1. GCSEs and A-levels: how they are changing from September 2015
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GCSEs and A-levels: how they are changing from September 2015
Essential information for parents
These slides give a summary of how and when GCSEs and A levels are changing in England, and briefly explain why they are changing.
The slides are designed as a resource to help teachers when explaining the changes to others – in particular, parents of students who will study towards the new GCSEs and A levels.
There is a large amount of information here, and it will not all be relevant to the parents of your students. Please use the slides selectively as helpful for conversations with particular parents.

2. Why are GCSEs and A levels changing?
The new qualifications will:
provide a stronger foundation for further study and employment, keeping pace with the demands of universities and employers.
support students in developing the knowledge, skills and values they need for life in modern Britain.
match the standards of the best education systems in the world.
These are the three essential reasons for the changes to GCSEs and A levels, introduced from September 2015.
Behind these reasons, are important sources of research, for example:
The Organisation for Economic Cooperation and Development (OECD) found that young adults in England compare poorly in literacy and numeracy with many other developed countries (2012).
Cambridge Assessment found that more than half of university lecturers consider that new undergraduates are under-prepared for degree level study (2012).
The slides that now follow will explain what the main changes are, and when they are coming into effect. First, the slides will cover GCSEs, then A levels.

3. GCSEs: the main changes
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GCSEs: the main changes
The new GCSEs will:
make more demands of students, to help them achieve as much as students in countries with the best education systems.
be taken by the same range of students who take GCSEs currently, across a range of abilities.
be awarded in grades from 1 up to 9, with grade 9 being the highest grade.
The new GCSEs will raise expectations by asking students to develop better subject knowledge, in terms of breadth and depth, by requiring students to develop stronger skills in numeracy and literacy, and by introducing a new grading scale.
The new grading scale, designed by the independent regulator Ofqual, will be numerical to clearly emphasise the break from the old GCSEs. It will be easy to see whether a student did a new or old GCSE.
The new grading structure will give better recognition to the different levels of achievement across the ability range.
Other reforms across the education system will encourage high quality teaching to help students meet the new standard. For example the Pupil Premium, the expansion of the academies programme, and reforms to support students with SEN (Special Educational Needs).

4. GCSEs: the main changes
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GCSEs: the main changes
Where possible students will be assessed by exam, with other forms of assessment only for particular subject skills (e.g. in art and design or physical education).
All exams will be at the end of a two year course of study.
In most subjects, students will not be grouped in different ability tiers for the purposes of assessment – only maths, sciences and languages will have different papers for different groups of students.
Although students can improve their grades through re-takes, only their first result will count in performance tables.
Unlike the old GCSEs, there will be no modules of study with examinations during the course. Instead students work towards a single final examination at the end of the course.
This is known as a linear assessment structure. By removing the interruptions for modular exams during the course, teachers and students will be encouraged to increase their focus on high quality teaching and successful learning, with more depth and breadth.
Unlike the old GCSEs, for most subjects, students will not be grouped in tiers for the purposes of assessing different abilities. Evidence shows that tiers can limit students’ ambition, because students can find themselves in the lower tier despite having the ability to achieve a higher standard. For the new GCSEs, students will be grouped in tiers only in certain subjects, for example maths and science.
Assessment will be entirely by exam for most subject. Where other forms of assessment are retained, it will be only where necessary for the assessment of key subject skills such as in art or PE.
Ofqual found that non-exam assessment does not always differentiate well enough between students of different abilities; does not always test the skills it aims to assess; can divert time from teaching and learning; and can narrow the focus of what is taught during the course. However for some subjects it is simply not possible to put together assessments of any reasonable length for students of all different abilities.

5. GCSE reforms timetable
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GCSE reforms timetable
September 2015 (first exams 2017)
New GCSEs - English language, English literature and mathematics.
September 2016 (first exams 2018)
New GCSEs – history, science, geography, languages, art and design, citizenship, computer science, dance, drama, music, physical education, food preparation and nutrition, religious studies.
September 2017 (first exams 2019)
New GCSEs – other subjects which Ofqual decide will be developed as reformed GCSEs.
Changes in the most important subjects are being introduced as soon as possible, to allow as many students as possible to benefit from the new GCSEs.
Changes to a number of important subjects are being introduced in 2016, allowing sufficient time to develop new content for those subjects. For all 2016 subjects, awarding organisations are now developing their specifications for accreditation by Ofqual* later in the year.
Ofqual will announce which of the remaining subjects will be developed for first teaching in 2017.
*Office of Qualifications and Examinations Regulation

6. GCSE reforms timetable
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GCSE reforms timetable
Summer 2016
Last exams in old GCSEs – English, English language, English literature and mathematics.
November 2016
Final resit in old GCSEs - English, English language, English literature and mathematics.
Summer 2017
Last exams in old GCSEs – history, science, geography, languages, art and design, citizenship, computer science, dance, drama, music, physical education, food technology and religious studies.

