State schools join the revolt against 'too easy' A-levels
Wednesday, 23 July 2008
Fifteen schools yesterday became the first state schools to ditch A-levels for a more traditional rival.
A total of 50 schools – including 15 state-maintained schools and colleges – will offer pupils the new Cambridge Pre-U, designed along the lines of the pre-coursework A-levels with tougher essay-style questions, when it becomes available for the first time in September.
The new exam poses a threat to the Government's A-level reforms, which will see the introduction of an A* grade for the first time for students starting their course in September. Supporters of Pre-U claim the reforms are "too little, too late".
One school, King Edward VI grammar in Stratford-upon-Avon, Warwickshire, a 500-pupil boys' school, will abandon A-level English on the ground that it no longer prepares pupils for university study, according to its headteacher, Tim Moore-Bridger. The school may also switch pupils to Pre-U in German and French.
"I have for a long time been dissatisfied with the present structure of A-levels," he said. "I am sure what we're giving pupils at the moment [with A-levels] is not good preparation for university success – in particular the fact that they can go up without having written an essay to speak of."
He said that the new modern languages syllabus for A-levels – also to be introduced in September – had cut out the study of literature to concentrate on speaking and listening skills.
"New A-levels have pretty well removed literature totally from modern languages," he added.
Mr Moore-Bridger said other subjects could follow suit, with maths next in line: "Who knows? If it is successful, we could be all Pre-U in five to 10 years." He said he disliked the A-levels' "retake mentality" whereby pupils could sit a module again if they failed to make their required grade the first time.
Coloma Convent Girls' School in Croydon, south London – a 1,050-pupil Catholic school, is to become the first comprehensive to switch from A-level to Pre U, offering a Pre-U in business management. Andrew Corish, its headteacher, believes the new exam will offer pupils a better opportunity to develop a business plan than the A-level. He said A-levels did not allow pupils to develop thinking skills.
The Pre-U, devised by University of Cambridge International Examinations, includes three-hour essay-style questions. A-level questions tend to give pupils 15 minutes to develop an answer.
The Pre-U will have nine different grades – including three distinctions (D1, D2 and D3) which would roughly be the equivalent of an A-grade pass in A-level – now awarded to one in four scripts. Even with the introduction of the A* grade, it would still offer university admissions tutors a better way to distinguish between high-flying candidates.
It has already won accreditation from the Qualifications and Curriculum Authority, the Government's exams watchdog, which means schools can receive government funding to offer it, and the University and College Admissions Service is expected to rank it alongside A-levels.
This autumn the Government is launching specialist diplomas in five subjects, and some schools are offering the International Baccalaureate.
The Government announced yesterday that it is drawing up proposals to rank schools on their pupils' well-being. In evidence to the Commons Select Committee on Children, Schools and Families, it agreed that too much emphasis was being placed on test or exam results in ranking schools. The ranking for pupil well-being will take account of how much sport is played and whether children are healthy or overweight.

Comments
13 Comments
I can remember 30 years ago when I did A levels. I went to a very good Grammar School, which still regulalry appears in the top 100 schools. Nobody got 4 A's at A levels. 3 or 4 of us got 3A's and a B, and several wenton to Oxford & Cambridge. So I'm afraid that A levels no longer serve any real purpose of differentiating the fairly clever from the quite clever, from the brilliant. So many kids now get 4 A's its become almost meaningnless.
Posted by dimengineer | 23.07.08, 16:59 GMT
Sorry Ian S, but A levels are too easy. How on earth can the best universities, Oxbridge, Imperial etc. distinguish between the absolute best and the average candidates when everyone is now getting 3 A's ?
The "dumbing " down started about 25 years ago. What was wrong with the old Grammar School system, CSEs \ GCEs and Polytechnics as opposed to Universities ? Political correctness has a lot to answer for
Posted by Robert | 23.07.08, 16:55 GMT
And another thing! If "New A-levels have pretty well removed literature totally from modern languages," and as I read elsewhere a few months ago, there are moves afoot to remove spoken exams because they are 'too stressful', just what exactly does the syllabus for Language A levels consist of these days? Linguistic painting by numbers?
Posted by Mike | 23.07.08, 15:19 GMT
Completely agree with Andie. I have a friend in his early 40s (a former teacher) whose daughter has just finished her A levels. She is predicted to get 3 A's or A*'s. He himself says that she's quite bright, decent redbrick material (BBC/BCC in old money - early 80s) NOT Oxbridge, which her grades presumably might suggest and where she thinks she should go.
At Oxbridge, she would struggle and be miserable. at Manchester/Newcastle/Birmingham etc, she'd be happy.
The whole purpose of examinations is to determine where in the next stage of the education system is the best fit for the student concerned, not an exercise in boosting self-esteem.
Posted by Mike | 23.07.08, 15:11 GMT
The problem with A-Levels is incredibly simple and never mentioned. That problem is that examination bodies such as Cambridge and Oxford choose the format and structure of their exams and schools are free to choose which body to take their exams from. Unsurprisingly, they choose those exams with the best pass rates in order to look good in school league tables and, naturally, the examination bodies then compete amongst themselves to come up with exams which are easy to pass.
This creates a never ending cycle in which exams become easier and easier, year on year. The first step to properly addressing any problem with A-Levels is for the government to give every pupil the same exam. At least then we could analyse the exams in detail and get a clear picture. However, this will never happen because this government will always do whatever it can to pass the buck.
Posted by Francis | 23.07.08, 14:19 GMT
Cam.
One would have thought that you would have checked for spelling and grammar mistakes before posting, given the topic.
A knowledge of quadratic equations may not help you be a lawyer, but basic spelling and maths will.
Posted by Rosie Glendower | 23.07.08, 12:37 GMT
@ Cam
I have just read your post and am appalled at your basic spelling and grammar mistakes. If you are representative of the illiterate pupils now coming through the lower education system, then this country is facing an even bigger problem than recession of terrorism.
Posted by Olly | 23.07.08, 12:16 GMT
Just finished my GCSEs and one A level module having worked hard, exams are getting easier and grades are going up. If people suggest that kids are getting less bright or clever, you have only yourselves to blaim. The fact is many are not. The A* at A level will allow those who are exceptional at that subject to show that, instead of a good allrounder. as for not in depth thinking, that it pretty much all to the a-Level curriculum, GCSE' are just the ability to remember facts and put them forward well.
Before you get kids to go to university you need to get them into schools. We all know that knowing the quadratic equation will not help me be a lawyer, it is just a test to show that you can work diligently. The interview is where they try to see if you are bright.
Those who work really hard do more than four A-levels, a friend of mine got 16 A*'s at GCSE's, those who are exceptional will shine, and the difference between the great and good will make very little difference at uni.
Posted by cam | 23.07.08, 11:36 GMT
Ian S, with the greatest respect to and support of your dilligent daughter...
If a student has to work for "every available minute" throughout two years in order to achieve the highest grades then they are not, by definition, going to be the very brightest and most academically able candidate in any given cohort. As a teacher, I have seen bright, hard-working and highly-motivated young people who are academically good, but not brilliant, achieve 3 or 4 A-grade passes at A-Level. I am thrilled for individuals on results day, but I am also grateful not to be the admissions tutor at one of the top universities seeking to discriminate between the high flyers and the merely conscientious.
This is one of the factors behind the annual "Rebecca is a student predicted 4 As from Bogus Standardus Comprehensive, rejected by elitist Oxford" stories. Rebecca may well be an average academic, belied by her grades. The current grade inflation is unfair to her and impossible for universities.
Posted by Andie | 23.07.08, 10:17 GMT
In A level geography and other subjects students can have an A grade already achived without having to pass the final assessment/exam at end of year 2. I know this as Ive taught it. Surely the brightest students deserve the opportunity to display their talents via their results. If your daughter had been a genius how would she demonstrate this in the current system? The international baccalaureate is fortunately the one tested and proven post 16 qualification and being offered free in every major UK district. I suggest parents do some research and find out where their sons and daughters can enroll for the IB Diploma. 0.2 % get the top grade - the equivalent of more than 6 A's at A level - this is the official UCAS tarfiff award. This is the way to demonstrate academic ability. A course also free of government meddling.
Posted by gavin N | 23.07.08, 10:05 GMT
13 Comments