on what exams will cover.

This advance information will be available by 7 February 2022, or sooner if the pandemic worsens.

In the meantime, the Joint Council for Qualifications (JCQ) has published guidance for teachers and students on the use of advance information for 2022.

No other changes

There are no other planned changes to our A-level Geography specification or assessments.

Component 7037/1 (Paper 1: Physical Geography) and 7037/2 (Paper 2: Human Geography) will be assessed as normal.

Students will be required to complete the NEA for 7037/C: Independent Investigation and corresponding Candidate Record Form (CRF).

Help and support

For further help and support delivering A-level Geography for assessment in 2022, please contact us.

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Because of the ongoing impacts of the Coronavirus (COVID-19) pandemic, there are some changes to how A-level Geography will be assessed in 2022. These changes are for 2022 only. Fieldwork is not required Flexibility in how students collect primary data Advanced information on exams Students do not need to complete four days of fieldwork.

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Edexcel: NEW Summer 2022 exam series weightings

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Edexcel: NEW Summer 2022 exam series weightings

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Published: 6th October 2021

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Geography B (9-1) from 2016 | Pearson qualifications

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Here you'll find everything you need to prepare for GCSE (9-1) Geography B including our specification and sample assessment materials.

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DfE: Contingency arrangement for awarding qualifications in summer 2022

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DfE: Contingency arrangement for awarding qualifications in summer 2022

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Updated: 11th November 2021

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Contingency arrangements: GCSE, AS, A level, Project and AEA

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Consultation proposals for contingency arrangements for the award of GCSE, AS, A level, Project and AEA qualifications in 2022.

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DfE: Guidance for schools/colleges on contingency arrangements for GCSEs, AS and A levels in summer 2022

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DfE: Guidance for schools/colleges on contingency arrangements for GCSEs, AS and A levels in summer 2022

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Published: 11th November 2021

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Arrangements for exams and non-exam assessments for students taking qualifications in summer 2022.

Details

The government is clear that students entering GCSEs, AS or A levels in 2022 should expect to take exams in the summer and complete any non-exam assessments in the usual way throughout the year.

In recognition of the fact that students' education has been disrupted by the pandemic, they will be given extra help to prepare for their exams, as detailed in this publication.

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Guidance on contingency arrangements for GCSEs, AS and A levels in summer 2022

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Arrangements for exams and non-exam assessments for students taking qualifications in summer 2022.

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Summary of changes to the assessment of GCSEs, AS and A levels in 2022

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Summary of changes to the assessment of GCSEs, AS and A levels in 2022

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Ofqual: Changes to the assessment of GCSEs, AS and A levels in 2022

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Ofqual: Changes to the assessment of GCSEs, AS and A levels in 2022

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This consultation has concluded

Download the full outcome

Detail of outcome

In summary, these decisions mean that for summer 2022:

1. There will be optional topics and content in GCSE English literature, history, ancient history and geography. Ofqual will require exam boards to change how they assess these subjects to reflect the expected changes to the way the subject content is assessed, as proposed in the consultation.

2. Centres will be allowed to deliver practical work in GCSE biology, chemistry, physics, combined science, geology and astronomy, AS level biology, chemistry, physics and geology, and AS and A level environmental science by demonstration. We would encourage centres to continue to make available hands-on practical activities for their students wherever possible. This does not require changes to the assessment arrangements that the exam boards have in place for each of these specifications.

3. Centres will be allowed to assess the Common Practical Assessment Criteria (CPAC) across the minimum number of practical activities required to enable students to demonstrate their competence in A level biology, chemistry, physics and geology.

4. Exam boards can carry out remote monitoring of centres' application of the CPAC.

5. Students taking GCSE, AS and A level art and design will be assessed on their portfolio only.

6. Exam boards will provide advance information about the focus of the content of the exams for all GCSE, AS and A level subjects (except GCSE English literature, history, ancient history and geography) for the summer 2022 exams. The advance information will meet the principles set out in the consultation document.

