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Using a qualitative dataset from a mixed-methods study of students’ views and experiences of GCSE in Northern Ireland and Wales, it analyzes perceptions of choice and fairness. 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experiences of curriculum as examination specifications at GCSE  \nBy Rhian Barrance¹ and Jannette Elwood²  \nCentre for Longitudinal Studies Working paper 2017/6  \nContact the author  \nRhian Barrance Research Associate School of Social Sciences Cardiff University  \n[barrancer@cardiff.ac.uk](barrancer@cardiff.ac.uk) ]  \n¹ School of Social Sciences, Cardiff University  \n² School of Social Sciences, Education and Social Work, Queen’s University Belfast (corresponding author)  \nThis working paper was first published in June 2017 by the Centre for Longitudinal Studies,  \nUCL Institute of Education University College London  \n20 Bedford Way  \nLondon WC1H 0AL  \n[www.cls.ioe.ac.uk](www.cls.ioe.ac.uk)  \nThe Centre for Longitudinal Studies (CLS) is an Economic and Social Research Council (ESRC) Resource Centre based at the UCL Institution of Education (IOE) . It manages four internationally-renowned cohort studies: the 1958 National Child Development Study, the 1970 British Cohort Study, Next Steps, and the Millennium Cohort Study. For more information, [visit](visit www.cls.ioe.ac.uk)[ ](visit www.cls.ioe.ac.uk)[www.cls.ioe.ac.uk](visit www.cls.ioe.ac.uk).  \nThe views expressed in this work are those of the author and do not necessarily reflect the views of CLS, the IOE or the ESRC. All errors and omissions remain those of the author.  \nThis document is available in alternative formats. Please contact the Centre for Longitudinal Studies. tel: +44 (0)20 7612 6875  \nemail: [clsfeedback@ioe.ac.uk](clsfeedback@ioe.ac.uk)  \nContents  \nAbstract ..................................................................................................................... 2  \nNon-technical summary............................................................................................. 3  \nIntroduction ............................................................................................................... 4  \nContext: Subject Choice and Education Qualifications .............................................. 5  \nModeration of curriculum by assessment ............................................................... 5  \nCurriculum, subject choice and examinations ............................................................ 8  \nCurriculum as examination syllabuses ................................................................... 8  \nSubject choice ....................................................................................................... 9  \nChoice and examination syllabuses ..................................................................... 10  \nWhy consider students’ views and experiences on these matters? ...................... 11  \nMethodology............................................................................................................ 11  \nResearch Instruments .......................................................................................... 12  \nSample ................................................................................................................ 12  \nData analysis ....................................................................................................... 12  \nPresentation of the data ....................................................................................... 13  \nGCSEs and Subject choice .................................................................................. 13  \nAssessment techniques ....................................................................................... 15  \nTiering ................................................................................................................. 15  \nGCSE structures: modularity vs. linearity ............................................................. 17  \nGCSEs in NI and Wales: Inequalities across jurisdictions .................................... 20  \nDiscussion ..................................................","cbCaipQIeBzTmFqw","https://ap.wps.com/l/cbCaipQIeBzTmFqw","pdf",249510,"English","# Abstract\n# Non-technical summary\n# Introduction\n# Context: Subject Choice and Education Qualifications\n## Moderation of curriculum by assessment\n## Curriculum, subject choice and examinations\n## Curriculum as examination syllabuses\n## Subject choice\n## Choice and examination syllabuses\n## Why consider students’ views and experiences on these matters?\n# Methodology\n## Research Instruments\n## Sample\n## Data analysis\n## Presentation of the data\n# GCSEs and Subject choice\n## Assessment techniques\n## Tiering\n## GCSE structures: modularity vs. linearity\n## GCSEs in NI and Wales: Inequalities across jurisdictions\n# Discussion\n## Subject option choices and links to GCSE specifications\n## Access to subjects and curriculum: mediated by national and school level assessment policy decisions\n## Students’ concerns about the ways in which curriculum and assessment decisions are made\n## Concluding thoughts\n# References","[{\"question\":\"What does the working paper study about inequalities and the curriculum?\",\"answer\":\"It investigates how young people experience curriculum through GCSE examination syllabuses, assessment techniques and structures, and how national and school-level policies shape subject choice and perceived fairness.\"},{\"question\":\"Which regions and data source does the analysis use?\",\"answer\":\"The study draws on an original qualitative dataset from a mixed-methods study of students’ views and experiences of GCSE in Northern Ireland and Wales.\"},{\"question\":\"How are students’ perceptions of choice and fairness explained in the paper?\",\"answer\":\"The paper links perceived choice and fairness to which subjects are available via school-level subject options and to how GCSE courses are administered, showing how these decisions effectively become students’ experience of curriculum.\"}]","Inequalities and the curriculum - young people’s views on choice and fairness through their experiences of curriculum as examination specifications at GCSE - Working paper | PDF",76]