The Resit Rethink: A new approach for post-16 learners
Thousands of post-16 learners are caught in a cycle of resit failure and fatigue for GCSE English and maths, chasing a Grade 4 that is supposed to signal the level of English language and mathematical skills they need to be successful in future study or the workplace.
It’s crucial that these learners secure a way to demonstrate their achievements in these critical and foundational areas for when they enter the workplace or further study - and also that they develop the valuable literacy and numeracy skills they need to be successful in life. But do we truly believe that ‘failure’ to successfully evaluate a 19th-century text, produce a piece of creative writing in 45 minutes, or construct the perpendicular bisector of a line segment should be a barrier to learner progression?
From our Curriculum and Assessment Review thinking and extensive work with sector experts, educators and learners, the answer here is a resounding ‘no’. Yet agreement on this is only the first step. That’s why we’re setting out how a rethinking and reshaping of post-16 English and maths can be brought to life – in the short, medium and long term.
We are calling for a rethink of how post-16 English and maths students achieve success, ending the requirement to re-sit exactly the same content studied at school. Our workable, well-supported short, medium and long-term changes can start making a difference from day one and build towards the greater reform that we know is needed.
“Recognition that the post-16 GCSE English and maths resit system needs urgent reform is welcome and Luminate Education Group has been pleased to support ÃÛÌÒapp’s exploration so far around the shape reform could and should take. Taking a long term view, it’s clear that the creation of dedicated English and maths GCSE qualifications, that are specifically designed for and only available to post-16 students studying vocational qualifications, is long overdue.
Appreciating this reform takes time however, we are supportive of immediate changes that will better cater for the needs of post-16 learners that resit these qualifications. Whether it be reducing the assessment burden in maths or streamlining the content in English, immediate opportunities to heighten the relevance and accessibility of existing qualifications should be pursued. It's vital we escape the ‘cycle of resit failure and fatigue’ which, as ÃÛÌÒapp acknowledge, post-16 English and maths resit students experience all too often. Provided visions around long-term reform are realised, ÃÛÌÒapp’s ‘Resit Rethink’ exercise could be a promising way to achieve this.â€
Colin Booth, Chief Executive of Luminate Education Group
Changes with immediate impact
- We need a specific focus on how the resit policy works in a real-world FE setting. We know that in the FE sector, students have fewer English and maths contact hours than in school and are more focused on their chosen areas of study. They often come to English and maths with low confidence and a lack of engagement following their first experience of GCSE. On top of this, FE colleges can be challenged by recruitment difficulties, shortage of funds and a large, very varied cohort of learners.
- We advocate for changes within the existing GCSE subject content. We believe that in the short term it is possible to make changes within the existing GCSE subject content to provide post-16 qualifications that are more appropriate to the specific context of FE learners and would pave the way for a wider reform. What could this look like? We are exploring a range of options with FE college leadership, teachers, lecturers, tutors and learners:Ìý
- Reducing the amount of assessment in maths. This would lessen exam anxiety for learners, improve exam attendance, and also decrease costs for centres.
- Streamlined English content and assessment, combining all Assessment Objectives into a single examination and reducing the text and time period coverage. This would remove repetition, increase relevance, and recognise the FE specific teaching context.
- Allowing students to build up credit across multiple exam series. This would enable teaching focus on content not yet mastered and increase motivation by recognising where students have been successful.
A longer-term vision
- In the medium- to longer-term, we believe a new GCSE for post-16 learners is needed. This would be one that is designed for this group of learners from the outset and that has equal rigour, recognition and currency.
- This post-16 GCSE should have flexible assessment models to improve student experience and reduce the burden on colleges of all students needing to sit exams in a hall and multiple other rooms at the same time.Ìý
- The content of this redesigned GCSE should better reflect the context and experience of the cohort and equip them with the skills they need for their next steps in life.
- There is also the opportunity to explore options for more transformational assessment models, modes of delivery, and cadence of assessment – such as criterion referencing, on-demand assessment and a greater use of technology.
Through this balance of short-, medium- and long-term action, we’re committed to ensuring the thousands of young people caught in the cycle of resit failure and fatigue for GCSE English and maths get the opportunity and support they deserve to progress in a positive way.