7. The policy intention of providing advance information is that it will support students' revision. Therefore, the DfE has confirmed that advance information will be provided by 7 February 2022 at the latest. This will enable teachers to plan to adapt their teaching in the second half of the spring term if necessary. DfE has also decided to retain the flexibility for advance information to be deployed at other points ahead of 7 February 2022 if circumstances require. At least a week's notice will be given if it is decided that advance information will be released earlier than 7 February 2022.

8. Students will be given a formulae sheet for GCSE mathematics in summer 2022. Exam boards will provide copies of the formulae sheet for use in teaching and to ensure that students are familiar with it prior to the exams. Clean copies of the formulae sheet will be provided in the exams.

9. Students will be given a revised equation sheet for GCSE physics and combined science in summer 2022, covering all the equations required in the subject content. Exam boards will provide copies of the equation sheet for use in teaching and to ensure that students are familiar with it prior to the exams. Clean copies of the equation sheet will be provided in the exams.

Feedback received

Detail of feedback received

The consultation was available online for 21 days and received 6,725 responses. It gathered views on the following proposals:

choice of topics in GCSE English literature, history, ancient history and choice of content in GCSE geography

changes to the requirements for the delivery of practical activities in science subjects, and assessment in art and design

the provision of advance information on the focus of the content of exams, in the majority of subjects at GCSE, AS and A level

the provision of support materials in GCSE mathematics, physics and combined science exams

Several themes were suggested by respondents across multiple questions. To avoid duplicating analysis, these themes are summarised below.

First, many respondents emphasised that proposed changes to summer 2022 exams and assessments needed to be announced as soon as possible to provide staff sufficient time to plan (adjusting curriculums and mock exam materials and so on). Reasons provided by respondents included the fact that last-minute announcements would increase workloads and place additional pressure on students and teachers. In addition, respondents mentioned that earlier announcements would allow students more time to familiarise themselves with additional materials (such as revised equation sheets).

Second, some respondents noted the variation in students' experiences regarding remote learning over the past two years, with some schools and colleges facing more frequent lockdowns and self-isolation events than others, and that this should be taken into account in any proposed change. Similarly, respondents brought up the concept of a "level playing field" for students and expressed concerns over proposals where, in their opinion, some students or schools and colleges may be disadvantaged relative to others.

Third, respondents suggested several modifications for exams, including lengthening the time students had to complete the exam, dividing exams into shorter papers, allowing students to choose topics to respond to on the day of the exam or reducing the number of exam papers students had to complete. In particular, some respondents stated they had faced difficulties in covering the specification during remote learning, and reducing the number of exam papers or allowing students to choose topics would reduce pressure on students caused by missed learning time. Respondents also mentioned that the subject content across many GCSE, AS and A level subjects should be reduced.

Fourth, some respondents expressed concern that the DfE and Ofqual's proposed changes were limited to a specific set of qualifications, in particular the absence of modifications to A Level subjects compared to equivalent GCSE subjects.

Fifth, many respondents generally agreed with proposals to carry over changes proposed in previous consultations in 2020 and 2021, as consistency would reduce the amount of time teachers and other staff would need to prepare for the upcoming year.

Sixth, a number of respondents who disagreed with proposals on choice of topic/content or advance information believed that these proposals would lead to grade inflation for certain students. Because these proposals would narrow the focus of exams (compared to the full specification), in their view the proposals would advantage students with resources for external tutors. As a result, proposals to provide choice of topic/content or advance information would make it difficult to differentiate between "good" and "excellent" students.

Finally, a small proportion of respondents across all respondent types called for exams to be cancelled and students to be assigned teacher assessed grades (as in summer 2021). Alternatively, respondents proposed that no modifications be made to exams and assessments in summer 2022 (compared to before the pandemic) and instead grade boundaries should be adjusted to account for varying difficulties of exams due to lost learning time.

Original consultation

Summary

A joint consultation published by Ofqual and the Department for Education on proposed changes to the assessment of GCSEs, AS and A levels in 2022.

This consultation ran from

Consultation description

This joint consultation by the Department for Education and Ofqual invites your views on proposed adaptations to the assessment of GCSEs and GCE AS and A levels for students in England taking exams in summer 2022. A separate but related consultation on proposed changes to assessments for vocational and technical qualifications (VTQs) in the 2021 to 2022 academic year is taking place.

