6.4.1 Control
6.4.2 Purpose(s)
6.4.3 Participation
6.4.4 Nature
6.4.5 Administration
6.4.6 Grading process
6.4.7 Consequences
6.4.8 Use of results
6.4.9 Output statistics
For further information on education for 14- to 19-year-olds in England see http://www.qca.org.uk/14-19/ and http://www.dfes.gov.uk/14-19/. Users might also be interested in the 'Qualifications website', which offers a range of information on qualifications in England: http://www.dfes.gov.uk/qualifications, and the Qualifications and Curriculum Authority (QCA) website on GCE 'A' Levels at: http://www.qca.org.uk/qca_4075.aspx.
New diplomas for 14- to 19-year-olds
The Government has set out detailed plans for the delivery of new specialised diploma qualifications for 14- to 19-year-olds, which comprise a blend of general education and applied work-related learning. From 2008, diplomas are likely to be available in five subjects: construction and the built environment; information technology; creative and media; health and social care; and engineering. Diploma Development Partnerships, comprising employers, educators and universities, have set out ‘Learning Outcomes’, which describe in detail the knowledge, skills and understanding young people following these qualifications will be expected to demonstrate. The Government also plans to introduce another nine diplomas in other subject areas, which should be available by 2013. 375
'Principal learning' is the key constituent qualification in each Diploma and will cover the essential curriculum relating to the sector title. There will also be a project, which is similar to the extended project that is currently being developed for GCE 'A' Levels (see below) and aims to develop a high degree of planning, preparation, research and autonomous working. Both the Principal Learning element and the project will be combined with functional skills and additional specialist learning to comprise the whole Diploma qualification. 400
Further information is available from the specialised diploma factsheet.
Accreditation of new GCE 'A' levels from September 2008
Following revision of the subject criteria for GCE 'A' Levels, the revised qualifications will be available for first teaching in September 2008. The revisions aim to ensure that the qualifications are more challenging and that the highest levels of achievement are recognised. The changes include:
National Curriculum assessment arrangements do not apply to students in post-compulsory education. Assessment depends largely on the requirements of the appropriate awarding and examining bodies for the qualifications being studied for.38 The qualifications available at this level have recently undergone - and are still undergoing - considerable reform, with a view to leading to a broader qualifications programme and improved vocational qualifications.
Students in post-compulsory education in schools usually take academic (general) courses leading to GCE 'A' Levels (General Certificate of Education Advanced Level examinations) and/or GCE Advanced Subsidiary qualifications; or vocational courses leading to GCEs/'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs)).
Advanced Extension Awards
In addition, Advanced Extension Awards (AEAs) began to be available for the most able 18-year-olds in summer 2002. Intended to allow the most talented advanced level students in each subject to demonstrate their depth of understanding of that subject, AEAs were initially made available in 16 'A' Level subjects - biology, chemistry, economics, English, French, geography, German, history, Irish, Latin, mathematics, physics, religious education, Spanish, Welsh, and Welsh Second language. In addition, an AEA in critical thinking was piloted. Advanced Extension Awards require a greater depth of understanding than GCE 'A' Levels and the ability to think critically at a higher level and are awarded at 'merit' and 'distinction' grades. Students are assessed on their ability to apply creative and synoptic approaches to subjects. AEAs are externally assessed, mostly by a written examination, although there may be some use of dissertations and coursework.150, 250 Further information on AEAs can be found online at http://www.dfes.gov.uk/qualifications.
Key skills qualifications
Individual 'key skills' qualifications (in the three individual key skills areas of communication, application of number, and information technology) are also available across all post-16 qualification types.54
Free-standing mathematics units
Free-standing mathematics units qualifications for post-16 students, which are complementary to the key skill in application of number, 141 have been available to schools since August 2000.
National framework of qualifications
A national framework of qualifications has been introduced. All qualifications receiving public funding, such as GCSEs and GCE 'A' Levels are included in this framework.145 See section 6.3.1 for further information.
N.B. There are proposals to replace this with a new 'Qualifications and Credit Framework'. Further information is available online at http://www.qca.org.uk/qca_8150.aspx.
