Reformed GCSE subject content includes three types of content: standard, underlined and bold. In the words of he document,
The expectation is that:
- All students will develop confidence and competence with the content identified by standard type
- All students will be assessed on the content identified by the standard and the underlined [here, for technical reasons, emphasised -- AB] type; more highly attaining students will develop confidence and competence with all of this content
- Only the more highly attaining students will be assessed on the content identified by bold type. The highest attaining students will develop confidence and competence with the bold content.
The distinction between standard, underlined and bold type applies to the content statements only, not to the assessment objectives or to the mathematical formulae in the appendix.
What follows is the list of items in the Mathematics GCSE subject content and assessment objectives which contain bold type, higher content.I think this short lists clearly marks the boundaries of GCSE — AB
From the official announcement:
In February, the Secretary of State announced plans for the comprehensive reform of GCSEs, so that young people have access to qualifications which match and exceed those of the highest performing jurisdictions.
The Department is now seeking views on proposed subject content and assessment objectives for new GCSEs. Proposed subject content for reformed GCSEs in English language, English literature, mathematics, biology, chemistry, physics, combined science (double award), history, geography, modern languages and ancient languages, as well as the Reformed GCSE Subject Content Consultation document are available here on the Department’s website. The consultation will run from 11 June until 22 August. We would very much welcome your views.
In parallel with this consultation Ofqual are consulting on the revised regulatory requirements for the reformed GCSEs. The Ofqual consultation will be available here.
A report from Demos, published today. From Executive Summary:
This report strongly argues that the current model of accountability is profoundly toxic and is failing to achieve its stated goal of improving education. It sets out an alternative
regime, which would allow all children to achieve their potential, while ensuring the quality of education in schools is of a high standard. [...]
From the statement by Dr Wendy Piatt, Director General of the Russell Group:
“Results from AS-levels taken in Year 12 are useful to universities in the admissions process, especially in considering applications for the most competitive courses. [...]
“Whilst we have welcomed the Government’s review of the modular structure of the A-level, we do not believe this need be extended to the complete removal of the AS examination from the A-level.”