These proposals are made in the context of the coronavirus (COVID-19) pandemic, which has disrupted education during the current (2020 to 2021) and previous (2019 to 2020) academic years. This consultation covers the arrangements for exams and assessments to be taken in summer 2022 in light of this disruption and uncertainty about the continuing impact of the pandemic over the coming academic year.

The proposals take account of the responses Ofqual received to its consultations on qualifications in July and December 2020, as well as more recent discussions with stakeholders. The proposals are in addition to the changes to non-exam assessment (NEA) and fieldwork requirements for summer 2022 which were confirmed by Ofqual on 16 June following consultation.

This consultation proposes a package of measures to help mitigate the impact of disruption to students' education, and seeks views on proposals on the following areas:

choice of topics in GCSE English literature, history, ancient history and choice of content in GCSE geography

changes to the requirements for the delivery of practical activities in science subjects, and assessment in art and design

the provision of advance information on the focus of the content of exams, in the majority of subjects at GCSE, AS and A level

the provision of support materials in GCSE mathematics, physics and combined science exams

Documents

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Proposed changes to the assessment of GCSEs, AS and A levels in 2022

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A joint consultation published by Ofqual and the Department for Education on proposed changes to the assessment of GCSEs, AS and A levels in 2022.

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Learn more about changes to exams and assessment in 2021. Discover Get ready for grading - our support programme for teachers - and more

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24th November 2021

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Course overview

Join Rob, Kate, Judy and Simran, four experienced Heads of Geography, to understand and explore what it means to lead a successful department. Drawing on research by Baars et. al. (2016), this eConference will begin by considering what a successful geography might look like before moving on to explore the importance of a clear vision and how this can be implemented through the curriculum. Understanding your role as a geography subject lead is important to a department's success and so the third session will consider the difference between leadership and management, before considering how you can develop your team through engaging with effective professional development. The day will conclude with a Q&A session where you can put your questions on geography subject leadership to the panel.

Supporting research/references

The chapter on leading a geography department in the Handbook of Secondary Geography (Owen, 2017) examines the elements that make up subject leadership, from co-constructing a shared vision, through ongoing departmental evaluation and cultivating leadership in others, to knowledge how best to promote the subject and department both within and beyond the school.

Glesinger et. al. (2017) give their views, as experienced secondary geography leaders, on the challenges and rewards of the leadership role.

Key learning aims

To better understand the behaviours, practices and characteristics of an effective geography leader and their department.

To critically reflect on the difference between being a subject leader and being a manager.

To better understand how the team can be developed through engaging with effective and subject-specific professional development.

Expected impact on teachers

Increased understanding and confidence of the behaviours, practices and characteristics of being an effective geography leader

Increased knowledge and understanding of the differences between subject leadership and management

Increased knowledge and understanding of how the team can be developed by engaging in effective and subject-specific professional development.

Expected impact on student outcomes

An effective and successful geography department is more likely to provide students with a quality curriculum and experience of the subject.

Students are therefore more likely to enjoy their studies, have confidence in their geography teachers and generally have more positive outcomes.

Course programme

Session 1 - What does a successful geography department look like?

Session 2 - Developing a vision and implementing it in the curriculum

Session 3 - Leadership and management: understanding your role

Session 4 - Developing your geography team: engaging with effective CPD

Session 5 - Q&A with experienced geography leaders

Course presenters

Rob Chambers, Kate Stockings, Judy Hills and Simran Jouhal

Registration fees

GA Personal/Group/Concessionary Member: £60

Non-members: £90

Members get the GA Professional Passport included the course fee. All delegates will receive a recording of the course to watch as many times as you want as well as ongoing support from the presenters.

When & Where

Show Past Events

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Heads of geography eConference: Leading a successful department

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Course overview Join Rob, Kate, Judy and Simran, four experienced Heads of Geography, to understand and explore what it means to lead a successful department. Drawing on research by Baars et. al. (2016), this eConference will begin by considering what a successful geography might look like before moving on to explore the importance of a clear vision and how this can be implemented through the curriculum.