A National Database of Accredited Qualifications has been set up, which contains details of qualifications that are accredited by QCA, as well as the respective bodies in Wales and Northern Ireland. It is available online: http://www.accreditedqualifications.org.uk/
The awarding bodies for GCE examinations are the various GCE examining boards. GCE boards submit their courses for approval to the Qualifications and Curriculum Authority (QCA), which is the regulatory body for GCE examinations in England and is responsible for scrutinising procedures to ensure that standards are maintained. In addition, a code of practice has been adopted by all the GCE examining boards to promote consistency in each subject across different examining boards, between different syllabuses in the same subject, and from year to year. 945, 946
GCEs/'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs)) available at this level are offered by various awarding bodies and are regulated by the Qualifications and Curriculum Authority (QCA). 276
Changes introduced in September 2001
Since September 2001, under the provisions of the Learning and Skills Act 2000 251, school headteachers, principals and heads of other educational or training institutions, and employers have been required to ensure that all qualifications for use by those under the age of 19, which are offered in maintained schools or funded by a local authority or by the Learning and Skills Council, are approved. The accredited qualifications are listed on a government website. This can be accessed at http://www.dfes.gov.uk/section96/
In addition, a National Database of Accredited Qualifications has been set up, which contains details of qualifications that are accredited by QCA (see below), as well as the respective bodies in Wales and Northern Ireland. It is available online: http://www.accreditedqualifications.org.uk/
The Qualifications and Curriculum Authority (QCA) came into existence on 1 October 1997 following the merger of the School Curriculum and Assessment Authority (SCAA) and the National Council for Vocational Qualifications (NCVQ). It is a non-departmental public body, responsible to the Secretary of State. Its remit is extensive and combines the SCAA's original role of promoting higher standards of achievement in schools by developing the curriculum and its assessment, and improving consistency and quality in public examinations, with additional responsibilities for pre-school matters and for work and school-based vocational qualifications and occupational standards. It has an overarching responsibility for ensuring that the curriculum and qualifications available to young people and adults are coherent and flexible. It keeps under review all aspects of the statutory and non-statutory curriculum including National Curriculum programmes of study, attainment targets and associated assessment arrangements.189
The Qualifications and Curriculum Authority (QCA) is committed to building a world-class education and training framework that meets the changing needs of individuals, business and society. It leads developments in curriculum, assessments, examinations and qualifications. (QCA website http://www.qca.org.uk/). QCA's remit excludes higher education.189
QCA has produced a leaflet ‘Confidence in qualifications: A guide to regulation’ which explains its regulatory role. The leaflet is available online: http://www.qca.org.uk/qca_7805.aspx
As mentioned above, the Qualifications and Curriculum Authority has developed a national framework of general, vocational, and occupational qualifications. Externally accredited qualifications below degree level are considered for admission to the framework and all have to meet a set of common criteria. Awarding bodies for the qualifications also have to conform to a common code of practice. 155 See sections 5.4.2 and 5.4.3 in addition. N.B. There are proposals to replace the national qualifications framework with a new 'Qualifications and Credit Framework'; work on proposals for the Framework is currently being developed. Further information is available online at http://www.qca.org.uk/qca_8150.aspx.
National Assessment Agency
In 2004, the Qualifications and Curriculum Authority established a subsidiary unit, the National Assessment Agency (NAA). The NAA is responsible for the delivery of National Curriculum tests, is directing the modernisation of the examinations system in England, and is responsible for ensuring the smooth running of examinations and tests. The NAA is also developing a National Institute of Assessment to take a leading role in research and the development of assessment. 283
Students completing post-compulsory secondary education may seek paid employment or continue their education in the further or higher education sector, depending on the courses studied and qualifications obtained. GCE 'A' Levels, GCE Advanced Subsidiary qualifications, General Certificates of Secondary Education (GCSEs) and GCEs/'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs)) are all acceptable for entry into some form of higher education.38
GCE 'A' Levels and GCE Advanced Subsidiary qualifications
GCE 'A' Levels and GCE Advanced Subsidiary qualifications provide courses of study in a wide range of subjects for students with a good standard of academic ability. The primary purpose is to develop knowledge, understanding and skills associated with a subject or discipline. Good performance in these qualifications is considered an effective selection indicator for university entrance. (See section 6.4.7 in addition.) 32,30
All GCE 'A' Levels consist of six modules, with examinations that can be taken throughout the two years of the course (modular/staged assessment) or taken together at the end of the course (linear assessment). The first three units make up the GCE Advanced Subsidiary qualification and are set at a standard between GCSE (see section 6.3) and GCE 'A' Level. Candidates who continue their studies for a second year, study three more demanding modules in each subject in order to obtain the GCE 'A' Level on successful completion.19 The GCE Advanced Subsidiary qualification is also known as the GCE 'AS' Level and the GCE 'A' Level as the 'A2' qualification..
Advanced Extension Awards for gifted and talented students
Advanced Extension Awards (AEAs) began to be available for the most able 18-year-olds in summer 2002. AEAs are designed to stretch the most able advanced level students by requiring greater depth of understanding (rather than breadth of knowledge) than the GCE 'A' Level. They are also designed to:
GCEs/'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs))
Vocational Certificates of Education (VCEs) have been redesigned to become General Certificates of Education (GCE) 'A' Levels in applied subjects. The qualifications have an AS/A2 structure, comparable to existing GCEs (see above), and were introduced in September 2005. They aim to provide a broad introduction to a vocational area and encourage distinctive teaching and assessment approaches, within work-related contexts. Opportunities for the development and assessment of key skills are identified. 348
Four qualifications are available, with the following structure:
The courses are available in 10 vocational subject areas. 348
A vocational learning website aims to assist schools in delivering vocational qualifications. The website is accessible at http://www.vocationallearning.org.uk/.
Introductory Certificates and Diplomas
Additional vocational qualifications are being developed alongside the General Certificate of Secondary Education (GCSE) in applied/vocational subjects. These ‘Introductory Certificates and Diplomas’ are suitable for 16- to 19-year-olds, adult learners and pupils in key stage 4 of compulsory secondary education (14- to 16-year-olds). They are designed to enable young people and adults to take part in full- or part-time programmes of study, which will enable them to enter employment or further/higher education. Introductory Certificates and Diplomas aim to develop the learner’s knowledge, skills and understanding in a specialist vocational sector, and to encourage learners to develop key skills, personal skills, and adult literacy and numeracy. They are also designed to offer a degree of choice and flexibility. 333
Entry-level qualifications/entry-level awards
There are also a number of approved qualifications in literacy, numeracy, information and communication technology (ICT) and an increasing number of other academic and vocational subject areas, which are aimed at students who are not served by GCSEs, GCE 'A' Levels, GCEs/'A' Levels in applied subjects (formerly VCEs) or similar qualifications. (Those who, for example, are working at level 3 or below of the National Curriculum eight-level scale, see 6.3.6.) The awards are designed to recognise the achievements of students both in mainstream and in special needs education.218
Key skills qualifications
Individual qualifications in the three key skills of communication, application of number and information technology are available to all students in post-16 education. The qualifications may also be available to some students in key stage 4, aged 14-16, the final two years of compulsory education. 90,54 The purpose of the key skills qualifications is to provide employers and higher education institutions with the confidence that individuals with the qualifications have developed the same skill to the same standards whatever training/educational route they have followed. The qualifications also contribute towards a student's overall number of points achieved during upper secondary education, which can influence his/her acceptance in the higher or further education institution of his/her choice or on his/her preferred course of further or higher education. 162
Free-standing mathematics units
Free-standing mathematics units are qualifications for post-16 students, which were piloted during the period September 1998 to August 2000, and became officially available to schools at the end of that period. They aim to encourage students in post-compulsory education (age 16+) to include appropriate mathematics as part of their study programme,163 and were developed as a result of concerns that too few 16-year-olds chose to continue with the subject. Popular courses include 'managing money' and 'making sense of data'. Courses focus on a narrow range of mathematics skills relevant to other subjects - calculus for scientists, for example, or three-dimensional problem-solving for art and design students.23
Participation in assessment, as in education, is voluntary during this phase, but most students who have opted to follow some form of post-compulsory education usually take part in the assessment procedures involved.
GCE 'A' Levels and GCE Advanced Subsidiary qualifications
GCE 'A' Levels are single subject qualifications which may be studied in any combination, within the limitation of a school's timetable and the range of subjects it offers. Courses normally last two years.41
GCE Advanced Subsidiary qualifications, commonly known as AS-levels, are equivalent to the first half of (usually the first year of a two-year) GCE 'A' Level course. That is, every GCE 'A' Level course comprises six modules, the first three of which are equivalent to a GCE Advanced Subsidiary qualification. Successful completion of all six modules entitles the candidate to a GCE 'A' Level (or 'A2' qualification.137 The six modules of the new GCE 'A' Level examination can either be taken individually throughout the two years of the course (modular or staged assessment as students feel ready) or taken together at the end of the course (linear assessment).19
The GCE Advanced Subsidiary qualification provides progression between GCSE and the full A-level. It is both the first half of an A-level and a qualification in its own right. All A-level specifications include an AS-level. There are also currently five free-standing AS-levels which do not lead to the full A-level. These are: Critical Thinking, European Studies, Science for Public Understanding, Social Science, and Citizenship and World Development.250
Coursework may currently account for up to 25 or 30 per cent of GCE 'A' Level/GCE Advanced Subsidiary qualification courses, dependent on the course (the ceiling is 30 per cent in most subjects). However, synoptic tests must also be included at the end of all courses. This synoptic assessment (or coherence test) is intended to test candidates' grasp of the subject in its entirety, that is, their ability to integrate and apply their knowledge and understanding. 137,54
The key skills of communication, information technology, application of number, improving own learning and performance, working with others, and problem solving are also tested in the GCE 'A'Level/GCE Advanced Subsidiary qualifications.137
GCEs/'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs))
Vocational Certificates of Education (VCEs) have been redesigned to become General Certificates of Education (GCEs) 'A' Levels in applied subjects. The qualifications have an AS/A2 structure, comparable to existing GCEs, and were introduced in September 2005. They aim to provide a broad introduction to a vocational area and to encourage distinctive teaching and assessment approaches, within work-related contexts. Opportunities for the development and assessment of key skills are identified. 348
Four qualifications are available, with the following structure:
GCEs/'A' Levels in applied subjects are available in the following vocational subject areas:
Introductory Certificates and Diplomas
See section 6.4.2.
Key skills qualifications
Individual qualifications are separately available in the three key skills of communication, application of number and information technology. 250
Entry-level qualifications/entry-level awards
Free-standing mathematics units
Free-standing mathematics units, piloted during the period 1998-2000, and officially available to schools since August 2000, are available at three levels:
Each unit (at whatever level):
Examination sessions at this level usually take place in May and June (of a September to July academic year). However, some students may take examinations for the GCE Advanced Subsidiary qualification in January of the academic year, that is after studying the course for four months (since the previous September).
GCE 'A' Levels and GCE Advanced Subsidiary qualifications
The awarding bodies for GCE 'A' Levels and the GCE Advanced Subsidiary qualifications are the various GCE boards. GCE boards submit their courses for approval to the Qualifications and Curriculum Authority (QCA), which is the regulatory body for GCE examinations, and is responsible for scrutinising procedures to ensure standards are maintained in England. The QCA also produces a mandatory code of practice for GCSE and GCE 'A' Levels and AS-levels, which is designed to promote quality, consistency, accuracy and fairness in the examining process across different syllabuses and awarding bodies (that is, to promote consistency in each subject across different awarding bodies, between different syllabuses in the same subject, and from year to year). By providing a basis for high standards in all aspects of the examining process it makes an important contribution to maintaining public confidence in these qualifications. The code of practice sets out the responsibilities of the awarding bodies in respect of the following:
The specifications for qualifications are governed by sets of standards or 'criteria' published and enforced by the QCA, which are designed to guarantee the quality of the qualifications by setting out such things as how they should be structured and assessed.144
There are three sets of qualifications criteria:
School headteachers, principals and heads of other educational or training institutions are responsible for ensuring that qualifications for use by students during this phase are approved. Further information is provided in section 6.4.1.250
Consistency in public examinations across time and across awarding bodies
Regular reviews address the improvement of consistency and quality in public examinations, across time and across awarding bodies. Reviews published to date include:
A report from the, then, School Curriculum and Assessment Authority (SCAA) (now the QCA) and the Office for Standards in Education (OFSTED), entitled "Standards in Public Examinations 1975 to 1995". This analysed the available evidence relating to examination standards and candidates' performance in the subjects of English, mathematics and chemistry at both GCSE and GCE 'A' Level.197
