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This response welcomes the consultation on reforming 16–19 education by introducing the Advanced British Standard, while assessing proposed aims, breadth, and the role of maths and English. It highlights risks to breadth with “3 Majors plus Maths and English,” stresses interlinked curriculum and accountability, and discusses equality, rigour, and the future of A-levels and T-levels.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/advanced-british-standard-aqas-response-to-the-department-for-educations-consultation-march-2024/619312/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/advanced-british-standard-aqas-response-to-the-department-for-educations-consultation-march-2024/619312.png","ImageObject",300,407,{"name":92,"@type":93},"Emma Wilson","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the purpose of introducing the Advanced British Standard according to this response?","Question",{"text":111,"@type":112},"It is framed as reform to ensure students gain knowledge and skills to thrive after 16–19 education, supported by aims around vocational status, stronger maths and English, and a broader, baccalaureate-like approach.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What concerns are raised about delivering “breadth” under the current proposal?",{"text":116,"@type":112},"The response says it is unclear whether “3 Majors plus Maths and English” will truly deliver breadth, and that student advisory group members were not clear on this aspect.",{"name":118,"@type":109,"acceptedAnswer":119},"What does the response say about the most important outcomes the ABS could achieve?",{"text":120,"@type":112},"It emphasizes high-level focus on maths and English to improve numeracy and literacy, potentially closing gaps for disadvantaged students and those with SEND, while also arguing that GCSE resits have struggled and can contribute to disengagement.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},619312,1792462801,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":26},3848291630094,"https://eur-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Advanced British Standard  \nAQA’s response to the Department for Education’s consultation  \nAdam Steedman Thake  \nPolicy and Evidence Manager  \nMarch 2024  \nExecutive Summary  \nAll of us working in education have a duty to ensure that all young people leave education with the knowledge and skills to thrive outside the school and college gates and feel confident taking the next steps in their lives, wherever they may lead. We welcome the opportunity to contribute to this consultation and to this important topic of debate.  \nOur full consultation response is below. Minor grammatical and stylistic changes have been made to the below response as compared to that submitted to the DfE, this is in order to present our analysis in amore easy-to-read manner and does not represent substantive changes.  \nChapter 1  \nThis chapter sets out the case for change for reforming 16-19 education in England by introducing the Advanced British Standard. It invites views on how to shape the aims of this reform and the purposes of the ABS to deliver the outcomes we want for students and the economy.  \n11. We propose several overarching aims and principles that should underpin the introduction and design of the Advanced British Standard. To what extent do you support these proposed aims and principles? If you have further views on this, please share below.  \nFully support, Somewhat support, Neither support nor oppose, Somewhat oppose, Fully oppose, Don’t know  \nPlease limit your response to 1500 characters or less  \nWe welcome some of the underlying aims of the ABS particularly the desires to: increase the status of vocational and technical qualifications; look more carefully at maths and English; and emulate a more baccalaureate approach with increased breadth.  \nWe agree that increased breadth is a positive aim as a broad education develops a mixture of core skills and knowledge which ensure success outside the school or college gates. As currently envisaged, however, it is not clear that 3 Majors plus Maths and English will deliver breadth and members of our Student Advisory Group were unclear on this aspect of the proposal.  \n“By 16 I had a firm idea of what subjects I wanted to choose. Why would I need to continue studying English?” -SAG member  \nReducing the differences between occupational and academic are welcomed. Bringing academic and technical study together into a clearer framework could simplify student choices. However, other approaches may have more value, like improved advertising and information on post-16 pathways.  \nQualifications are inter-linked with curriculum and accountability. All three need to be examined together, or risk creating unintended consequences.  \nFinally, there is a danger of ‘throwing the baby out with the bathwater’ with current internationally respected A-levels. In addition, we foresee that should A levels be dispensed within the state sector, independent schools could simply continue to take them, creating further division in our education system.  \n12. What do you think is the most important thing that the Advanced British Standard could achieve? Please limit your response to 1500 characters or less  \nThe high level focus on maths and English to 18 – with the aim of improving numeracy and literacy skills – is welcome. The ABS could close the gap for disadvantaged students and students with SEND by supporting more sustained education throughout the 16-19 phase. Even more benefits could be realised by focusing at 14-16 phase, or even 11-16. The GCSE resit policy has struggled to achieve its goal and effectively consigns these young people to repeatedly study fora qualification they have only a small chance of achieving. This can lead to many young people becoming disengaged and developing negative attitudes towards education, particularly in maths.  \nReducing the perception of inequality in post-16 options between technical and academic qualifications is a good aim, but ‘perceptions’ are hard to change. We sho","cbCaicqEei1GVwuG","https://ap.wps.com/l/cbCaicqEei1GVwuG","pdf",266075,24,"English","# Executive Summary\n# Chapter 1\n## Case for change: reforming 16-19 education\n## Proposed aims and principles\n## Most important outcomes of the ABS\n## Further views on aims, principles and purposes","[{\"question\":\"What is the purpose of introducing the Advanced British Standard according to this response?\",\"answer\":\"It is framed as reform to ensure students gain knowledge and skills to thrive after 16–19 education, supported by aims around vocational status, stronger maths and English, and a broader, baccalaureate-like approach.\"},{\"question\":\"What concerns are raised about delivering “breadth” under the current proposal?\",\"answer\":\"The response says it is unclear whether “3 Majors plus Maths and English” will truly deliver breadth, and that student advisory group members were not clear on this aspect.\"},{\"question\":\"What does the response say about the most important outcomes the ABS could achieve?\",\"answer\":\"It emphasizes high-level focus on maths and English to improve numeracy and literacy, potentially closing gaps for disadvantaged students and those with SEND, while also arguing that GCSE resits have struggled and can contribute to disengagement.\"}]","Advanced British Standard - AQA’s response to the Department for Education’s consultation - March 2024 | PDF"]