Department of Education Equality and Human Rights Policy Screening - GCSE Grading - Revised June 2014

Sep 5, 2026

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Equality and human rights policy screening for GCSE grading evaluates how the move to a numerical system (grades 9 to 1) may affect learners and stakeholders. It outlines policy scoping, evidence gathered, screening questions, and decisions, including timetabling, prioritising, and mitigation. The screening also covers disability discrimination, human rights considerations, rural proofing, monitoring arrangements, and the approval and authorisation process, revised in June 2014.

LanguageEnglish

CategoryExam

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

POLICY SCOPING

Title of policy

Type of Policy Development

Description of policy

Factors that could contribute to or detract from intended outcomes

Main stakeholders affected

Policy responsibility and relationships

Related policies or objectives

EVIDENCE

Evidence gathered under Section 75 categories

Religious belief and attainment data

DEPARTMENT OF EDUCATION EQUALITY AND HUMAN RIGHTS POLICY SCREENING GCSE GRADING Equality Team 4th Floor, Rathgael House Ext 59686/59472 [equality@deni.gov.uk](equality@deni.gov.uk) Revised June 2014 Index 1. POLICY SCOPING 2. EVIDENCE 3. SCREENING QUESTIONS 4. SCREENING DECISION 5. TIMETABLING AND PRIORITISING 6. MITIGATION 7. MONITORING 8. DISABILITY DISCRIMINATION 9. CONSIDERATION OF HUMAN RIGHTS ISSUES 10. RURAL PROOFING 11. APPROVAL AND AUTHORISATION 1. POLICY SCOPING | 1.1
Title of policy: GCSE Grading
1.2 Type of Policy Development
This is a revised policy. | | --- | | 1.3 Description of policy | | On 11 March 2014, the Education Minister announced that he had accepted all of the recommendations from the CCEA fundamental review of GCSEs and A Levels.
The Minister asked his departmental officials to provide advice on a number of qualification issues that arise as a result of GCSE reform decisions in England including GCSE grading.
This policy relates to a new numerical GCSE grading system being introduced with grades from 9 to 1 rather than A* to G.
A more detailed background to the policy is attached at Annex A. | 1.4 What factors could contribute to, or detract from the intended aim/outcome of the policy? | None | | | --- | --- | | Legislative | | | Financial | I | | Others (please specify) See below | I | Issues/Risks for DE GCSE Grading The main concern of not changing to a numerical grading structure is the implications of having a permanent situation where there are two grading systems in place for GCSE qualifications. This may have implications for learners, parents, employers and so on. We recognise that for at least two years (for GCSE results released in Aug 2017 and Aug 2018), there will be GCSEs awarded here with different grading systems since CCEA’s revised GCSEs will not be available for first teaching until Sep 2017) . England, Wales and the north of Ireland operate a 3-country qualifications system. In the main, we have the same qualifications and the regulators work together to ensure there are common standards and demands across all 3 jurisdictions. This means pupils taking exams here can have their qualifications easily recognised and accepted by universities and employers if they wish to goto study or work in England, Wales or the south of Ireland and vice-versa. The intention is that the comparability of the qualification would be maintained if the grading system was the same. In considering this issue, DE had to consider if the north of Ireland should also move to numerical grading system. As part of our considerations, we have taken into account advice from CCEA in its capacity as qualifications regulator, and the views of key stakeholders, especially teachers and pupils. Our over-riding concern is the interests of young people and ensuring they are enabled to achieve to their full potential. | 1.5 M | ain stakeholders affected (Please tick I relevant boxes) | | | | --- | --- | --- | --- | | | Pupils (Actual or Potential) | I | | | | Parents | I | | | | Teaching Staff | I | | | | Trade Unions or Professional Organisations | | | | | Other Public Sector Organisations (CCEA) | I | | | | Departmental Staff | | | | | Others (please specify)– Higher Education Establishments | I | | 1.6 Who is responsible for: (a) Devising the policy The Department of Education (b) Implementing it DE, CCEA. (c) Explain the relationship? The Department for Education in England can make changes to its policy and there is an expectation that it will inform and liaise with the devolved administrations throughout its decision making process. We can develop the same or different policy as we see fit for our circumstances.. The Council for the Curriculum, Examinations and Assessment (CCEA) was established on 1 April 1994 and is a non-departmental public body reporting to the Department of Education inthis jurisdiction. C

FAQs

What change to GCSE grading is the policy screening focused on?

The policy relates to introducing a numerical GCSE grading system with grades from 9 to 1 instead of A* to G.

Which stakeholders are identified as affected by the policy?

Pupils, parents, teaching staff, other public sector organisations such as CCEA, and higher education establishments are listed among the main stakeholders affected.

How will equality and human rights impacts be monitored?

The screening states that potential disproportionate impacts (for example by religion and race) will be monitored by the Department, alongside broader monitoring, mitigation, and decision procedures.

Sep 5, 2026

Upload by Sarah