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A discussion of the effects of the introduction of the new Advanced Subsidiary (“AS”) qualification on students at (A SIXTH FORM COLLEGE)
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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 2000, was made in April 1998 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 16-19 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 3 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 Baccalauréat and be taught for up to 30 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/A2 qualification, forming part of Curriculum 2000, 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 A2 qualification, with effect from September 2000. 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 (A2). Coursework rarely represents more than 30% of the total marks.
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