7. 2015 English and mathematics GCSEs
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2015 English and mathematics GCSEs
The new maths GCSE
More content to study, and more stretching maths at the higher grades.
Supports a deeper and broader understanding of the subject.
The new English language GCSE
Robust foundation in reading, and writing good English.
20% of marks for spelling, punctuation and grammar.
The new English literature GCSE
Encourages students to read, write and think critically.
Range of challenging and substantial whole texts, and unseen texts.
The new maths GCSE will support all students in developing essential maths knowledge, while providing greater challenge for the top students aiming for further study and careers for which higher level maths is most important.
Many schools are increasing maths teaching time. One extra lesson each week would put England closer to countries like Australia or Singapore. Maths, alongside English, will be double weighted in secondary school performance measures from This will also provide a strong incentive for schools to ensure that they are strengthening their mathematics provision.
The English language GCSE will provide all students with a robust foundation of reading and good written English, with the language and literary skills which are required for further study and work. It will ensure that students can read fluently and write effectively, with 20% of the marks awarded for accurate spelling, punctuation and grammar. It will also encourage the study of literature for those who do not take the English literature GCSE, with students reading high-quality texts across a range of genres and periods.
The new English literature GCSE will build on the English language content, and encourage students to read, write and think critically. Students will study a range of challenging and substantial whole texts in detail, including Shakespeare, 19th-century novels, Romantic poetry and other high-quality fiction and drama. Students will be examined on ‘unseen’ texts, encouraging students to read widely and rewarding those that can demonstrate the breadth of their understanding
Ofqual decisions on assessment:
Maths is exam-only and tiered.
English is exam-only and not tiered.
Speaking in English language is assessed and reported separately to the main grade.

8. 2016 GCSE subject content changes
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2016 GCSE subject content changes
Science: includes new, up to date content such as the human genome, life cycle analysis and space physics; includes more challenging maths.
Geography: use of maths and statistics; more on UK geography; at least two pieces of fieldwork.
History: more historical periods, over three eras - medieval, early modern and modern – and more on British history.
Modern foreign languages : more demanding, and most exam questions in modern languages will be in the foreign language.
The science GCSE has been updated and strengthened to include new and cutting-edge content including the human genome, life cycle analysis and space physics. The GCSE also includes a requirement to gain core knowledge about scientific processes, for example formulae in physics or the periodic table in chemistry.
Evidence from a range of sources suggests that the current GCSE does not support the learning of essential mathematics required for science at this level and post-16. The GCSE is now clear about where mathematical skills are required across the three science disciplines, and raises the challenge up to that of the mathematics GCSE.
We have removed the single (‘core’) science GCSE in response to concern that it does not adequately cover the core essential knowledge in biology, chemistry and physics. Science is an important facilitating subject that is compulsory to age 16. We believe that combined science will provide sufficient knowledge to equip young people to understand the uses and implications of science, today and for the future.
The geography GCSE will provide a better balance between human and physical geography, including geographical skills such as fieldwork and mapping, will require more use of maths and statistics, and require study the geography of the UK in more depth. Students will need to carry out at least two pieces of fieldwork outside the classroom.
Building on the new national curriculum at key stage 3, students will extend their world knowledge through a continued focus on the world’s continents, countries and regions, alongside their physical, environmental and human features and processes. This responds to evidence from Ofsted (2011) that a significant number of pupils had poorly developed core knowledge in geography. The new national curriculum and the GCSE are designed to improved pupils’ core knowledge and understanding in the subject.
The history GCSE will require pupils to study a wider range of historical periods and will cover three eras: medieval, early modern and modern. This provides a more balanced history curriculum. In the old GCSE students have been able to focus solely on Modern World History. The new requirements to study three eras will also mean that students can study eras of history that they may have covered earlier in their education.
There is also a much stronger emphasis on British history, increasing the minimum British history content in from 25% to 40%, building on the new national curriculum at key stage 3. Students should be able to use their knowledge of British history to form reasoned arguments and reach evidenced conclusions. Over half the GCSE will still focus on European and World history.
The modern foreign languages GCSEs will be more demanding with most exam questions asked in the foreign language. This will encourage more fulfilling classroom learning, with pupils more fully encouraged to use the foreign language. Awarding Organisations will continue to be able to set some questions in English, where appropriate. The GCSE will require pupils to understand and use language across a range of contexts, not just rote-learning of basic language. Since the introduction of the English Baccalaureate (EBacc) measure, the number of students at key stage 4 studying languages has risen - and we expect the upward trend to continue.
Students will be expected to recognise and respond to key information, important themes and ideas from relevant abridged or adapted literary texts, including extracts and excerpts. The introduction of some literature, such as stories, songs, poems and letters, in the key stage 3 programme of study will also mean that, over time, students are more familiar with this kind of activity.

