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When I started teaching at ("(A SIXTH FORM COLLEGE)") in September, I not only had to learn a new profession, I was also having to design and implement the new AS physics curriculum at the college. For the past year I have been on a steep learning curve and have been very much left to my own devices with regard to both the content and methods used in my lessons. Although the head of physics has been very supportive whenever I have approached her with questions, the interpretation of the new syllabus and approach to the new qualification has been very much my own work. I therefore believe that it is extremely important that I not only evaluate my contribution, but also consider the wider issues surrounding the introduction of the new curriculum. This will help ensure that decisions made by the college are in the best interests of our students.The introduction of changes to the A level curriculum, now known as Curriculum 000, was made in April 18 by Baroness Blackstone, then the Education and Employment Minister. The original aim was to ensure that standards were raised and that students pursued a broader and more demanding course of studies in the sixth form. The impetus for this change came from a review undertaken by Lord Dearing on qualifications for 16-1 year olds. The old A level system was under attack for being over-specialised and inflexible. In comparison with students on the continent, our students were taking fewer subjects and spending less time in lessons. For example a typical English student would study subjects at A level in the sixth form and would be taught for 15-18 hours per week. In France a typical student would take 6 subjects as part of their Baccalaur at and be taught for up to 0 hours a week.1 Furthermore, the continental students, despite the heavier workload, were achieving higher levels of competency. One of the obstacles the government faced in tackling this problem was the status of the A level as the 'gold standard' for academic achievement. Also, vocational studies, which are outside the scope of this discussion, were not particularly highly regarded. Any changes to the system would need to protect the rigour and depth of A levels and the government promised that the new AS/A qualification, forming part of Curriculum 000, would do this.The old Advanced General Certificate of Education ("A level") award has been replaced by a three unit AS qualification, and a three unit A qualification, with effect from September 000. Together they form the new A level. The AS level represents the first half of the full A level award. The process of assessment has remained largely unchanged with final examinations at the end of the first year (AS) and the second year (A). Coursework rarely represents more than 0% of the total marks. In physics, there is no coursework element. Students are assessed on their proficiency in practical and written examinations only. (A SIXTH FORM COLLEGE)'s preferred examination board is Edexcel. Edexcel is one of the leading examining and awarding bodies both in the UK and throughout the world. In drawing up a specification for the new AS and A awards in physics, Edexcel have made very few changes to the old A level syllabus. In essence, the new AS qualification is identical to the first half of the old A level syllabus. Some of the more advanced mathematical techniques are not covered until the second year, although the knowledge required is the same.
College papers on A discussion of the effects of the introduction of the new Advanced Subsidiary ("AS") qualification on students at (A SIXTH FORM COLLEGE)
1 DFEE Press Announcement of April 18 'Blackstone announces A level improvements'The government originally intended students to take five AS level subjects in their first year of sixth form, dropping two to continue with three subjects in their final year to A level. Given the volume of material covered at AS level and the limitations on schools' and colleges' resources, this has not been possible and many students are still only studying three subjects. In the private sector, for example at (A SIXTH FORM COLLEGE) and other top independent schools and colleges, where there are greater resources, students are perhaps able to take more subjects. It is still rare, however, for any but the most able to take more than four subjects, including general studies.Although the AS examinations are designed to be taken at the end of the first year of sixth form, many institutions, including a large number of independent schools, have chosen not to enter students for AS exams at the end of the first year, preferring them to sit both qualifications in the second year. For some this decision has been dictated by resources and administrative costs, for others it is a calculated decision to ensure that students obtain the best possible results. They believe that students are likely to achieve better AS grades after two years of study given their greater maturity and more in-depth understanding of the subject. I believe that this is certainly the case in physics where many of my students have struggled to make the transition from GCSE to sixth form. In addition, two of my students are taking five AS levels and the pressure on them at the moment, revising for all five subjects at the same time, is intense. (A SIXTH FORM COLLEGE) have decided, however, in keeping with the new curriculum's original intention, that all students should take their AS exams at the end of the first year, resitting them if necessary when they take their A exams. The majority of (A SIXTH FORM COLLEGE)'s students all go on to higher education with many gaining places at top British universities. It is therefore important that their AS level choices and the provision of resources by the college do not adversely affect their prospects. Admissions policies will vary from one institution to the next. However, the universities believe, quite rightly, that due to the varying resource levels in schools and colleges, students should not be penalised for circumstances outside their control. The universities also state that there will be no preference given to students who take their AS levels at the end of the first year. Those who do not offer actual grades, only predictions, will be treated on their merits, for example personal statements and school references, and will not be disadvantaged. I believe that there is a danger that this system will favour students from the independent sector. Not only do the smaller class sizes allow staff to know their students, but they also mean that each member of staff can put more time into writing an appropriate reference. With fee paying students, there is a hidden obligation to accentuate the positive and gloss over the negative without actually misrepresenting the truth. Having seen in my first term the considerable support staff at (A SIXTH FORM COLLEGE) give students making applications to universities it is not surprising that the majority succeed. Although this has been the case with the old system, I struggle to see universities offering places to students with low actual AS grades in favour of those with no grades and good references, suggesting that our students should not be sitting their AS exams until after they have applied to university. Unfortunately there is no data yet to support this argument, but the college will need to look closely at the success of the current year's students in their university applications.Many of the universities' admissions policies have stated that although they welcome the introduction of Curriculum 000, students who do not offer a broader range of subjects will not be at a disadvantage. Although the DFEE states that two AS qualifications can be taken as the equivalent of one A level, it is clear that universities have a different view on this point. The DFEE's argument is based on the notion that the subjects are studied in the same depth as A levels but only take up about half the time. As some universities have rightly pointed out the rigour of A is seen as an important training for university study. Queen's University Belfast seems to sum up the opinion of many when it states in its admissions policy "It is important to realise that universities do not yet have any experience of the new qualifications and are being asked to accept quite a lot on trust. ….We have some concerns about the new AS level. We note that there is an absence of a synoptic element in the AS and we also feel that the rigour of the A is important. We will not therefore always accept AS in lieu of 1 A-level and , where we do so, higher grades may be required in the AS component for some courses." The majority of top universities are still looking for three full A level grades in order to be accepted onto a degree course. Some courses, for example medicine, are highly competitive and offers will vary accordingly, however, it is true to say that the universities still prefer good grades in fewer subjects over lower grades in more. This point comes across in part of Birmingham University's admission statement "Currently, we do not give preference to those applicants taking four A levels. We do not, though, wish to discourage able pupils from taking four A. But we recommend that the fourth is taken whereby it will not jeopardise good results in three." Even Oxford University in their "New Post-16 Curriculum" statement suggest that four AS levels are adequate"Since Oxford's courses are highly academic [….] we expect most students to continue to A, and complete the full GCE A Level, in three subjects, but we would like to encourage students to study at least four subjects at GCE AS Level in Year 1."In conclusion, the Government's aims in introducing the new curriculum, as outlined earlier, are not currently being achieved. I believe there are three main reasons for this. Firstly, there is a lack of a level playing field in terms of the different resources available in schools and colleges. Not all students have been offered the broader choice of subjects and the flexibility which the new system was designed to provide. In this area the independent sector is better equipped, although even at wealthy colleges such as (A SIXTH FORM COLLEGE), the transition has not been easy. Popular subjects operate on a first come, first served basis and certain subject combinations have not been possible to timetable. Secondly, where students are given the opportunity to study a broad and varied range of subjects, many choose, or are advised, not to do so. The incentive of gaining a more favourable status in the eyes of a university admissions tutor is clearly not there. I strongly believe that at (A SIXTH FORM COLLEGE), we should not be advising brighter students to do more than four AS levels unless they are outstanding. Studying any more may jeopardise their chances of achieving high grades and getting into the university of their choice. Finally, the intention that students sit their AS examinations at the end of the first year may not actually work in their favour. With universities showing no preference for real results over predicted grades there is a strong argument to delay until June or January of the second year, once applications have been sent off. This would be particularly appropriate for those students who show signs of late development and ideally (A SIXTH FORM COLLEGE) should show more flexibility in this area. Please note that this sample paper on A discussion of the effects of the introduction of the new Advanced Subsidiary ("AS") qualification on students at (A SIXTH FORM COLLEGE) is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on A discussion of the effects of the introduction of the new Advanced Subsidiary ("AS") qualification on students at (A SIXTH FORM COLLEGE), we are here to assist you. 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