About 14-19 | Glossary | Publications | Links | What's new? | Site map

Information and guidance for students (11-16)

This page is for students and parents. It gives you the latest information on the new qualifications and modern apprenticeships and tells you what you can expect of an advanced level course in school or college.

This page has information and advice on:

modern apprenticeships

choosing an advanced level course

the new qualifications

exams

extra-curricular and enrichment activities

coping with the workload

universities

Modern apprenticeships

If you are interested in combining work with training you may want to investigate modern apprenticeships. These are available at foundation (FMA) and advanced (AMA) level and include training and learning leading to NVQ (at level 2 or 3), key skills qualifications and technical certificates (qualifications that prove you have the underpinning knowledge and understanding to carry out a job).

You can progress from a FMA to an AMA, from either of them into work, or from an AMA into higher education. MAs are available in a wide range of vocational areas, from accounting to vehicle sales.

For more information see the realworkrealpay website or your Connexions personal adviser.

Choosing an advanced level course

Advanced level courses

Schools and colleges offer a variety of advanced level courses. You will usually be able to choose from:

• general AS and A level (GCE)
• vocational AS and A level (VCE)
• other vocational qualifications, such as the BTEC National Diploma or NVQs.

Advanced level courses often include key skills, some additional aspects such as A level general studies, and other activities such as sport and community work.

Because the new qualifications are different sizes - three, six and 12 units - they can be combined to produce many different types of course. Courses can:

• be different sizes, normally ranging from 18 units (equivalent to three A levels) to 24 units (equivalent to four A levels)
• consist of just one type of qualification, such as A levels or VCEs, or combine different types
• contain both small and large qualifications, ranging from the three-unit AS to the 12-unit VCE
• cover a range of different areas of knowledge - the arts, the sciences, social sciences and vocational areas - to provide a broad education
• allow you to make changes to your course at the end of the first year.

How should you choose subjects?

Think about the following points when choosing your course.

• Your career interests and what you intend to do after you finish your advanced level course
  It is very important to get precise information about what subjects and qualifications are required for specific degree courses or careers. Remember that patterns of entry to higher education are changing in response to the new qualifications. In particular, from this autumn many students will be applying to university having studied four subjects rather than the traditional three.
• The subjects that interest you and that you are good at
  Think about what you have enjoyed studying at GCSE or GNVQ, but remember there are new subjects available at advanced level such as psychology, economics, critical thinking. And there is a wide range of vocational subjects in VCE and BTEC National. Choose at least some subjects that you are good at, or where you know you have the necessary skills.
• The style of learning and assessment you prefer
  In vocational study you often learn through carrying out practical projects and much of the assessment is in the form of coursework. A level study often involves note-taking and essays, and much of the assessment is exams. Remember you can combine both types of learning and assessment if your course includes both types of qualification. Some schools and colleges will allow you to spread your exams across the two years of the course; others will want you to take them all at the end. Go to the exams section to find out more.
• Your workload
  Think about how many subjects and qualifications you should take in each year. Your school or college will advise you on a suitable workload, based on your achievements at GCSE or GNVQ. For example, a course of four AS in the first year may require a higher GCSE achievement than a course with three AS. Be careful about how much part-time paid work you do. For more information, go to the workload section.
• The breadth of your education
  Consider mixing different types of subject, for example arts and science, or different types of study. In vocational studies, different areas can complement each other. For example, a business AS paired with an art and design vocational A level would give an intending designer a good awareness of the commercial side of the design industry.

Changing your course

Students do not always make the right choice of course at the outset. Remember that you can usually make changes to your course in the first few weeks, and at the end of the first year.

Choosing your second year course

You may be asked to indicate which subjects you plan to study for two years when you make your initial choices. During the second term you may be asked to choose or confirm your original choice because schools and colleges need to plan their second year timetable.

If you take external exams at the end of your first year, you may want to finalise your second year choices after your exam results. Many schools and colleges provide advice when the results are published in August.

The new qualifications

A levels have existed since 1951 and are respected by universities and employers, but they have often been criticised for providing a narrow education for 16- to 19-year-olds. In September 2000, the government introduced reformed A levels, together with new vocational A levels.

The new advanced level qualifications give students a broader and more flexible education. They can study a wider range of subjects, combine academic and vocational studies and even change routes between the first and second years of their course. The new 16-19 curriculum is often referred to as Curriculum 2000.

GCE A level (including the AS and the AEA)

The new A level is divided into six units, each assessed by an external exam or coursework. The exams can be taken at intervals during the course, or taken at the end of the two-year course. For more details, go to the exams section.

The first three units of the A level make up Advanced Subsidiary, or AS level. The AS is both the first half of the A level and a qualification in its own right. The second half of the A level is known as the A2 but it is not a qualification. Only the AS and A level are qualifications.

The AS is set at the level expected of a student halfway through an A level course. It contributes 50 per cent of the marks to the full A level.

A maximum 30 per cent of the marks in most A levels are based on coursework and a minimum of 70 per centon exams. (Some practical or creative subjects have more coursework marks.)