9. 2016 GCSE subject content changes
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2016 GCSE subject content changes
Computer Science: includes key mathematical principles; the key components of computer systems; and program writing.
Music: more critical appreciation; writing staff notation; chord symbols and analysing unfamiliar music.
Art and Design: more focus on creativity and drawing.
Dance: more critical appreciation.
Drama: more on performance texts and their historical, social and cultural context.
In computer science, students will be expected to develop knowledge of mathematical principles and concepts including data representation, Boolean logic and different data types, understand key components that make up computer systems, and write and refine programs.
In music, there is a greater focus on knowledge and critical engagement with a wide range of music. The level of demand has been increased at GCSE with students expected to write (as well as read) staff notation and understand chord symbols and analyse unfamiliar music. A level builds upon new GCSE but students are allowed to specialise in either performing or composing if they wish.
In art and design, there is a greater focus on the importance of creativity and a new emphasis on drawing. The concept of 'endorsed' and 'unendorsed' courses has been removed and replaced with a series of separate art and design titles e.g. ‘art and design (photography)’.
In dance, there is new theoretical content requiring critical appreciation and understanding of professional works at GCSE, and critical engagement and embodied knowledge at A level.
In drama, there is a greater depth to the knowledge and understanding of texts and performance. At GCSE, students must study at least one performance text in depth, and breadth has been achieved by the requirement to study at least two key extracts from a second text. There is also a greater focus on the study of the social, cultural and historical context of texts. In the A level, students must study two texts in depth, and breadth has been achieved by the requirement to study three key extracts from plays and at least two influential theatre practitioners or companies. Performance skills have been enhanced for both qualifications. At GCSE all students will have the opportunity to participate in two performances and at A level will use the working methodologies of the practitioners studied in their own work.

10. 2016 GCSE subject content changes
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2016 GCSE subject content changes
Citizenship: more focus on knowledge of key citizenship concepts; includes an in-depth investigation.
Food Preparation and Nutrition: replaces existing range of subjects related to food. Strong food science and practical content.
Physical Education: more theoretical content. Students assessed in three activities.
Religious Studies: greater understanding of religion itself, with students assessed on at least two religions.
In citizenship, the new GCSE provides broader and deeper knowledge. The number of citizenship concepts to be studied has increased from four to six, and the required knowledge and understanding is set out in greater detail. Students will be required to carry out at least one in-depth, critical investigation leading to a planned course of informed action to address a citizenship issue, which will be assessed in the final written examination.
Food preparation and nutrition is a new GCSE that builds on the best of current food-related qualifications. This GCSE will teach students about the scientific and nutritional properties of ingredients and enable them to draw on this knowledge to prepare and cook a wide range of healthy meals.
In PE, there is a greater emphasis on theoretical understanding and use of data to evaluate physical activity. Students will need to be assessed in the role of player/performer in three activities including at least one team sport. We have introduced an activities list of sports and activities that are assessable under the new qualification. The list is exhaustive and students cannot be assessed on sports and activities that are not included.
In RS, students will gain a broader and deeper understanding of religion to ensure they are prepared for life in modern Britain by developing British values such as respect and tolerance for those of different faiths. Students will study two religions, though students will still have the option to spend up to three quarters of their time studying one religion. Students will have the opportunity to study the philosophy and ethics of religion, including learning about non-religious beliefs.

11. Web links for more information
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Web links for more information
A timetable of the main changes:
Information on the new grading structure:
Detail on reformed GCSE subject content :

12. Web links for more information
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Web links for more information
The Association of Colleges guidance document on the new A levels and AS qualifications:
Detail on reformed A level subject content:
A list of accredited specifications:

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Feedback
DfE are very interested to hear about teachers’ experience of using these slides, and whether they were helpful when explaining the reforms to parents.
Please send your feedback to Andy Fisher on this address: