Responding to reform: how aware are higher education English providers of A level reforms and how have they responded to them?

Marcello Giovanelli*, Billy Clark, Andrea Macrae

*Corresponding author for this work

Research output: Contribution to journalArticle

Abstract

This paper reports on the findings from a survey of academics responsible for undergraduate programmes in English and examines the extent to which they were aware of recent reform of A level English and had made, or are making, changes to their courses as a result. Our findings demonstrate that relatively low numbers felt that they had a strong awareness of changes to post 16 curricula and most of the respondents indicated that they had not made and were not making any changes in direct response to the changes at A level to better support transition. The findings raise a number of questions regarding universities’ involvement in and knowledge of A level reform, the various ways that schools, colleges and universities can work together to develop effective transition for students, and how government, exam regulators and awarding bodies might best develop effective channels of communication to enable cross-phase dialogue.

Original languageEnglish
Pages (from-to)248-262
Number of pages15
JournalEnglish in Education
Volume52
Issue number3
Early online date7 Nov 2018
DOIs
Publication statusE-pub ahead of print - 7 Nov 2018

Bibliographical note

This is an Accepted Manuscript of an article published by Taylor & Francis Group in English in Education on 7 Nov 2018, available online at: http://www.tandfonline.com/10.1080/04250494.2018.1527178

Keywords

  • A levels
  • curriculum reform
  • examinations
  • higher education
  • transition

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