Last updated: 02 Apr 2009

Developing the criteria for new GCSE specifications for first teaching and 2009 and 2010 took nearly two years and involved contributions from over 2,500 stakeholders – both individuals and organisations. QCA has started working on developing criteria for new GCSE specifications in science subjects for first teaching in 2011.

 

Working with stakeholders

QCA and the regulators for Wales (DCELLS) and Northern Ireland (CCEA) work with teachers, awarding bodies, subject associations, higher education and other interested parties to develop qualification and subject criteria for GCSEs.

GCSE criteria for first teaching in 2009

QCA carried out an online consultation between 20 May and 14 September 2007 on criteria for GCSEs for first teaching in September 2009 . We received over 1,900 responses. DCELLS and CCEA carried out their own consultations in Wales and Northern Ireland. The findings of this consultation can be found in the GCSE qualification and subject criteria consultation summary report, which can be accessed from this page.

GCSE criteria for first teaching in 2010

For GCSEs in English, ICT and mathematics, QCA carried out an online consultation on the subject criteria from 26 June until 30 September 2008. DCELLS and CCEA carried out similar consultations in Wales and Northern Ireland. The findings from the consultation were used to inform amendments to the criteria and can be accessed from the 'Consultation on GCSE subject criteria for first teaching in 2010' section on the menus on the left-hand side of this page.

Specification development

Specifications for first teaching in September 2009 have been accredited and are available from awarding body websites.

For GCSEs in English, ICT and mathematics, awarding bodies will submit specifications to the regulators for accreditation against the criteria in spring 2009. The new specifications will be accredited in autumn 2009 for teaching from September 2010.

Background to the review of GCSEs

Changes to the secondary curriculum in England, parallel curriculum developments in Wales and Northern Ireland, and the development of new qualifications, including Diplomas, provided an opportunity to revise GCSE qualifications significantly.

The revisions aimed to:

• update the content of GCSEs
• encourage innovative teaching, learning and assessment
• incorporate key elements of 14–19 curriculum developments
• ensure that the revised GCSEs complement the new Diplomas
• revise the assessment arrangements to provide stretch and challenge for all learners and make assessment less formulaic and predictable
• ensure that standards are maintained
• ensure the criteria do not put unnecessary barriers in the way of students with disabilities.

Disability Discrimination Act

As part of our consultation on the draft GCSE subject criteria, we asked stakeholders whether they thought that we had only included requirements essential to each subject, and therefore not put unnecessary barriers in the way of students with disabilities.

Under the Disability Discrimination Act regulators have a duty to review and evaluate requirements contained within the qualification and subject criteria. These requirements are what students must demonstrate, including knowledge, understanding and skills.

As part of the consultation and review process for the 2009 and 2010 criteria we:

• identified the specific purpose of each requirement, and examined the manner in which each requirement achieves its purpose
• considered the impact that each requirement may have on people with disabilities and, if a requirement may have an adverse impact, asked whether the application of the requirement is absolutely necessary
• reviewed the purpose and effect of each requirement in the light of changing circumstances - such as developments in technology
• examined whether the purpose for which any requirement is applied could be achieved in a way that does not have an adverse impact on disabled people
• documented the way these issues have been addressed, the conclusions arrived at, and the reasons for those conclusions.