Each exam can be resat once. The whole qualification, AS or A level, can be taken again as often as needed. This means that students who want to improve their grade can resit each unit once. If they still want to improve their grade, they have to retake the whole AS level (three units) or the whole A level (six units). In all cases, the best mark counts. Students do not have to pass each unit to achieve a pass grade (A-E).

AEAs, Advanced Extension Awards, were available in 17 subjects for the first time in summer 2002. They are exams for the most able students. No extra teaching will be required for students taking them. QCA is developing these in more subjects to be available in 2005.

VCE or vocational A level and vocational AS

The VCE or vocational A level is the new name for the General National Vocational Qualification (GNVQ). The qualification has been revised and is available in subjects related to the world of work, such as health and social care, engineering and business.

The VCE is available in three, six and 12 units. The vocational AS is made up of three units, the vocational A level of six units and the double award of 12 units. The vocational A level is available in 14 subjects, and the double award in 13 subjects. The vocational AS is currently available in four subjects.

Unlike the GCE AS, the vocational AS is not set at a lower level than the full vocational A level. This caused some difficulties for students and teachers so the qualification is being changed for first teaching in 2005. Its structure will then match the GCE A level.

Vocational A levels, like GCE A levels, are graded A-E. Two-thirds of the units in each qualification are assessed by coursework and one-third by exams. The mark awarded for each unit contributes to the final grade. Students do not have to pass each unit to achieve an overall pass grade.

Each exam can be resat once. The whole qualification can be taken again as often as needed. This means that students who want to improve their grade on externally assessed units can resit each unit once. If they still want to improve their grade, they have to retake the whole vocational AS level (three units), whole A level (six units) or whole double award (12 units). In all cases, the best mark counts.

Other vocational qualifications

Other advanced level vocational qualifications are available. In this category, BTEC National qualifications are taken by the largest number of students, usually as two-year full-time courses. A new form of this qualification was introduced in September 2002 to match the other new advanced level qualifications. They are now available in different sizes.

City and Guilds and RSA vocational qualifications are also available in a range of vocational titles. These qualifications are usually offered to students in further education colleges.

Key skills

The key skills are those that have been identified as important to work and learning.

There are six key skills: communication, application of number, IT, working with others, improving own learning and performance, and problem-solving. The first three are available as single-unit qualifications and are assessed by a test and a coursework portfolio that can include work done for other subjects.

The second three, the ‘wider key skills’, are not qualifications as they are assessed only by a portfolio of evidence.

NVQs

NVQs, National Vocational Qualifications, show that someone is competent to carry out a specific job, such as being an electrician or a hotel receptionist. They are usually taken by people in employment or modern apprentices, but can be taken by school or college students who have a work placement or part-time job that enables them to learn the skills in the workplace. They may be combined with other qualifications.

Exams

Amount of assessment

Traditionally, A level students have taken a few long exams at the end of their course. Over the last 10 years or so, some A levels have been divided into bite-sized units, each assessed by an exam or coursework.

This pattern of exams proved popular with students and teachers, and when the new advanced level qualifications were introduced in September 2000 it was decided that all A levels should offer both exam patterns. So now most A levels are divided into six units with assessment available in January and June.

Schools and colleges can choose how to use the flexibility this gives them, for example by using the opportunities in June of both years or having all the exams at the end of the course in the traditional way.

Many A level students spend little more time in exams than they did in the past. Typical A level students in the past might have taken three 3-hour exams. They would now take six 90-minute or 75-minute exams, though there are exceptions. Much will depend on the amount of coursework a subject includes.

In the six unit vocational A level, only two of the units have exams. The other four units are assessed through coursework.

The 12 unit vocational A level has four units assessed by exam and eight assessed through coursework.

Extra-curricular and enrichment activities

The new advanced level qualifications are not intended to be the only things that students do in the sixth form or at college.
An advanced level programme aims to develop the whole person, character, attitudes and understanding of issues beyond the examined curriculum. Other activities that can form part of a course are therefore very important. These activities should not only be valuable and enjoyable, they are also of interest to employers and admissions tutors who want to know about interests and personal qualities.

What else will be part of a course?

Apart from study for qualifications, your course is likely to contain many of the activities listed below. Schools and colleges attach great importance to these. They try to ensure that a focus on qualifications, the demanding workload of study and the need to get good grades do not crowd out additional activities such as these:

• sports and recreational activities
• learning about topics that may be of interest or value to you, such as time-management skills, study skills, drugs information, politics, the environment
• opportunities for social contact and relaxation in school or college
• involvement in voluntary and community projects
• practical ventures and challenges, such as the Duke of Edinburgh's Award and Sports Leaders' awards
• music, drama and media activities
• careers advice and information
• student politics
• work experience
• Young Enterprise business ventures.

What about part-time work?

Most students have part-time work and some find it difficult to juggle the demands of study, leisure activities and work. It is important to think about your priorities, long term as well as short term. You can then make choices about how you spend your time, knowing the reasons for, and results of, your decision. Your school or college may have guidelines to help you, and your tutor should be aware of your commitments.