In his "Review of Qualifications for 16-19 Year -Olds", which considered ways to strengthen, consolidate and improve the framework of 16-19 qualifications, Sir Ron Dearing recommended a reduction in the number of awarding bodies offering different types of qualifications, with a view to reducing the difficulties involved in ensuring parity of standards across the whole field. 31,84 The number of awarding bodies has consequently been reduced to three (and the number of GCE 'A' Level syllabuses available to students has also been decreased).89
In response to the "Standards in Public Examinations 1975 to 1995" report, the QCA established a review of standards programme. Organised to run in five-year cycles and to cover every major subject during each cycle, the programme covers around eight (GCSE, GCE 'A' Level and AS-Level) subjects each year and involves up to 100 independent specialists who review around 2,000 completed examination papers and over 150 examination syllabuses. The aim is to monitor:
In addition, an independent report on GCE 'A' Level standards was published in 2002. The full report "Maintaining GCE A Level Standards: the Findings of an Independent Panel of Experts" can be accessed at http://www.internationalpanel.org.uk/
In December 2004, an independent committee on examination standards concluded their enquiry on how examination standards are managed and monitored in England, Wales and Northern Ireland, and on QCA's regulatory role, with a specific focus on A levels. Their report is available online. 289 291
GCEs/ 'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs))
GCEs/ 'A' Levels in applied subjects are assessed by a combination of external tests and internal assessment:
Key skills qualifications
The three key skills qualifications - in communication, application of number and information technology are assessed internally - students produce a portfolio of evidence demonstrating the application of the key skill concerned - and externally by tests. Students must pass both the coursework/portfolio assessment and the tests to achieve the qualification. 250
GCE 'A' Levels and GCE Advanced Subsidiary qualifications
GCE 'A' Level passes are graded on a scale of A to E, with U (unclassified) denoting a fail. The previous grade N (denoting a narrow failure) was discontinued in August 2000. Students have a right of appeal if they are not satisfied with the grade they receive.41 Appeals must be addressed in the first instance to the appropriate examining board. Thereafter, the Examinations Appeals Board (EAB) hears appeals, which are submitted by the student's school or examination centre, and which have failed to be resolved by the bodies' own procedures. The EAB will only hear appeals when the entire appeals process of the awarding body concerned has been completed. This normally involves an enquiry about results, a re-mark or re-moderation, and a formal appeal hearing before the awarding body's appeals panel. 38,42
All students taking GCE 'A' Level and AS-level examinations are able to have access to their marked examination papers on request. Requests can be made by schools, colleges or examinations centres or by students via their school, college or examination centre. A charge is made for the service.246
Students who query their examination results can have their final grade lowered as a result of a remark. Prior to the summer of 2001, where candidates queried the grade awarded in an external examination, the initial grade awarded was protected - that is, as a result of any remark, the grade could only either remain the same or be raised. Now, where a check of papers reveals incorrect marking, subject grades may also be lowered, as well as raised or confirmed. 265
The GCE examining boards are responsible for ensuring that appropriate procedures are set in place to make certain that standards are maintained in each subject from year to year, and across different syllabuses. The examining boards maintain inter-board procedures to monitor standards with a view to maintaining parity of standards with other examining boards.246
The process for standardising marking includes the following steps:
At the end of the marking and moderating period the grade boundaries are set. Samples of candidates' work, statistical information from previous years, grade descriptions, archive examination scripts and question papers are used to inform the judgements. Grade boundaries for the syllabuses as a whole are then established. Finally, grades of some borderline candidates are reviewed.40
GCEs/ 'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs))
GCEs/'A' Levels in applied subjects are graded using an A-E scale, as with other 'A' Levels:
Key skills qualifications
The individual key skills qualifications - in communication, application of number and information technology - are assessed both internally, with students producing a portfolio of evidence demonstrating the application of the relevant key skill, and externally by tests. Students' grades are recorded in accordance with the levels of the national qualifications framework (where level 3 is equivalent to a GCE 'A' Level). 250 N.B. There are proposals to replace the national qualifications framework with a 'Qualifications and Credit Framework'. Work on proposals for the Framework is currently being developed. Further information is available online at http://www.qca.org.uk/qca_8150.aspx.
Free-standing mathematics units
See 6.4.1, 6.4.2 and 6.4.4 in addition.
