(English, geography, history and religious studies)
Centre policy and reasons for offering AEAs
Many of the centres contributing to this case study have been entering students for AEAs since they became available in 2002. While no centres reported having a formal school policy on use of the AEA, a number have a school policy on stretching the most able, supported by a programme of general enrichment classes or subject tutorial time within the timetable. At most of these schools, the AEA was seen as one instrument for meeting the aims of such a policy.
"The school has a dedicated teacher responsible for developing an extension programme for the able and talented. The programme currently includes extensive use of enrichment master classes, however the school is planning a new focus for 2005, which will encourage the embedding of teaching and learning strategies for able and talented students into the curriculum." (a case study centre)
"The AEA fits in with the school's philosophy of developing the independent learner." (a case study centre)
"In 2004 the deputy head [sixth form curriculum] prompted all departments about the importance of this [AEA] award, particularly in relation to university entrance." (a case study centre)
A recognised 'ambassador' school, established by the National Academy for Gifted and Talented Youth (NAGTY), provides outreach courses in English and history for local teachers, and as part of this provision actively promotes use of the AEA. It actively encourages its own students to consider taking the AEA and regards them as part of every student’s entitlement.
One centre stated that it had reversed its policy of entering students for four A levels because universities were increasingly demanding four A grades from applicants. Three A levels and an AEA, which does not require further classroom teaching time, is seen as an attractive alternative.
The majority of schools formally leave the decision on whether to include the AEA as part of its enrichment programme to subject department policy.
"The informal entry policy allows heads of departments the freedom to approach the AEA in their own way." (head of sixth form)
At one school, the senior management team acknowledged that a formal programme of staff training and awareness raising of the AEA may need to be introduced now that the award is to be included in the UCAS
Reasons for offering the AEA
Senior managers gave the following reasons for encouraging subject departments to consider offering the AEA.
- The AEA stretches students and increases their sense of ambition – it promotes intellectual enquiry and students’ ability to consider evidence and make judgements.
- It recognises a level of potential beyond A level and demonstrates a student's suitability for undergraduate study.
- Historically, able students have been entered for special papers at A level. The AEA is seen as their natural successor.
- A positive opportunity for discrimination among the most able students.
- It encourages students to express their individuality.
- An opportunity for students to enjoy a subject they are passionate about.
- It encourages students to take responsibility for their own learning. In particular, students have to structure their own study time.
- An AEA can act as a safety net for university entrance.
- Teachers benefit from support the AEA in terms of pedagogy and the philosophy of teaching and learning, which can benefit all GCE students.
Subject teachers reiterated many of the views expressed by senior managers and provided the following additional comments.
The AEA in history:
- allows students to appreciate the bigger picture in history and promotes wider reading
- relates well with departmental philosophy to equate history with broad sweeps of time
- can accommodate students studying medieval or modern history courses.
The AEA in geography:
- provides a good bridge between the A2 and university
- is another useful qualification but requires no extra revision.
The AEA in English:
- one English department welcomed the creativity encouraged by the AEA test and, in particular, the recreative writing option in part B of the paper. Some students have performed above teachers' expectations in the AEA. Encouraged by this it has used the topic of the 2003 paper as a basis for a module that contributes to the sixth form general studies programme
- teachers also reported that some universities were including the AEA in offers to students applying for particular courses. One school reported that in 2003 one applicant to a Cambridge college was asked for two distinctions for AEAs. Another reported that a student's 'merit' grade for the AEA had secured his place at an Oxford college after dropping one grade for his A level.
Students’ comments on their reasons for takings AEAs:
"It gave a chance to see how far you can push yourself, there is only so far you can go in a group of varied ability."
"Although A2 is the priority, the AEA is to be enjoyed."
"You don’t lose anything by attempting the AEA."
"An AEA is good on a UCAS form or CV."
"It helps prepare you for university."
One school reported that a survey of its 2004 AEA candidature revealed that 82 per cent of students believed that AEAs offered subject enrichment and helped to sharpen skills that enabled them to perform better at A2.
Marketing and recruitment
Most subject departments actively encourage their most able students to consider taking the AEA. However, only one school mentions the AEA in their admissions brochure alongside information about Oxbridge entry.
Some centres reported that students aiming for entry to university courses, particularly courses for which there is a high level of competition, are 'expected' to study for the AEA. Two schools reported they had an 'open door' policy and allowed any student who wanted to study for the test to do so. However, all centres stated that students were not compelled to take the AEA and that not all of their most able students choose to do so.
At one school, emphasis is given to the principle that it is not a test which one 'fails' and that students should not be disheartened if they do not achieve either a merit or distinction.
Students are normally informed about the AEA at the beginning of year 13. At one school, students declaring an interest are interviewed by the head of sixth form to ensure that they are fully aware of the commitment required and that the extra study will not jeopardise their A level studies.
