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	Using qualifications and awards

	Using the new GCEs, successors to VCEs
	Introduction to the new GCEs
	Recruitment of students
	Delivering the new GCEs
	Assessment
	Management

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In 2006, only the AS units will be awarded. Any students wishing to take an A level in one year from September 2005 must take the current VCE specifications.

Delivering the new GCEs


		11-16 schools

		6th form schools

		Colleges

Guided learning hours and timetabling

Each unit requires 60 guided learning hours, whether at AS or A2.

It is important to organise teaching time so that visits and guest presentations, as well as the investigative research required in the units, can take place

Choice of units

The new GCEs contain compulsory and optional units. The number of optional units varies with the awarding body specification and the subject. The specifications show which units are available for each award.

Care should be taken when choosing units to ensure that a valid combination has been selected, including the compulsory units and externally assessed units required for an award.

The AS and A2 units are not interchangeable between levels.

Order of teaching

The AS units should be delivered before any A2 units, as it is unlikely that students will have the skills required to successfully achieve an A2 unit in the first year of their post-16 study.

This aside, teachers can determine the order in which the AS and then the A2 units are delivered. Within the AS or the A2 there is no requirement for one unit to be delivered before another. However, in many specifications, there is an underpinning unit that explores the vocational context as a whole. It may help students to undertake this unit before they investigate more specific aspects in other units.

In the A level and A level double award specifications, there is a synoptic unit at A2, drawing together the knowledge, skills and understanding developed across the units. This unit should be delivered in the second year after the student has gathered both the underpinning knowledge of the vocational context and the necessary skills to see the connections that exist between concepts and units.

Guidance about the order of teaching units is included in all awarding body specifications.

Providing a relevant and realistic vocational context

Delivery should reflect the vocational nature and context of the qualifications, and the industry sector the students are learning about.

Teaching and assessment should include live industry examples to prepare students for further study or training. It is essential that this knowledge is both accurate and realistic if students are to get the most out of their study for the qualification.

Many students have part-time jobs whilst studying. Relevant part-time employment offers two key opportunities for students: a source of information and a source of evidence. Both information and evidence can be used within the context of their part-time jobs as long as it is in the vocational context of their GCE and is assessed by the teacher following awarding body guidelines.

Work placements are not compulsory but where appropriate they could enhance the programme for the learner.

Local education authorities and education and business partnerships are able to provide support to centres when developing the vocational context for the new qualifications.

Professional associations will often have materials, information and websites that will assist in providing vocationally relevant examples.

Higher education institutions, many of which offer vocational degrees, may also be able to support the delivery of courses.

Visits and guest presenters will also allow the students to develop their understanding of the vocational context. These require careful planning to maximise student learning.

It may be useful to video visits and guest presentations for future student groups, ensuring appropriate permissions are requested in advance.

When timetabling the new courses, morning or afternoon blocks will enable a visit or guest presentation to take place without affecting other studies.

LSDA has produced further guidance on developing a vocational context for the delivery of the new qualifications.

Resources

Resources produced for VCEs may still be used selectively with the new GCEs. It is essential that such materials are audited to ensure that they match the content and assessment of the new GCEs.

Publishers have commissioned textbooks for many of the new GCEs but as the content of the qualifications vary by awarding body, texts should always be reviewed carefully to ensure they are relevant to specification being taught.

Awarding bodies are producing teachers' guides and materials to support the delivery and assessment of the new GCEs. These materials include exemplar units showing teachers how to apply the marking criteria. There are also sample external assessment materials to guide teachers when delivering the externally assessed units and, over time, a bank of past papers will be made available. Reports to centres from awarding body examiners and moderators after assessment sessions will also be a valuable resource.

To design and develop a successful course, teachers should refer to these additional sources of information. The specification alone will not be sufficient.

The LSDA has also produced a range of resources that will assist in planning delivery and assessment for the new qualifications.

Development of key skills

There are many opportunities for students to develop their key skills while working for the new qualifications, and to gather evidence and achieve key skills certification if they wish to. These opportunities are identified in the specifications, teachers' guides and support materials.

Also see

> Choosing GCE or VCE qualifications