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RGS & AMSP: Maths for A-level Geography - Online

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RGS & AMSP: Maths for A-level Geography - Online

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Starting 5th October 2021

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Overview
This event is part of the Geography and Core Maths Initiative, which is being run in conjunction with the Royal Geographical Society (with IBG) For further information and resources see www.rgs.org/geomaths.
These free, online sessions are for geography teachers who wish to build their confidence in teaching the mathematical content of A Level Geography. The seven sessions will look at a range of statistical content. During the sessions we will model approaches to teaching mathematical content and share ideas on how to engage students in meaningful discussions about data in geography.

The course will include a joint session with other subjects, demonstrating the power of using the free software Desmos in teaching and the links between the Level 3 Core Maths course and other subjects.

Aims

Develop confidence in teaching the mathematical elements of geography

Understand how studying Core Maths will support with the mathematical components of geography

Network and share ideas with other teachers

Who will benefit from attending?

These sessions are aimed at teachers of geography who would like to increase their confidence in teaching the mathematical content of the subject.
In the first session, no prior knowledge or experience will be assumed. Subsequent sessions may build on mathematical knowledge covered in prior sessions so it will be helpful, but not essential, for you to attend the entire series.
Materials and Equipment

We aim to emulate as much of the 'face-to-face' experience as possible and give delegates opportunities to discuss ideas with each other in breakout rooms. Participants should expect to be proactive in communicating during sessions, so we strongly encourage the use of microphones and webcams.

Other Information

These events will be run in Zoom. Teachers who sign up will be emailed in the days prior to the sessions and again on the day of each session with a link to register for the meeting in order to receive a link to the Zoom room.

Eligibility

Due to the way we are funded, priority will be given to teachers from state-funded schools and colleges in England and trainee geography teachers. Teachers from other institutions are very welcome to apply and will be accepted if we have capacity.

Cost

The course will be free to attend.

Study Schedule

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This event is part of the Geography and Core Maths Initiative, which is being run in conjunction with the Royal Geographical Society (with IBG) For further information and resources see www.rgs.org/geomaths. These free, online sessions are for geography teachers who wish to build their confidence in teaching the mathematical content of A Level Geography.

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The National College: An Insight into Ofsted's Research Review - Online - 19/20 July 21

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The National College: An Insight into Ofsted's Research Review - Online - 19/20 July 21

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This webinar will provide headteachers, curriculum leaders, subject leaders, teachers and practitioners with insight into Ofsted's Research review series: geography which provides an evidence-based conception of a high-quality geography curriculum to support Ofsted's inspection judgements, and can be used to guide curriculum planning.

Ofsted is publishing a series of research reviews, each identifying factors which can contribute to high-quality curricula, assessment, pedagogy and systems in a specific subject. They can be used by subject and curriculum leaders to inform provision, particularly timely as schools face the challenge of catching up after remote education.

In this webinar, Mike Chiles, principal examiner, curriculum development expert, school leader and author of The CRAFT of assessment, will explain the principles behind Ofsted's research reviews and provide an insight into the content of the Research review series: geography including the national context, factors affecting the quality of geography education, curriculum progression, pedagogy, assessment and decision-making.

Being able to make curriculum decisions which are informed by Ofsted's conception of a high-quality geography curriculum as established in its Research review series: geography.

Appreciating the background to and rationale for Ofsted's publication of the research review series as part of a wider school improvement initiative.

Understanding the importance of careful selection of content to achieve a balance between breadth of coverage and depth of study.

Being able to establish a progression model which precisely identifies and clearly sequences what pupils need to know so that they can build and link knowledge.

Identifying approaches to pedagogy and assessment and systems which can together contribute to a high-quality geography provision.

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Remote video CPD to empower school leaders | The National College

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This webinar will provide headteachers, curriculum leaders, subject leaders, teachers and practitioners with insight into Ofsted's Research review series: geography which provides an evidence-based conception of a high-quality geography curriculum to support Ofsted's inspection judgements, and can be used to guide curriculum planning.