Most schools use a combination of formal and informal selection criteria to help them advice students on their suitability. This includes past performance in GCSEs and at GCE AS level and personal scholarship attributes.
"Students should be operating at the standard already and be self-disciplined learners capable of independent study.
Over and above being predicted a top grade [at GCE A level], candidates should exhibit 'sparkle' that would indicate a capacity for research, independent study and an ability to add their own personal insight." (a case study centre)
Arrangements for supporting and preparing students for AEA tests
In general, schools felt that there is a good match between the content and higher-order skills required by GCE A level specifications and the demands of the AEA test specification. In particular, preparation for synoptic papers, coursework and fieldwork (geography) were cited as providing opportunities for students to develop and refine the higher-order skills required for the AEA.
The centres exhibited some similarities and differences in their arrangements for supporting and preparing students for AEAs. Students receive from six to 50 additional teaching hours during the upper sixth, although most schools offering the upper amount did so in the form of an existing freestanding enrichment programme for students into which preparation for the AEA is integrated.
The majority of schools provide additional support for the AEA in one or more of the following ways.
i) Integration into an established timetable of general or subject-specific additional enrichment classes. Examples given included:
- preparation classes for Oxbridge entry
- after-school history society for all interested students
- for English, a creative writing circle and critical theory discussion group for all interested students
- master-class programmes organised by the local education authority and local higher education institutions
- access schemes for higher education, for example the Oxford access scheme
- one timetabled enrichment class per week where students have the opportunity to prepare for programmes of activities (for example, the Duke of Edinburgh Award, Young Enterprise) or additional studies such as GCE AS critical thinking or general studies.
ii) Regular additional classes for AEA preparation.
iii) Integration into normal A level lessons, particularly where schools feel that no extra preparation is necessary and/or where an independent learning approach is fundamental to the philosophy of the department.
"The A2 course offers the opportunity for parallel teaching. Section A of the AEA has close links with the GCE A level synoptic paper and section B can be addressed in A2 work in general. All students gain from additional advice on examination technique and essay planning." (head of geography)
iv) Tailored individual advice and guidance (some of these schools also provided a limited number of additional classes at the end of year 13 to prepare students for the AEA test paper).
"The [English] department already runs enhancement activities such as a critical theory discussion group and encourages frequent visits from outside speakers, particularly from local universities. It provides one-to-one additional tutorials for candidates identified under the 'gifted and talented' provisions. These sessions encourage greater depth of discussion and focus on literary study; it is appreciated that the AEA expects evidence of greater depth rather than greater breadth." (a case study centre)
Most subject departments provided AEA students with a resource pack that commonly included the test specification, awarding body guidance for tutors and students, past papers and mark schemes, key articles and guidance on further reading.
Additional support was most commonly used to:
- provide students with practice of dealing with previously unseen material when responding to AEA-type test questions (English)
- improve examination technique and extended writing skills. Often students work on past papers or other AEA-style test questions and feedback is given on how effectively students organised and presented information/arguments
- investigate wider 'source' material (history and religious studies) and provide advice on how to use source material more effectively to support arguments
- provide more detailed advice on planning and carrying out investigations (geography), particularly when fieldwork is not a large part the GCE A level route
- encourage debates and/or individual presentations on relevant topics or current issues
- revise and enhance understanding of the more difficult or complex areas of GCE A level content
- extend study skills (including personal research and opportunities to read and summarise articles and extracts from relevant text books, academic journals and periodicals).
One history teacher mapped a programme of study for AEA students that included four main themes:
- popular treatment of history
- methodologies of history
- nature of history
- big themes of history.
These are used in enrichment classes to prepare students for section B of the AEA paper.
In another school the head of department runs an extracurricular session once a week for students intending to study history, politics or law at university. Themes considered during the course include:
- revolution
- post modernism
- what is evidence?
- the role of the individual.
Activities and resources offering opportunities to enrich and enhance understanding and skills
Subject teachers suggested the following activities and resources.
General
- Use of master classes.
- Public or specific sixth form lectures and conferences hosted by higher education institutions and subject associations/societies.
- Use of university libraries for research purposes.
- Courses and events offered by the National Academy for Gifted and Talented Youth (NAGTY).
English
- Additional reading, particularly in the area of critical theory.
- Theatre visits.
Geography
- Stimulus reading material that focuses on the nature of geography, for example Thinking through geography (Leat, 1998).
History
Topics for debate/discussion:
- the nature of history; using stimulus material from What is history? (Carr, 1990)
- social and cultural history; using stimulus material from Embarrassment of riches (Schama, 2004)
- history and other disciplines.
Topics can be debated/discussed using one or more of the following perspectives:
- the role of the individual
- interpretation
- inevitability
- causation
- different points of view.
Also see
> Teaching advanced level subjects
> AEAs
QCA web links
> AEAs
> GCSE, GCE, VCE, GNVQ and AEA code of practice 2007
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Page updated: 12 June 2008