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Contents  \n•  Executive summary  \n•  Broadening the post-16 curriculum  \n•  Project qualifications  \n•  Maths and English resits in post-16  \n•  EBacc and Progress 8 Accountability Measures  \n•  Workforce pressures  \n•  Skills for work and life  \n•  The future of assessment for SEND  \n• A diverse curriculum  \nExecutive summary  \nAQA is an independent education charity, providing high quality assessments that are fair, reliable, and support students in their educational journey. Our qualification expertise dates back to 1903, when our predecessor boards were founded by five leading universities. Today, we're the largest provider of academic qualifications taught in schools and colleges. We set and mark the papers for over half of all GCSEs and A-levels taken every year. But exams are only part of the story – we also make sure the content of our qualifications support great teaching. Our qualifications are designed to suit a range of abilities and include GCSEs, AS and A-levels, the Extended Project Qualification and Technical Awards.  \nOur qualifications are internationally recognised and taught in more than 40 countries around the world and they're highly valued by employers and universities.  \nThis response builds on AQA’s wide ranging experience of delivering qualifications and assessment For more than 120 years and focuses on the following questions in the Committee’s inquiry:  \nAQA’s submission responds to the following points in the inquiry:  \n• The post-16 curriculum.  \n• The strengths and weaknesses ofT Levels as the main qualification option for students wishing to pursue a technical route into further education.  \n• Post-16 numeracy and literacy, including GCSE resits.  \n• Workforce pressures, including college teachers’pay and the recruitment and retention of staff in all further education settings.  \n• How to resolve the skills shortage and narrow the gap between the skills that employers want and the skills that employees have.  \nKey points from our submission  \n• It is clear areas of the curriculum have become crowded. We advocate for a trimming of content in relevant specifications to create room for broader skills to be developed that support future life, study and work. We believe to support this, we can make better use of different qualification types, such as on-demand digital assessments and project qualifications.  \n• We think there is over specialisation at A-level and that there should be broader options available for students, particularly in Year 12. This could include the addition of an EPQ or looking again at the AS toA2 model.  \n• We think that the vocational landscape is too complex and rigid. As with A- levels, there should be greater flexibility and choice built in, which could include breaking T-levels down into smaller constituent parts.  \n• We also note logistical challenges in terms of access arrangements. Centres where there are large cohorts, such as FE Colleges with large GCSE English and Maths cohorts, tell us they cannot manage the variety of access arrangements within the timeframes they have.  \n• Low numeracy, literacy and digital fluency skills are a problem in England and have been for a longtime. AQA is proud to be creating a numeracy qualification that allows students to demonstrate their  \n‘real life’ numeracy in a way that would sit alongside Maths GCSE; we plan to develop similar products for literacy and digital fluency. At the same time, we can use digital methods such as AQA Stride to improve the way content in GCSE and A-level is taught and reduce inequalities.  \nCall for evidence: Curriculum and qualifications in further education  \n• The post-16 curriculum.  \n• The strengths and weaknesses ofT Levels as the main qualification option for students wishing to pursue a technical route into further education.  \nBroadening the post-16 curriculum  \nThe A-level brand remains globally pres","cbCaihWMlJd32206","https://ap.wps.com/l/cbCaihWMlJd32206","pdf",153983,"English","# Executive summary\n## Broadening the post-16 curriculum\n## Call for evidence: Curriculum and qualifications in further education\n## The post-16 curriculum\n## Strengths and weaknesses of T Levels\n## Post-16 numeracy and literacy\n## Workforce pressures and skills for work and life\n## The future of assessment for SEND","[{\"question\":\"What is the main purpose of AQA’s evidence submission?\",\"answer\":\"AQA provides evidence for the Committee’s inquiry, focusing on the post-16 curriculum, post-16 numeracy and literacy, workforce pressures, and assessment for SEND.\"},{\"question\":\"What does AQA recommend for broadening the post-16 curriculum?\",\"answer\":\"AQA suggests reducing A-level content slightly to create time for greater breadth, and considers reintroducing minor subjects or adopting broader cross-disciplinary or vocational/technical options.\"},{\"question\":\"How does AQA propose improving T Levels?\",\"answer\":\"AQA calls for long-term commitment and reform, including reducing or sharing delivery costs, breaking T Levels into smaller components for modularity, and redesigning assessment to be simpler and more effective for students and exam boards.\"}]","AQA Evidence Submission - Education Select Committee Further Education and Skills Consultation | PDF",1792463075,25]