
	6th form schools home
	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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Management


		11-16 schools

		6th form schools

		Colleges

Course management

It is important that all involved with the new GCEs are aware of their individual and collective roles and responsibilities. Regular team meetings and staff development are essential to develop a programme that maximises student achievement.

It is essential that course management addresses all the awarding body processes.

Dissemination of information

Information from awarding bodies and other agencies providing support requires effective dissemination. A structured system to ensure the effective dissemination of information is necessary to make sure that all members of staff are aware of any changes and developments.

Much of the information disseminated to staff and students will be gathered from websites. It might be useful if a named member of staff reviews awarding body, industry professional associations' and other relevant websites on a regular basis.

The exams officer will receive communications from the awarding body about the administration of the new GCEs. Details such as when to register, how to ensure students are entered for external tests, and the moderation process will be sent to the exams officer and should then be disseminated to teaching teams.

Scheme of assessment and timetabling

When drawing up a scheme of work for the new GCEs, it is important to consider:

the order of delivery of units
the timing of internal assessments
the timing and availability of the external assessments
availability of teaching staff
developing the vocational context
awarding body deadlines.

The LSDA has produced guidance on how to develop a scheme of work

Experience of staff

In order to successfully deliver the new GCEs it essential that the teaching staff have:

knowledge and understanding of the structure and requirements of the new GCEs
experience and understanding of the vocational context.

Without both of these, the quality of the teaching and assessment may be compromised. Where there are gaps in expertise it may be useful to explore partnerships with other schools and colleges or industry specialists.

The new GCEs require the same high level of staff expertise that has been associated with more traditional GCEs.

Effective induction for students taking the new GCEs

Students will need to receive an induction to the new course. This induction may take place when students first start the programme but its content will also need to be reinforced during the course of their studies.

Their new GCE induction may include:

the aims, structure and assessment of the new GCEs
a brief introduction to the vocational context
study skills required to succeed in the new GCEs.