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15th-19th November 2021

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Too many young Americans are unable to make effective decisions, understand geo-spatial issues, or even recognize their impacts as global citizens. National Geographic created Geography Awareness Week to raise awareness to this dangerous deficiency in American education and excite people about geography as both a discipline and as a part of everyday life.

Each year more than 100,000 Americans actively participate in Geography Awareness Week. Established by presidential proclamation more than 25 years ago, this annual public awareness program encourages citizens young and old to think and learn about the significance of place and how we affect and are affected by it. Each third week of November, students, families and community members focus on the importance of geography by hosting events; using lessons, games, and challenges in the classroom; and often meeting with policymakers and business leaders. Geography Awareness Week is supported by access to materials and resources for teachers, parents, community activists, and all geographically minded global citizens.

Follow along on social with #GeoWeek and #ThatsGeography.

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Too many young Americans are unable to make effective decisions, understand geo-spatial issues, or even recognize their impacts as global citizens. National Geographic created Geography Awareness Week to raise awareness to this dangerous deficiency in American education and excite people about geography as both a discipline and as a part of everyday life.

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Whitlingham Adventure: Lowland Expedition Leaders Award

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Whitlingham Adventure: Lowland Expedition Leaders Award

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Starting 17th November 2021

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Ofsted: New Inspection Handbook for Sep 21

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Ofsted: New Inspection Handbook for Sep 21

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Updated 27th August 2021

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Ofsted guidance on inspecting maintained schools and academies in England under the education inspection framework.

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Ofsted guidance on inspecting maintained schools and academies in England under the education inspection framework.

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Geographical Association - For Geography Teachers

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The place for geography teachers to find events, training, resources and news about geography.

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Browse our in-person and online events, including our Monday night lectures, regional events and teacher CPD sessions.

If you miss an event, you can catch up on a selection of our talks on demand.

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Browse our in-person and online events, including our Monday night lectures, regional events and teacher CPD sessions. If you miss an event, you can catch up on a selection of our talks on demand.

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National Association for Environmental Education (NAEE)

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National Association for Environmental Education (NAEE)

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Gillian Keegan Letter - The Secretary of State's response to questions from Teach the Future is online here. . Wednesday 4 October - A reminder that, from this date, all schools, nurseries and...

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National Association for Environmental Education - NAEE

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National Association for Environmental Education, NAEE has have been promoting all forms of environmental education so that together we can understand and act on the need to live more sustainably in order to protect the future of our planet.

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Shared - Closing the Word gap Activities

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Shared - Closing the Word gap Activities

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The word gap - or vocabulary gap as it is also known - is having an enormous impact on our students' futures.

What is the effect of the word gap?

Limited vocabulary prevents students from accessing their learning, developing self-esteem, and enjoying meaningful social interactions, severely affecting their future life chances. And over 60% of secondary teachers surveyed for the Oxford Language Report Why Closing the Word Gap Matters believe this vocabulary deficit is increasing.

How can we address the word gap?

In partnership with Oxford University Press, Closing the word gap: activities for the classroom - secondary aims to help schools address this issue. It is free to all, and provides strategies and practical ideas to develop a vocabulary-rich environment, build vocabulary, and foster a love of language in every secondary classroom, whatever the subject.

Starting with guidance for senior managers, SENDCos, or literacy leaders on developing a whole-school policy for closing the gap, Closing the word gap: activities for the classroom - secondary is divided into sections for English, maths, science, geography, and history teachers, each featuring two further sections: Vocabulary for your subject and Vocabulary to improve your students' writing.

Featuring advice on using word banks, making links between key terms, teaching etymology and morphology, and vocabulary for exams, the geography section also includes strategies and activities for: identifying students' vocabulary range, global reading (with suggestions for stories and adventures to introduce different topics), sounding like a geographer, locating mistakes, and giving feedback.

Free and relevant to all

Whilst students with special educational needs or those with English as an additional language may be considered more likely to have a word gap, the Oxford Language Report shows that, in fact, this is an issue affecting all students. Therefore, the activities in Closing the word gap: activities for the classroom have been designed to take into account the needs of students from a variety of backgrounds - disadvantaged or otherwise - and can be adapted to suit different levels of attainment.

The issue isn't just relevant to the secondary phase;Closing the word gap: activities for the classroom - primary looks at strategies and ideas to address the word gap in primary schools - from those all-important early years (EYFS) through to the end of KS2.

With a foreword by Geoff Barton, Closing the word gap: activities for the classroom is free to all and a must for all secondary schools.

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Closing the word gap - practical activities for geography teachers - Teachit Geography

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The word gap - or vocabulary gap as it is also known - is having an enormous impact on our students' futures. What is the effect of the word gap? Limited vocabulary prevents students from accessing their learning, developing self-esteem, and enjoying meaningful social interactions, severely affecting their future life chances.

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Bridging the learning gap caused by COVID-19 and providing support for students who have fallen behind academically is a key challenge for all schools, but learning loss has been particularly severe for some. The attainment gap will inevitably widen as a result of recent school closures (EPI, 2020), with year group / bubble quarantining posing an ongoing concern.

Unfortunately, students with a vocabulary deficit are at a further disadvantage, and studies have shown that this word gap affects their progress, wellbeing and lifelong prospects (OUP, 2018).

A positively framed 'recovery curriculum' (Carpenter and Carpenter, 2020) can help to set the tone and context for this year's learning, but many schools are focusing on cornerstones of learning - reading, writing and oracy - with vocabulary development at the core of their curriculum design.

For Mary Myatt, vocabulary is one of the 'instruments' of curriculum development (2018), and the Education Endowment Fund also emphasises the importance of aligning vocabulary instruction with curriculum development. The EEF report, 'Improving Literacy in Secondary Schools' (2019) advocates targeted vocabulary development in every subject, and for subject teachers to develop direct and indirect approaches to teaching new words, and to make explicit word links between subjects.

Three research schools have shared their experiences of explicitly focusing on vocabulary development. Huntingdon has introduced a vocabulary-led curriculum, opening 'word doors' for their students. Durrington High School began a whole-school literacy focus in 2017 based on explicit vocabulary instruction with investment in staff CPD. Now all curriculum areas have adopted evidence-based practices for vocabulary instruction, and the school has five-year vocabulary curriculum maps.

Greenshaw High School wanted to remove the 'tendency to see vocabulary teaching as additional to the curriculum rather than it being equivalent to the curriculum...'. Their 'Big words for Big Ideas' project has helped to introduce over a thousand new words to KS3 students.

Feldman and Kinsella (2004) stress the importance of four key elements to support vocabulary development, which can be easily embedded into a whole-school approach:

the importance of reading widely (including fiction and non-fiction texts)

explicit teaching of important individual words

teaching students the skills to help them to learn new words independently

fostering 'word consciousness'.

We can all help to change the 'word poor' into the 'word rich' (Quigley, 2018) by providing an enriched language environment, by focusing on students' oracy and written skills and by celebrating new words and exploring their variety.

In collaboration with Oxford University Press, we've created a wide range of materials to support vocabulary development and close the word gap:

Secondary word gap resources:

In Closing the word gap: activities for the classroom, you'll find classroom strategies, teaching ideas and lesson resources for secondary English, maths, science, history and geography teachers, along with a guide to developing a whole-school vocabulary policy. There is also a new Accelerating vocabulary development at secondary school pack, with games, teaching and lesson ideas to fast track vocabulary growth in all subjects.

Our Word gap templates include adaptable classroom templates and display ideas to help students to develop their own vocabulary and have fun with words, while supporting the explicit teaching of tier 2 and tier 3 vocabulary. Our Word gap posters also provide engaging visual cues and help you to build a vocabulary-rich learning environment.

Engage parents in closing the word gap, our KS2-3 transition support guide offers suggestions to share with feeder schools and parents of new year 7s to encourage reading for pleasure and help parents to find ways to talk more at home.

With other year groups, share this Word gap toolkit for parents, with 18 simple ideas to engage parents in closing the word gap, including suggestions for talking more together, encouraging reading for pleasure and sharing an interest in words.

If you're a tutor, you'll find ideas for displays, word games and reading for pleasure to embed vocabulary development into your daily interactions with tutees: 20 ideas for closing the word gap in tutor time.

