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'The greatest single advantage of Curriculum 2000 is that all our students have maintained a three A level minimum' (Head of sixth form)

Breadth and depth in the 16-19 curriculum


		11-16 schools

		6th form schools

		Colleges

Curriculum 2000 is based on the principle that both breadth and depth of study are essential for all students.

This section discusses traditional and Curriculum 2000 approaches to providing breadth and depth, and the issues involved in striking an appropriate balance between them. It also considers the contribution that general studies and critical thinking can make to curriculum breadth.

A bigger and broader curriculum

The need for depth as well as breadth

General studies or critical thinking?

A bigger and broader curriculum

Curricular breadth has traditionally been thought of as a range of subjects, particularly a mixture of science and arts subjects.

In the modern 16-19 curriculum, which includes not only the traditional academic subjects but also vocational skills and knowledge and key skills, breadth can take various forms:

more subjects (four or five rather than the traditional three)
diverse subjects (drawn from different domains, such as the arts, sciences and social sciences)
GCE and vocational study
breadth within a single vocational area
general studies or critical thinking
key skills
enrichment and citizenship activities, as well as additional studies programmes.

There has been a substantial increase in students taking four subjects in year 12 as a result of Curriculum 2000. In both November 2000 and November 2001, around 66 per cent of year 12 AS students were taking at least four AS subjects (excluding general studies). Analysis, by centre type, over two years shows some variation, with the proportions with four AS subjects going up in further education (FE) colleges and grammar schools, and down in sixth form colleges and independent schools.

For A2 students in year 13, the November 2001 UCAS survey shows that (excluding general studies):

72 per cent are taking three A levels
12 per cent are taking four A levels
10 per cent are taking two A levels.

The aim of promoting greater volume of study is therefore being achieved. Few students will now take two A levels or equivalent; the norm will be three or more A levels.

In common with other research, Ofsted reports that year 12 students choose subjects within a narrow band of the curriculum. However, students are also taking the chance to try new subjects - such as ICT, psychology, sociology, philosophy, film and media studies and photography, which have grown in popularity - alongside more traditional options. Smaller qualifications, such as free-standing mathematics qualifications (single-unit size), are also being used. General studies is offered by 40 per cent of centres and there is a growing interest in AS critical thinking; both these subjects aim to promote learning skills.

Some schools and colleges are looking at the totality of a student's programme and experience to judge whether they are broad enough. Encouraging students to look at entry profiles on the UCAS website - which shows the range of qualifications, skills and experience that students need if they are to benefit from specific higher education courses - can reinforce positive messages about breadth.

Ensuring students value the 'fourth AS'

Taking, and succeeding in, a fourth AS:

is an indicator of a student's capacity and ability
adds to the breadth and/or depth of the student's portfolio of qualifications.

Breadth of study is valued in applicants for popular HE courses and institutions, where it can be used to discriminate between similar applicants. Comments in personal statements can bring out students' reasons for studying a range of subjects and what they gained from doing so. Admissions tutors appreciate seeing AS results that show progression from GCSE.

The need for depth as well as breadth

There have been concerns about breadth in the A level curriculum ever since A levels were introduced in 1951. In many other countries 16- to 18-year-olds study more than the three subjects traditionally studied by GCE A level students.

On the other hand, the depth of study provided by GCE A levels allows many students to achieve an internationally high standard of first degree in only three years of university education, compared with the four or five years required in many other countries.

As both breadth and depth are needed, a balance must be maintained between them.

The flexibility of Curriculum 2000 overcomes the limitations of the traditional approach to breadth and depth. The introduction of smaller qualifications and the expectation of a greater volume of study mean that students can study more subject areas without sacrificing depth. Depth of study can be provided by vocational or general qualifications, and in different amounts to suit individual needs.

Depth in Curriculum 2000

In-depth study sets students a demanding challenge that is valuable for developing their skills and abilities. It requires them to engage with a degree of complexity and detail not found in breadth of study alone. Depth of study is therefore an important component of the 16-19 curriculum.

Students aiming for university degree courses will need to bear in mind that the standard minimum entrance requirement is two A levels. In other words, study in depth, to at least the full A level, is likely to be necessary. Beyond the two A levels a student's programme might include a mixture of AS and A level, or even simply AS.

Advanced extension awards (AEAs) also give candidates the opportunity of demonstrating their depth of understanding of a subject. They require the use of the skills of critical analysis, evaluation and synthesis. Currently, AEAs are available in 17 subjects, but further AEAs in business and psychology will be available from September 2004 for first examination in summer 2005.

In vocational study, there is a tradition of considerable depth of study, comprising 12 or even 18 units in one vocational area. Some students might therefore wish to study a double award vocational A level, and might even combine this with a closely related single A level or take an 18-unit BTEC national diploma. For such students, breadth of study can be provided by additional units, or might take the form of breadth within the vocational area.

General studies or critical thinking?

Is critical thinking the new general studies? General studies has been the traditional means of broadening the three A level curriculum. But now a new subject - critical thinking - is available at AS and AEA level and, from 2005, as an A level. Critical thinking develops students' ability to interpret, analyse and evaluate ideas and arguments. It is similar to general studies, at least in some respects, but is it an alternative to general studies?

Which one should students do, general studies or critical thinking? Should they do both?

There are no right correct answers to these questions. They are matters of professional judgement for curriculum managers.

General studies provides breadth but does not always count towards HE entrance requirements. Critical thinking is a new qualification whose currency for university entrance is not yet known. Although it does not provide the same type of breadth as general studies, it helps students develop a skill that is valuable in almost all subjects, and which is highly prized by admissions tutors.

What's the difference?

There are various differences and similarities between general studies and critical thinking.

General studies

The primary purpose is to broaden the curriculum. It tests the student's familiarity with a wide range of subjects, spanning, for example, the sciences, mathematics, the social sciences, the arts and foreign languages.
It now has subject criteria, like many other A levels.
It is often taught for less time than other A level subjects.
Universities differ in whether they will accept it as part of their entrance requirements. However, it is likely to give an advantage to a candidate over other candidates who otherwise have very similar achievements. It can tip the balance in decisions about which candidate gets the university place.
It contains critical thinking. The subject criteria for general studies specify that it should encourage students to 'think critically, logically and constructively about significant problems' use arguments, make judgements and evaluate evidence 'Thinking and analytical skills should permeate AS and A level specifications', (subject criteria sections 2.1, 3.2 and 3.4.).

Critical thinking

Critical thinking is not concerned with curriculum breadth. It is concerned with what is often thought to be the value and purpose of studying many traditional subjects - the development of an agile mind, the ability to evaluate arguments, sift evidence and to think independently.
It could be regarded as a subject in its own right. It is available as a subject as an advanced extension award, whereas general studies is not. On the other hand, general studies explicitly includes critical thinking, as many, perhaps most, subjects do implicitly.
Some aspects, particularly those to do with the technical terminology used in critical thinking, are often thought to need specific teaching but, like general studies, critical thinking might have less teaching time than other AS subjects.
It is too soon to know how universities will view it for entrance purposes. For some degree courses, an applicant's knowledge of an A level subject is less important than the skills of critical thinking developed through studying the subject. Some admissions tutors might therefore consider critical thinking qualifications valuable for university success.

Also see

> Higher education
> Meeting individual needs
> A levels

Case studies

> Breadth and depth
> Curriculum design

QCA web links

> General studies specification
> Free-standing mathematics qualifications