At advanced level, each free-standing mathematics unit is notionally equivalent to one GCE 'A' Level or one GCE Advanced Subsidiary qualification module (where three modules give a GCE Advanced Subsidiary qualification and six modules give a GCE 'A' Level qualification).163
Students gaining an intermediate unit have demonstrated that they can work in some depth with mathematics equivalent to that required to achieve a grade of C-A* at GCSE.163
Students who gain a foundation level free-standing mathematics unit have demonstrated that they can work with mathematics equivalent to that required to gain a grade G-D at GCSE.163
See section 6.4.2 in addition.
Admission to higher education
All major higher education institutions are autonomous bodies and each determines its own admissions policy. However, applicants are generally required to have obtained at least three General Certificate of Secondary Education (GCSE) passes at grade C or above, and two GCE 'A' Level passes, in different subjects, or their equivalents. Some institutions may accept candidates with four GCE Advanced Subsidiary qualification passes, without requiring any GCE 'A' Levels. In practice, because of the competition for places, most institutions require levels of qualifications considerably above the minimum and, where applicable, many will also require a GCE 'A' Level pass in the subject to be studied during higher education. These requirements may be expressed in the number of passes or in the grades to be obtained. For example, university departments of medicine usually require three GCE 'A' Level passes at grade A or two GCE 'A' Level passes at grade A, plus one pass at grade B, in addition to the three passes at GCSE mentioned above. Alternative qualifications, including qualifications in vocational education - such as GCEs/GCE 'A' Levels in applied subjects (formerly VCEs) are becoming increasingly acceptable. Most institutions also welcome applications from older candidates who have had appropriate experience but may lack formal qualifications. In the case of teacher training, institutions may not accept a candidate who has not achieved the standard required for General Certificate of Secondary Education (GCSE) grade C in English, mathematics and a science subject. Some courses require previous study in the particular subject an intending teacher is hoping to teach, some do not.41
Some universities set admissions tests for very popular subjects, such as medicine or veterinary medicine.288
To the student
Candidates for GCE 'A' Level and GCE Advanced Subsidiary qualifications receive a certificate listing the grade achieved in each subject attempted.40 All students taking GCE 'A' Level or AS-level examinations are able to have access to a copy of their marked examination papers, on request. Requests can be made by schools, colleges or examination centres, or by students via their school, college or examination centre. A charge is made for the service. The aims include making the examination process more transparent, enabling schools, students and examination centres to learn from their mistakes, and reducing the number of examinations appeals. 246
Students who query their examination results can have their final grade lowered as a result of a remark. Prior to the summer of 2001, where candidates queried the grade awarded in an external examination, the initial grade awarded was protected - that is, as a result of any remark, the grade could only either remain the same or be raised. Now, where a check of papers reveals incorrect marking, subject grades may also be lowered, as well as raised or confirmed. 265
Reporting of individual students' results to parents
Where students complete their post-compulsory upper secondary education in schools, schools must send parents at least one written report every school year. During the course of the year, parents must be sent a required minimum of information concerning:
Use of results to measure value-added and improve school performance
The Government is committed to encouraging the development of measures of value-added in education. Measures of value-added, (that is, what schools and colleges add to their students' knowledge, skills and understanding between one age and another) are potentially of use for both national and local purposes. That is, they can provide information about the contribution different schools and colleges make towards their students' results, and can be used at local level to help school and college managers plan, and target resources more effectively. 46,47
A national database provides a picture of students' progress from GCSE to GCE 'A' Level/AS-level. Individual schools and colleges may use this database to compare the performance of their students with the national pattern. OFSTED (the Office for Standards in Education) encourages inspectors to use value-added data based on comparisons of GCSE and GCE 'A' Level/AS-level results for post-16 students when conducting school inspections. 46,114
Use of results to inform choice
Tables are published which report the achievements of 16- to 18-year-olds in schools and in further education institutions. The tables provide background information on each school and college, and show the achievements of students in GCE 'A' Level/AS-levels, achievements in specified post-16 vocational qualifications, and rates of authorised and unauthorised student absence.31
In 1999, the pass rate for those students taking GCE 'A' Levels was 88.5 per cent. Results at that time had improved significantly since 1982 when the pass rate was 68 per cent. However, the number of students taking some subjects had decreased significantly during the period. GCE 'A' Level entries in 1999 for French for example, had decreased by 11 per cent, geography by six per cent and history by five per cent. Entries for biology and chemistry also suffered.215
In 2004, A-level results had improved further as follows:
The 2006 results confirmed:
The 2007 results were as follows: