[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-213040-en":3,"doc-seo-213040-105":30,"detail-sidebar-cat-0-en-105":89},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},213040,7971461740886,"Theodore","https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2",4,"Exam","GCSE step proposal summary - Transforming GCSE resits overview","The proposal outlines why standard GCSE English and maths pass grades (4 and above) are crucial for access to further study, training, and employment, and highlights persistent low annual pass rates for learners with the weakest prior attainment. It argues that current post-16 resit approaches, often delivered as revision courses with insufficient teaching time, hinder progress and widen inequity. To address this, a new one-year, GCSE-aligned “GCSE step” qualification is proposed, targeting grade 2 and below, building mastery of foundational gaps, supporting accountability measures, and strengthening progression within level 1 to level 2 pathways.","Transforming GCSE resits – An overview of our ‘GCSE step’ proposal  \nThere is clear evidence that having a standard pass (grade 4 of above) in GCSE English and maths is essential for accessing opportunities for further study, training and employment. With over half of pupils from disadvantaged backgrounds leaving school without GCSE English and maths, missing these qualifications acts as a significant barrier to social mobility in England.  \nSince the introduction of the condition of funding, there has been a 94% increase in those passing GCSE English and maths in post-16 education. Today, 84. 04% of 19-year-olds hold a GCSE standard pass in English, and 80. 78% have this in maths. However, annual pass rates are still too low. This is largely driven by low pass rates among students with the lowest prior attainment (grades 2 and below) . Young people from disadvantaged backgrounds and those with an identified SEN are overrepresented in this group.  \nAs a charity that works closely with further education providers to improve progress and attainment among students from disadvantaged backgrounds, we have seen firsthand the challenges that hamper the success of GCSE resit delivery. Outside of insufficient funding (which must also be addressed if weare to create a fairer, more effective post-16 education system), one major challenge is that GCSE English and maths are often delivered as revision courses , with students entered for exams without adequate teaching time to address fundamental gaps in knowledge and reinforce core concepts. This practice is in part driven by accountability measures that work against the broad aims of the condition of funding.  \nOur proposal for a ‘GCSE step’ qualification would address this challenge while retaining the ambition for as many learners as possible to secure a standard pass in both English and maths GCSE by the age of 19. It is vital that GCSE resits are not replaced with any alternative level 2 qualification – we know that employers do not give these qualifications the same currency in the labour market, and going down this route would create a two-tier qualification system that disproportionately disadvantages young people from disadvantaged backgrounds and those with identified SEN. Instead, we need carefully designed, evidence-based reforms that raise standards in 16-19 education, improve GCSE pass rates, and promote equity for all learners.  \n‘GCSE step’ proposal  \nAt present, to meet the condition of funding, a student must study an approved qualification. These qualifications include GCSEs, Functional Skills level 2 and other ‘stepping stone’ qualifications. Stepping stone qualifications refer to Functional Skills level 1 and below, ESOL qualifications and a small number of other qualifications.  \nHowever, the qualifications pitched as alternatives or ‘stepping stone’ qualifications at present do not adequately support progress towards the GCSE. Their curriculum content is often very different to the content of the GCSE. For example, Functional Skills maths does not include any algebra. This means that unless students are enrolled in a GCSE course, they are not taught content that prepares them for that exam.  \nThe GCSE curricula for English and maths are designed to be delivered as two-year courses. In 16-19 education, students are typically entered into GCSE resit exams annually, before they have had the chance to cover the entire curriculum. This is a particular problem for students with the lowest prior attainment.  \nTo ensure adequate teaching time to address fundamental knowledge gaps, we propose a new qualification for English and maths that is closely aligned with and supports progression onto the GCSE, constituting a genuine ‘stepping stone’ to GCSE. This qualification should:  \n• Target students with the lowest prior attainment (grade 2 and below) to address significant gaps in knowledge that prevent them from achieving a grade 4. Students with prior grade 3 at GCSE should no","cbCaie92XstBMVEv","https://ap.wps.com/l/cbCaie92XstBMVEv","pdf",166738,1,3,"English","en",105,"# Transforming GCSE resits – overview of the proposal\n## Problem and evidence on attainment and barriers\n## Limitations of current “stepping stone” alternatives\n## “GCSE step” qualification concept and eligibility\n## Proposed course structure, curriculum alignment, and assessments\n## Expected impacts on pass rates and progression","[{\"question\":\"Why does the proposal focus on GCSE English and maths pass grades 4+?