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Response to the Tomlinson report
"We very much welcome today's proposals and believe they present constructive, well-thought-out solutions to the challenges currently facing 14-19 education. It is absolutely vital that 14-19 education provides young people of all abilities and from all backgrounds with the skills, qualifications and attributes that will enable them to achieve their potential in life. Equally, it must engage students' interest - far too many teenagers currently drop out of education and training altogether and end up under-qualified and under-skilled.
"We are particularly pleased by the Working Group's proposal to introduce more intellectually challenging elements to advanced-level 14-19 education, which will stretch high-ability students and better prepare them for university. In principle, we would welcome A+ and A++ grades at A-level, but we would much prefer them to be awarded for exceptional performance in the later, more challenging A2 modules, rather than simply for achieving good marks in every module. Module grades (or, even better, marks) would provide universities with a much clearer picture of an applicant's abilities in comparison with the rest of the cohort.
"We have long believed that the current A-level system, in which students do six modules and can retake assessments, could be improved upon. Cutting the number of modules and the opportunity for retakes would reduce the burden of assessment on students and teachers, enabling more coherent and in-depth study of a subject.
"We also welcome the Working Group's proposals to develop breadth within programmes through appropriate complementary learning, so that learners acquire a continuum of knowledge and skills.
"Introducing an extended project and critical thinking skills to the advanced diploma, as the Group has proposed, would better prepare students for university. If the project were completed in the first term of Year 13, it would provide admissions staff with useful evidence of an applicant's abilities. Similarly, we would welcome the proposed school transcript as part of the admissions process.
"The proposals, however, will only provide all young people with the education and skills they need if they are resourced properly. It would be totally unacceptable to create a situation in which diploma performance was dependent on the resources available at a student's school or college, rather than his/her ability and efforts. We would urge the Government to bear this in mind as it prepares its response to the Working Group's report."