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Curriculum and assessment

 
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NAHT is working to ensure that the curriculum supports the learning, progress and success of all pupils. NAHT supports the principle that a broad and balanced curriculum promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares pupils for the opportunities, responsibilities and experiences of later life.

NAHT is campaigning to: 

Support schools to provide a broad and balanced curriculum for their pupils

  • Challenge the government policy, including EBacc, which may narrow the curriculum
  • Enable and support schools to successfully deliver statutory Relationships, Sex and Health Education
  • Lobby for improvements to government policy which supports schools to deliver inclusive education and fulfil their responsibilities under the public sector equality duty
  • Support schools to deliver effective careers education for all pupils
  • Support schools to deliver high-quality Religious Education to all pupils
  • Provide guidance, materials and information to support schools in educating pupils about environmental issues.

Ensure a valid and proportionate approach to statutory assessment in primary schools

  • Lobby the government to reconsider the introduction of the multiplication tables check
  • Lobby the government to ensure changes to the Early Years Foundation Stage and Early Learning Goals are appropriate and relevant for the early years sector
  • Influence the development and implementation of the reception baseline assessment
  • Support members to implement the new statutory assessment for pupils with SEND
  • Identify and challenge the STA over any impact on members of the contract change to deliver statutory assessment in the primary phase
  • Engage with the STA to influence changes and improvements to statutory assessment including moderation and maladministration
  • Campaign for KS2 SPAG to be made non-statutory and oppose any additional statutory testing in the primary phase
 

Ensure the KS4 and KS5 qualification framework and examination system is fit for purpose

  • Press the government, Ofqual and exam boards to ensure that reformed qualifications, both academic and vocational, meet the needs of all pupils and schools
  • Explore the issue of grade reliability, identifying solutions and improvements which are supported by members and pressing the government and Ofqual for appropriate action
  • Inform members of the latest developments in secondary assessment through engagement with Ofqual, JCQ and awarding organisations. 

2020 A level results: summary of the subject-level data

The DfE has clarified that: "all students have been awarded the centre assessment grade submitted by their school, unless their calculated grade was higher. The centre assessment grades were devised by teachers who know their students best, and signed off by the head teacher or college principal. These grades were based on a range of evidence including mock exams and coursework as well as work in class and homework. It means on average pupils this year have higher grades than in previous years".

A summary of some of the subject-level data available for A level entries in 2020 can be found below:

Overall

  • 87.5% of all entries achieved a grade C or above, compared to 75.5% in 2019
  • 38.1% of all entries achieved a grade A or above, compared to 25.2% in 2019

 

English

  • Entries into English language increased by 7.1%
  • 87.1% of all entries into this subject achieved a grade C or above, compared to 78.9% in 2019
    • 21.8% of these entries achieved a grade A or above, compared to 11.3% in 2019
  • Entries into English literature increased by 2%
  • 91% of all entries into English literature achieved a grade C or above, compared to 80% in 2019
    • 37.7% of these entries achieved a grade A or above, compared to 24.1% in 2019

 

Maths

  • Entries into maths increased by 2.6%
  • 86.3% of all entries achieved a grade C or above, compared to 75.1% in 2019
    • 49.5% of these entries achieved a grade A or above, compared to 40.5% in 2019

 

Science

  • Entries into individual Biology, Chemistry, and Physics decreased by 6.6%, 5.5% and 2.9% respectively
  • Biology: 83.6% of entries achieved a grade C or above, compared to 66.3% in 2019
    • 36.8% of these entries achieved a grade A or above, compared to 23.5% in 2019
  • Chemistry: 86% of entries achieved a grade C or above, compared to 71.4% in 2019
    • 41.9% of these entries achieved a grade A or above, compared to 28.4% in 2019
  • Physics: 83.8% of entries achieved a grade C or above, compared to 70% in 2019
    • 41.2% of these entries achieved a grade A or above, compared to 27.5% in 2019

 

MFL

  • Entries into French and German decreased by 0.7% and 7% respectively, entries into Spanish increased by 1.2%;
  • French: 93.8% of entries achieved a grade C or above, compared to 85.2% in 2019;
    • 53.6% of these entries achieved a grade A or above, compared to 36.4% in 2019;
  • German: 94.7% of entries pupils achieved a grade C or above, compared to 84.2% in 2019;
    • 58.3% of these entries achieved by grade A or above, compared to 40.4% in 2019;
  • Spanish: 94.7% of entries achieved a grade C or above, compared to 84.6% in 2019;
    • 54.5% of these entries achieved a grade A or above, compared to 34.9% in 2019

For further information about other subjects, please click here.

First published 21 August 2020