Further reading
Education Policy Institute (2020) Preventing the disadvantage gap from increasing during and after the Covid-19 pandemic

Education Endowment Fund (2020) Covid 19 support guide for schools

Carpenter, B. and Carpenter, M. (2020) A Recovery Curriculum: Loss and Life for our children and schools post pandemic

Myatt, M. (2018) The Curriculum Gallimaufry to coherence (John Catt)

Education Endowment Fund (2019) Improving Literacy in Secondary Schools

Oxford University Press (2018) Why Closing the Word Gap Matters

Quigley, A. (2018) Closing the Vocabulary Gap (David Fulton)

Feldman, K. and Kinsella, K. (2004): Narrowing the Language gap: The case for explicit vocabulary instruction

Read about the research schools' vocabulary development work:
https://classteaching.wordpress.com/2019/09/26/minimising-the-vocabulary-deficit-departmental-scale-approaches/
https://researchschool.org.uk/durrington/news/threshold-concepts-for-teachers/

https://researchschool.org.uk/greenshaw/news/developing-vocabulary-across-the-curriculum-a-case-study/

https://researchschool.org.uk/huntington/news/a-vocabulary-led-curriculum-1/

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Teaching and learning - Teachit Geography

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Bridging the learning gap caused by COVID-19 and providing support for students who have fallen behind academically is a key challenge for all schools, but learning loss has been particularly severe for some. The attainment gap will inevitably widen as a result of recent school closures (EPI, 2020), with year group / bubble quarantining posing an ongoing concern.

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Every teacher recognises the vital role of academic vocabulary to access the school curriculum and go onto succeed. Put simply, the more words you know, the further you'll go.

Words are crucial tools to crow-bar open the curriculum for every pupil and they provide the means for self-expression and prove vital to exam success. What troubles teachers is how to best grow their pupils' vocabulary.

The academic vocabulary of schools is clearly different, and more special than our daily talk. As such, deliberate attention to supporting pupils to develop their breadth and depth of vocabulary knowledge appears to be a necessity when faced with the complexity of school texts.

In a recently published report, by Oxford University Press (OUP) and The Centre for Education and Youth (CfEY), they revealed how vocabulary is once more at the forefront of concerns of teachers.

The report explores how 8 out of 10 teachers perceived that partial school closures and the impact of Covid-19 were only likely to widen the gap between word poor and the word rich pupils.

It also highlights how the transition between primary and secondary school is particularly troublesome. The report cites emerging research from Professor Alice Deignan, from the University of Leeds, who reveals that: "In an average day at secondary school, pupils are exposed to three or four times as much language as at primary school, purely in terms of quantity."

Clearly, there is much more work to do to understand what vocabulary items that are most important to early language development and school success. Of course, if there was a special list that did the trick, we'd all be teaching it, but alas...it is more complicated than that.

It is helpful to better understand the wealth of words that connect and interact with near-infinite complexity, every day in the classroom, by applying the psychology and cognitive science concept of (plural ' schemata ') development.

Schema Building and Vocabulary Development

"Schema is the organizational structure in which information about a certain topic is stored in your memory. Schema contains the information to interpret and process events around us. Schema also assists in making predictions about unknown events by connecting it to previously experienced events or knowledge."

It is commonly agreed that deep understanding requires the ability to organise a broad array of knowledge into a meaningful mental architecture. Indeed, a key factor that marks out an expert from a novice is their ability to better organise and connect their prior knowledge into meaningful, rich patterns.

Now, building schemata - as commonly applied in psychology - goes beyond just the words. In fact, in early years education, schema theory more typically applies to repeated clusters of actions during play. But it is also helpful to take a more narrow linguistic perspective and see vocabulary development through the lens of building schemata.

Take the example of 'daffodil'. What do you know about the word and concept of the daffodil flower? What other words do you generate if you think of it? As a Wordsworth lover, I may elaborate upon lots of romantic meanings and concepts far beyond literal meanings. To describe this knowledge more simply, I need a wealth of sophisticated vocabulary.