In deciding how much work to commit yourself to, you might consider:

• how many hours to work (around 10 hours a week seems manageable for many students)
• when you work; holiday or weekend work may be easier to manage than evening work during the week
• how you could use your experience of work, for example to link with vocational courses, to provide key skills evidence or to gain experience needed for a future career.

Some large colleges can organise their timetable so that students who rely on their earnings can have time to work during the week.

Coping with the workload

Are students overloaded?

Some reports have claimed that students’ workload has increased and is causing stress. What are the facts?

• Students' main studies have generally increased from three to three and a half A levels
  Since September 2000, more than 60 per cent, have been taking four AS in the first year of their course. Many students taking VCEs have added an AS to their programme.
• Many students also take key skills
  This sometimes involves additional lessons.
• There were just over two terms of teaching to prepare for exams in June
  Preparing students for three units in two and a half terms means that teaching is concentrated.

So students do have to learn more in less time, and some do find it a challenge.

However:

• Students seem to approve of the new qualifications
  They like the increased choice and flexibility that the qualifications give them, according to evidence gathered in the review conducted in June and July 2001.
• Students do generally cope
  The evidence is that many students are coping successfully with the increased workload. This is particularly true now that schools and colleges have more experience of the demands and carefully match students to programmes they can cope with.

Changes they have made since 2000 include:

• advising individuals carefully about what is right for them
• choosing when to enter students for exams in one or more of their subjects
• limiting the number of resits that can be taken
• using time after the AS exams.

How to have a manageable workload

1. Do the right number of qualifications
   Some students will do the equivalent of three and a half A levels; some will do less, and some will do more. Some combinations may be more manageable than others. Discuss with your school or college what are the right qualifications for you.
2. Choose key skills subject and levels carefully
   Most schools and colleges encourage students to take key skills at level 2 where they do not have a GCSE at A*-C in a related subject (English, mathematics, ICT). Many also encourage students to take one key skill at level three where this will support their other subjects or their progression to HE or work.
3. Ask about exam timings
   The flexible new qualifications mean schools and colleges can decide for themselves when they want to have the exams. Short exams throughout the course have many advantages but they do mean teaching has to be more intense because exams are frequent. Discuss the options with your school or college.
4. Use your personal tutor
   Once you start your course you will have a personal tutor to provide advice and information. Your tutor will check that you are coping with the course and will help you make any changes that are needed. If you have taken on too large a workload, or if you need to change your subjects or qualifications, your tutor will help you. Tutorials may also provide advice on time-management skills, and how to make the best use of your study time outside lessons.
5. Don't do too much part-time paid work
   Many students need some part-time employment to help support themselves financially. Be careful not to do too much (more than about 10 hours a week may affect your ability to study). Weekend work may interfere less with your studies than work during the week. Get your tutor's advice on how much part-time work you can do without risking your studies. If your employer wants you to work more hours, get your tutor's advice on how best to deal with the situation.

Universities

To be sure you choose the right advanced level course, you need to know where it can lead. Universities and employers are all different and their entry requirements differ enormously. Even courses within the same university will have differing requirements.

How many subjects do universities expect?

The usual minimum requirement for entry to higher education is two A levels, or the vocational equivalent such as a double award VCE or BTEC National Diploma, but many universities require more, typically three A levels. The introduction of the new advanced level qualifications has resulted in many advanced level students studying four subjects in the first year of their post-16 course, so they will apply to university with the equivalent of three and a half A levels. You may want to consider this when deciding how many qualifications to study.

Do universities want to see evidence of breadth?

Where a degree course requires a particular advanced level subject, for example A level chemistry for a medical degree, the university's first concern will be that the applicant has the necessary subject knowledge. The university will then look for other achievements, and often breadth of study is seen as important. It will also be interested in your extra-curricular interests and activities.

Will universities want the same grades as before?

Yes, universities are likely to want the same grades. There is no evidence to suggest that studying more subjects or a broader range of subjects should lead to any reduction in grades.

Do universities want key skills?

Universities and other higher education institutions have to be certain that the students entering their courses have the ability to succeed on them. So they want applicants to have the A levels (GCE or VCE) or BTEC National qualifications that provide the foundation for higher education study.

Provided an applicant has these qualifications, the university will then consider the other evidence of the applicant's ability.

How much weight is attached to the applicant's other achievements, including key skills, is a matter for the individual admissions tutor. As key skills are new qualifications, many admissions tutors have yet to make up their minds about how important they should be in selecting students.

However, many HE institutions have expressed support for key skills and have said they will be taken into account in selecting candidates. To see what individual universities say about key skills, look at the entry profiles (descriptions of what is needed for entry to university courses) on the UCAS website.

Also see

> Qualifications
> Higher education and Curriculum 2000
> Exams process

QCA web links

> Subject criteria for A and AS levels

Other web links

> UCAS entry profiles
> AQA
> Edexcel (includes BTEC qualifications)
> OCR
> BCCi: AS guru
> Connexions
> Realworkrealpay

curriculum: 11-16 schools | 6th form schools | colleges
qualifications | the exams process | developments | higher education | home
help | contact us | search

Page updated: Tuesday, August 10, 2004
Terms and conditions
AccessKey enabled