Our recent work in this area
Changes to the assessment of A-levels in the sciences: What do they mean for higher education admissions?
Our guide explains how those working in higher education admissions can help ensure students receive a rich practical experience at A-level in light of the changes to practical assessment.
Response to the Ofqual consultation on GCSE reform: regulations for science
We questioned the percentages allocated to mathematical skills in the assessment of the different sciences and requested clarification on the measures to ensure students have opportunities to undertake sufficient practical work.
Response to the Ofqual consultation on the assessment of practical work in the sciences at GCSE
We supported the need to change the current system of assessment but expressed a number of concerns over the implementation of the proposals including appropriate monitoring and the lack of detail provided in the consultation document.
Response to the Department for Education consultation on new performance descriptors for key stages 1 and 2
The response supported one 'working at the national standard' level in science but called for the guidance to encourage teachers to allow greater depth of study within the same key stage. It also highlighted the need for the purposes of the performance descriptors to be more explicit and for the language of the descriptors to be redrafted to mirror that of the National Curriculum.
Response to the Ofqual consultation on Completing GCSE, AS and A-Level reform
The response highlighted our support for subject curriculum committees independent of interest and free from competition, and the need to emphasise understanding and competencies over content.
Response to the Department for Education consultation on draft key stage 4 programme of study
We were mostly pleased with changes made to the draft programme of study but called for more coherence between the key stages.
Response to the Ofqual consultation on Setting the Grade Standards of new GCSEs in England
Our response included a call for a clearer definition of the purpose of key stage 4 examinations, and we opposed the emphasis placed on assessment as an accountability measure used for league table performance comparisons.
Response to the UCAS consultation on introducing a new tariff
We highlighted the need to accommodate the separate pass/fail practical competence mark in the UCAS tariff system to ensure practical competencies remain a priority.
Response to the Ofqual consultation on Regulating Endorsement and Examiner-Author Conflicts
We stated that relationships between awarding organisations (AOs) and publishers contained real risks in a system where multiple competing awarding organisations exist. The response called for one single AO, external accreditation of revision guides and a ban on current textbook authors acting as examiners.
Response to the Ofqual consultation on A-level Regulatory requirements
The response called for the assessment and content of the proposed A-Levels to be developed more coherently and for Ofqual to reconsider the proposal to separate the practical grade from the overall A-level science grades.
Response to the Department for Education consultation on A-level subject content in the sciences
Appendices to the main response
We called for the implementation of the A-levels to be delayed and for greater coherence in the reform process. The response also commented on practical science, content, assessment, working scientifically, big ideas in science and mathematical skills.
Read more about how we have involved the chemistry community in the development of the science curriculum and in changes to the assessment of the sciences in England