\",\"answer\":\"A standard pass in GCSE English and maths is described as essential for accessing further study, training, and employment, and as a key factor in supporting social mobility for disadvantaged learners.\"},{\"question\":\"What issue does the proposal identify with current GCSE resit delivery in 16–19 education?\",\"answer\":\"Students are typically entered for resit exams annually before covering the full GCSE curriculum, which is especially harmful for those with the lowest prior attainment and leads to persistent low pass rates.\"},{\"question\":\"How would the “GCSE step” qualification work and who is it aimed at?\",\"answer\":\"It is proposed as a genuine GCSE-aligned one-year stepping stone targeting students with prior grade 2 and below, covering about half the GCSE curriculum content in the first year and including assessments positioned between level 2 and level 1.\"}]","GCSE step proposal summary - Transforming GCSE resits overview | PDF",1788752897,8,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":84,"head_meta":86,"extra_data":88,"updated_unix":28},"gcse-step-proposal-summary-transforming-gcse-resits-overview","",{"@graph":36,"@context":83},[37,52,66],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,50],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":21},"https://docshare.wps.com/document/exam/",{"item":51,"name":13,"@type":43,"position":11},"https://docshare.wps.com/document/gcse-step-proposal-summary-transforming-gcse-resits-overview/213040/",{"url":51,"name":13,"@type":53,"author":54,"headline":13,"publisher":56,"fileFormat":59,"inLanguage":23,"description":14,"dateModified":60,"datePublished":60,"encodingFormat":59,"isAccessibleForFree":61,"interactionStatistic":62},"DigitalDocument",{"name":9,"@type":55},"Person",{"url":41,"name":57,"@type":58},"DocShare","Organization","application/pdf","2026-09-07",true,{"@type":63,"interactionType":64,"userInteractionCount":4},"InteractionCounter",{"@type":65},"ViewAction",{"@type":67,"mainEntity":68},"FAQPage",[69,75,79],{"name":70,"@type":71,"acceptedAnswer":72},"Why does the proposal focus on GCSE English and maths pass grades 4+?","Question",{"text":73,"@type":74},"A standard pass in GCSE English and maths is described as essential for accessing further study, training, and employment, and as a key factor in supporting social mobility for disadvantaged learners.","Answer",{"name":76,"@type":71,"acceptedAnswer":77},"What issue does the proposal identify with current GCSE resit delivery in 16–19 education?",{"text":78,"@type":74},"Students are typically entered for resit exams annually before covering the full GCSE curriculum, which is especially harmful for those with the lowest prior attainment and leads to persistent low pass rates.",{"name":80,"@type":71,"acceptedAnswer":81},"How would the “GCSE step” qualification work and who is it aimed at?",{"text":82,"@type":74},"It is proposed as a genuine GCSE-aligned one-year stepping stone targeting students with prior grade 2 and below, covering about half the GCSE curriculum content in the first year and including assessments positioned between level 2 and level 1.","https://schema.org",{"og:url":51,"og:type":85,"og:title":13,"og:site_name":57,"og:description":14},"article",{"robots":87,"canonical":51},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":90},[91,95,99,102,107,112,117,121,126,129,133],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":92,"show_sort_weight":93,"slug":94},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":96,"show_sort_weight":97,"slug":98},"Literature",80,"literature",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":100,"slug":101},70,"exam",{"id":103,"doc_module":4,"doc_module_name":46,"category_name":104,"show_sort_weight":105,"slug":106},5,"Comic",60,"comic",{"id":108,"doc_module":4,"doc_module_name":46,"category_name":109,"show_sort_weight":110,"slug":111},6,"Technology",50,"technology",{"id":113,"doc_module":4,"doc_module_name":46,"category_name":114,"show_sort_weight":115,"slug":116},7,"Healthcare",40,"healthcare",{"id":29,"doc_module":4,"doc_module_name":46,"category_name":118,"show_sort_weight":119,"slug":120},"Research & Report",30,"research-report",{"id":122,"doc_module":4,"doc_module_name":46,"category_name":123,"show_sort_weight":124,"slug":125},9,"Religion & Spirituality",20,"religion-spirituality",{"id":124,"doc_module":4,"doc_module_name":46,"category_name":127,"show_sort_weight":124,"slug":128},"World Cup","world-cup",{"id":130,"doc_module":4,"doc_module_name":46,"category_name":131,"show_sort_weight":130,"slug":132},10,"Lifestyle","lifestyle",{"id":134,"doc_module":4,"doc_module_name":46,"category_name":135,"show_sort_weight":103,"slug":136},19,"General","general"]