Shrewsbury Sixth Form College Principle responds to A Level reform consultation
With the Office of Qualifications and Examinations Regulation (Ofqual) consultation into the future of A Levels in England now closed, and the further and higher education industries eagerly anticipating its conclusions, Martin Ward, Principal of Shrewsbury Sixth Form College, has outlined his concern that agreeing to too many of the demands made by universities could lead to ‘the baby being thrown out with the bath water’.
“Universities and the government are concerned that the modular nature of AS and A Levels, combined with the ability to re-sit modules, means that teaching and learning is disrupted, and that A Level results do not show a true reflection of students’ abilities. Fears have also been raised that under the present system, teaching becomes dominated by assessments that are always just round the corner, which leads to an unduly utilitarian approach to learning.
"This has led to universities calling for greater control over A Level content, reducing the focus on assessment during the year and placing a greater emphasis on developing students’ research and problem-solving skills. I think many teaching professionals would echo some – if not all – of these concerns, but there is a real danger of the baby being thrown out with the bath water if the proposed reforms go too far.
"Limiting the purpose of A Levels to become solely a gatekeeper for university entrance is far too narrow and ignores the value these qualifications provide as a sound basis for employment, particularly for able students who simply do not wish to choose a single vocational pathway at the age of 16. This is why it is crucial to include input from employers and colleges when shaping the future of A Levels.
"In my view, it would also be beneficial to keep the link between the AS Level – which is taken at the end of year one – and the A Level – which would be taken at the end of year two – rather than talk of moving back to a single exam at the end of two years’ study. Although with the latter, there is a case to be made that it would offer a greater sense of freedom for teachers, for many students it would lead to a lack of focus, and for some, the possibility that they could leave education at the end of the first year without any qualification beyond a GCSE.
"It also troubles me that there appears to be the intention to roll out the ‘new’ A Levels in a phased manner, which while enabling the changes to be introduced at the earliest point in time, will leave colleges having to teach and explain different versions of A Levels to the same group of students – a recipe for confusion.
"It’s far too simplistic an argument to claim that A Levels have become easier over the years and that standards have fallen – I would make the case that teaching, learning, and assessment has actually developed, with the range of subjects and skills tested now far broader than the knowledge-based exams of my youth. Narrowing the range of A Levels so they are simply a route to university would endanger many of the gains that have been made over the past 30 years, and I hope the consultation takes this into account.”
