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Summary note: Linking London Curriculum and Assessment Review: Call for Evidence Forum

On 14th November, Linking London held a Curriculum and Assessment Review Forum to provide an opportunity for partners to share their views on what works and how we can improve post 16 qualifications and pathways, to inform our response on behalf of the network.

London skyline
London skyline

Andrew Jones, Director, Linking London first set the scene and provided an overview of the review, including the purpose, scope and the key drivers of the review and shared the Linking London draft response. The group then looked at five questions of the review to discuss in more detail. 

Question 47 & 48 of the review, ‘To what extent does the range of programmes and qualifications on offer at each level meet the needs and aspirations of learners and are there any changes that would be beneficial to learners?’ Andrew highlighted the necessity of preserving the three main routes for Level 3 qualifications (academic, applied, technical). Other points discussed included: 

  • Concerns over T Levels – availability of industry placements, HE admissions, assessment burden, question marks over T Levels for students in creative industries, especially regarding work placements and student retention and progression. 

  • A-level Exam Structure - a return to modular exams to reduce pressure and support students, especially those from disadvantaged backgrounds. 

  • Importance of retaining Applied General Qualifications to ensure a third pathway remains available for learners.  

Q49: ‘How can we improve learners’ understanding of how the different programmes and qualifications on offer will prepare them for university, employment (including apprenticeships) and/or further technical study?’ Some points of discussion included: 

  • Enhanced Careers Guidance - importance of embedding careers education, information, advice, and guidance (CEIAG) throughout 16-19 education. 

  • Improved information on Level 4/5 options – need to better promote Level 4 and 5 qualifications including HTQs. 

  • Addressing apprenticeship challenges – simplifying the apprenticeship application process and providing better support and address the mismatch between apprenticeship demand and supply. 

Q. 50. To what extent is there enough scope and flexibility in the system to support learners who may need to change course? Some points of discussion included: 

  • Importance of pre-entry support. 

  • Timing of changes - changes within the first term are more feasible. 

  • Importance of modular qualifications. 

Q. 51. Are there additional skills, subjects, or experiences that all learners should develop or study during 16-19 education, regardless of their chosen programmes and qualifications, to support them to be prepared for life and work? 

  • Importance of embedding life skills and employability training into all 16-19 education programs. 

  • Work experience opportunities were viewed as crucial for preparing learners for employment or further study. 

  • Providing learners with access to LMI was recommended to help them understand industry trends, skill demands, and career opportunities. 

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