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It argues current GCSE resit policy produces poor outcomes due to strong links between resit pass rates and prior attainment, especially for disadvantaged learners and those with SEND. AQA outlines design requirements, including clear progression from GCSE, age-appropriate KS2/KS3 foundations, modular maths and linear English approaches, careful eligibility and FSQ relationships, and engaging, accessible delivery for lower-attaining and vocational students.",{"@graph":69,"@context":122},[70,84,105],{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/aqa-response-16-to-19-level-1-english-and-maths-qualifications-consultation-may-2026/619419/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/aqa-response-16-to-19-level-1-english-and-maths-qualifications-consultation-may-2026/619419.png","ImageObject",300,407,{"name":92,"@type":93},"Ivy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does AQA support introducing a new Level 1 qualification in principle?","Question",{"text":112,"@type":113},"AQA believes the current GCSE resit policy does not deliver good outcomes for students entering with grade 2 or below prior attainment. Evidence cited shows low success rates are strongly correlated with prior attainment and are particularly poor for vulnerable learners, including disadvantaged students and those with SEND.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What key design requirements does AQA emphasise for the proposed qualifications?",{"text":117,"@type":113},"AQA emphasises clear alignment with GCSE content and assessment objectives, integrating foundational KS2/KS3 knowledge appropriately, avoiding an alternative end-point, and complementing rather than duplicating Functional Skills Qualifications. It also calls for modular maths and linear English to reflect subject structure and learning progression.",{"name":119,"@type":110,"acceptedAnswer":120},"What opportunities and challenges does AQA identify for 16–19 students?",{"text":121,"@type":113},"AQA suggests the Level 1 qualification could better match the knowledge and skills students have on entry, especially for lower-attaining learners. 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Today, we're the largest provider of academic qualifications taught in schools and colleges. We set and mark exam 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. Our qualifications are internationally recognised and taught in more than 40 countries around the world and they're highly valued by employers and universities.  \nAQA welcomes the opportunity to respond to the Department for Education’s consultation on new Level 1 English and maths qualifications for 16 to 19 year-olds. Drawing on our 120 years of assessment expertise, we support the government’s aim to provide a meaningful stepping-stone qualification for students with prior attainment at grade 2 or below, for whom the current GCSE resit policy is not delivering good outcomes. Evidence shows that GCSE resit pass rates are strongly correlated with prior attainment, with very low success rates for students entering from grade 2 or below, and particularly poor outcomes for vulnerable learners including disadvantaged students and those with SEND. We therefore agree in principle that a new Level 1 qualification could better support foundational learning and progression.  \nOur response emphasises the need for qualifications that:  \n• align clearly with GCSE content and assessment objectives to maintain a coherent progression route;  \n• integrate foundational KS2/KS3 knowledge in an age-appropriate way;  \n• avoid becoming an alternative end-point rather than preparation for GCSE;  \n• complement, rather than duplicate, Functional Skills Qualifications; and  \n• adopt a modular approach in maths and a linear approach in English, reflecting differences in subject structure and learning progression.  \nWe also highlight the importance of clarity on eligibility, the relationship with FSQs, and the need for careful design to ensure the qualification is engaging and accessible for lower-attaining and vocational learners. Overall, we believe these proposals have the potential to improve outcomes if they are designed with a clear progression purpose, strong construct validity, and a focus on high-quality teaching and learning.  \nCohort  \nQuestion 7: Who among the 16-19 students under Condition of Funding with a grade 2 or below prior attainment do you think would benefit most from this qualification? Why?  \nThe current English and maths resit policy isn’t working for the majority of students who are entered. We know that the only around 25 per cent of students achieve a grade 4 or higher in English, and only 15 percent in maths. Meanwhile, the pass rates for other Level 2 qualifications is around 88 per cent in English and 64 per cent in maths; and higher still for Level 1 qualifications at 96 and 88 per cent.  \nThe low pass rate for GCSE qualifications is likely driven by the fact that around half of entries are students who achieved lower than a grade 3 when they initially sat their GCSEs. In 2023, around 85 percent of students who achieved lower than a grade 3 in English and 81 per cent of students who achieved lower than a grade 3 in maths were then entered into a GCSE resit.  \nThis matters because the pass rates for GCSE resits are strongly correlated with prior attainment. 48 percent of students who achieved a grade 3 in English and 44 per cent of students who achieved a grade 3 in maths at the end of Key Stage 4 went on to achieve a grade 4 in their GCSE resits by age 19. For students who achieved a grade 2 at the end of Key Stage 4, these figures drop considerably to ","cbCainvLZxD6xCBQ","https://ap.wps.com/l/cbCainvLZxD6xCBQ","pdf",201451,13,"English","# Executive summary\n# Cohort\n## Question 7\n## Question 8\n## Question 9","[{\"question\":\"Why does AQA support introducing a new Level 1 qualification in principle?\",\"answer\":\"AQA believes the current GCSE resit policy does not deliver good outcomes for students entering with grade 2 or below prior attainment. Evidence cited shows low success rates are strongly correlated with prior attainment and are particularly poor for vulnerable learners, including disadvantaged students and those with SEND.\"},{\"question\":\"What key design requirements does AQA emphasise for the proposed qualifications?\",\"answer\":\"AQA emphasises clear alignment with GCSE content and assessment objectives, integrating foundational KS2/KS3 knowledge appropriately, avoiding an alternative end-point, and complementing rather than duplicating Functional Skills Qualifications. It also calls for modular maths and linear English to reflect subject structure and learning progression.\"},{\"question\":\"What opportunities and challenges does AQA identify for 16–19 students?\",\"answer\":\"AQA suggests the Level 1 qualification could better match the knowledge and skills students have on entry, especially for lower-attaining learners. It also anticipates engagement challenges due to low prior attainment and vulnerabilities, plus additional difficulties for students taking the qualification alongside vocational programmes who may find traditional classroom delivery hard to access.\"}]","AQA Response - 16 to 19 level 1 English and maths qualifications consultation - May 2026 | PDF",1792462908,33]