Let's take a more developed example from biology. Consider the concept of ' endangered species '. We can represent schemas of knowledge by generating word maps:

Schema 1: Basic. This first schema represents a pupil whose knowledge is mostly bound to the concrete here and now of the various species who are endangered. The more meaning-rich noun, 'extinction', reveals the beginnings of more complex knowledge.

Schema 2: Developing. The second schema is more developed and moves beyond the concrete understanding of the species, onto related concepts of adaptation, predators and causal factors, such as deforestation. The word knowledge is more developed, but it is poorly organised.

Schema 3: complex and connected. The final schema represented the rich, well-connected vocabulary knowledge required of a pupil to speak and write about the concept with success. Key academic vocabulary is cohered meaningfully and concepts are connected.

If you are familiar with graphic organisers, you can see how the final schema above could easily fit into a Frayer Model structure, or a concept map. Indeed, it shows how approaching building vocabulary knowledge can be aided by encouraging pupils to map their word knowledge.

The following strategies offer further approaches for helping pupils to grow their vocabulary by explicitly building their schema:

Word mapping. The above word maps (otherwise known as 'semantic maps') offer a flexible way to activate prior knowledge before a topic, or when introducing a new concept. The also offer formative assessment for an eagle eyed teacher.

Mighty morphemes. Morphemes of the building blocks of each word -from the roots, prefixe and suffix.The word 'species' has the root 'spec' - meaning 'to see, observe' - similar to 'spectrum' and 'spectacle'. Connecting up these meaningful chunks is a classic example of effective schema building, offering key knowledge when encountering new words (explore this great ASCD article on 'The Roots of Comprehension' for more ideas with morphemes).

Connect 4. The simple act of select 4 words and seeking out as many elaborate connections as possible is an effective way to promote schema development. Take 'extinction', 'evolution', 'variation' and 'conservation'... and go!

Word stacking. This easy activity includes giving a word/phrase and aiming to generate as many related vocabulary items as possible in a list below the heading. As a result, the taller stacks win out, as they display a deeper, more developed schema.

6 degrees of vocabulary. Another strategy to foreground making artful connections between academic vocabulary is to encourage the '6 degrees game'. Pupils are giving a starting vocabulary item, such as 'deforestation', following by the sixth connection, such as 'extinction', with pupils needing to connect four vocabulary items in between and go on to explain their sequence and rationale.

Pupils may sometimes be faced with fragments of understanding and vocabulary gaps in the classroom and beyond, but by paying attention to explicitly building schema and connecting up academic vocabulary, we can offer pupils the building blocks of school success.
Related reading:

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Every teacher recognises the vital role of academic vocabulary to access the school curriculum and go onto succeed. Put simply, the more words you know, the further you'll go. Words are crucial tools to crow-bar open the curriculum for every pupil and they provide the means for self-expression and prove vital to exam success.

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Shared - FREE Climate warning debate kits for KS3&4

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Shared - FREE Climate warning debate kits for KS3&4

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Our latest Science Debate Kit, created on behalf of the Ri, asks the question:
"Should we ban flying for the next 10 years?"
In the same year that governments around the world have severely limited international travel due to the COVID-19 pandemic, the UK will host COP-26 to map out mankind's next steps in tackling global warming.

School students are encouraged to consider their individual and collective responsibilities in relation to topics like the climate, sustainability, and their impact on the environment.

Providing all you need to run a debate around climate change mitigation, this Kit helps students consider the societal, ethical, and factual issues surrounding short-term sacrifice for long-term gain.

The structure shows students how to build a discussion and back up their opinions with facts through 8 character cards with different viewpoints.

Designed for KS3 and KS4 students, the kit requires very little preparation and is free to schools in the UK.

The Kits will be dispatched from March 2021.
Order your printed Debate Kit now ❯
Posted on March 2, 2021 by modjosie in News.

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Our latest Science Debate Kit, created on behalf of the Ri, asks the question: "Should we ban flying for the next 10 years?" In the same year that governments around the world have severely limited international travel due to the COVID-19 pandemic, the UK will host COP-26 to map out mankind's next steps in tackling global warming.

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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.