Regulator slows pace of Gove’s exams shake-up

England’s exams regulator has put the brakes on sweeping Government reforms to a number of GCSEs and A-levels.
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Ofqual said it “cannot be confident” that new high-quality 
GCSEs in all subjects could be ready for introduction in 2015.

It means that new GCSEs in English language, English literature and maths only will be brought in to schools in two years time, with science, history and geography delayed until 2016.

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Revamped A-levels in maths and further maths will also be put back a year, and are now expected to be introduced at the same time as new languages A-levels in 2016, Ofqual said.

In a letter to Education Secretary Michael Gove, Ofqual chief regulator Glenys Stacey acknowledged that new GCSEs are necessary to address problems with the qualifications.

But she added: “Already, though, it is clear that the amount of work needed on GCSEs, including the development of strengthened regulatory arrangements, means we cannot be confident that new, high quality GCSEs in all subjects could be ready in good time for first teaching from 2015.”

Instead, the regulator said it plans to concentrate on English and maths, which are the subjects with the biggest concerns.

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“With recent changes we have made to strengthen science, history and geography, reform in those subjects is less pressing,” the letter says.

Ministers had previously planned for new GCSEs in each of these core academic subjects to be introduced in 2015.

In a response to Ms Stacey, Mr Gove said: “On GCSEs, we both agree that existing GCSEs are inadequate and that reformed qualifications should be introduced at the earliest opportunity.

“We must replace the modular GCSE treadmill with exams that encourage the skills universities and employers want, such as essay writing and mathematical problem-solving.

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“That is why I wanted new GCSEs in core academic subjects to be in place for teaching from 2015. However, I accept that much more rigorous regulatory demands should be put in place and that Ofqual needs more time to develop them.”

The move comes in the wake of concerns from school leaders, unions and other bodies about the pace of the government’s exams reform.

In a letter to Education Secretary Michael Gove in February, Ms Stacey said that the timetable for developing new GCSE qualifications was “challenging” and that the timetable would need to be kept under review.

If problems arose, Ofqual would delay the reforms if necessary, she warned.

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A report into A-levels found the content of two subjects – art and design and sociology – was “fit for purpose” and that in most of the others “it can be made so”, Ofqual’s letter to Mr Gove says.

But it also warns that “fundamental work” is needed to improve A-level maths and further maths.

As a result, A-levels in English language, English literature, the sciences, history, geography, psychology, art and design, sociology, business studies, economics and computing will be ready for teaching in September 2015, Ofqual said.

Maths A-levels will be delayed until 2016, with the newly established A-level Content Advisory Board (Alcab), which is being set up by leading universities’ body the Russell Group, advising on the content of these qualifications, plus languages over the next year.

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Mr Gove said that he agreed with delaying changes to maths and further maths, given their “fundamental importance”.

He also said English and maths GCSEs are the foundation for students to go to further study and work, and that it is right to prioritise them.

Brian Lightman, general secretary of the Association of School and College Leaders (ASCL), said: “Given the volume of changes to qualifications and curriculum already under way, it is quite right of Ofqual to slow the pace of change.

“We have to remember that schools are already working to implement major changes to the national curriculum, GCSE exams and A-levels, and there is a risk of trying to do too much too fast. It is important that further reforms to qualifications are implemented effectively so that they are done in the best interests of the students.”

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