So, GCSEs Will Be Graded 9-1 Instead of A*-G – What Are The Key Things You Need To Get Across?
This change means we need to talk differently about GCSEs – how are you making the point about what this means?
In November, headteachers of secondary schools and colleges in England received a letter from Ofqual’s Chief Regulator, Sally Collier. In it, she asks for school leaders’ help in raising awareness and understanding of the new GCSE grading structure.
Regardless of the direct request for help from Ofqual, all schools should be actively working to ensure the whole school community understands the changes which are taking place over the next few years. So, what do you need to know?
No comparison
9-1 grades are not directly comparable to A*-G although in the first year of awarding a new GCSE subject, broadly the same proportion of pupils will achieve a grade 4 and above as currently achieve a grade C and above. This is the same for grade 7 and above which is linked to grade A and above, and grade 1 which is linked to a grade G and above.
Another key element is the fact that the new GCSEs have more grades so no direct comparisons between grades on the two different scales can be made. A grade 4 is not equivalent to a grade C – actually a grade 4 is the bottom two thirds of a grade C and the top third is a grade 5. A grade 5 is the equivalent of the top third of grade C and the bottom third of grade B.
At the top and bottom ends of the grading scale, things have also changed. The four grades D-G have now been reduced to three – 3, 2 and 1. So there is less differentiation for lower attaining pupils and no comparability between new and old grades. Conversely, there is more differentiation at the top end – three top grades (7, 8 and 9), compared to two (A and A*).
On track
This all has significant implications for tracking progress and predicting outcomes for students who are taking reformed GCSEs in the first year. Realistically, teachers could identify which students are on track to achieve a 7 and above, 4 and above and 1 and above, using their knowledge and understanding of the standards for an A, C and G grade.
It would be very difficult to accurately predict students achieving the grades in between, or those who might achieve a grade 8 or 9. This will have an impact not only on your progress tracking, but also target setting and reporting systems. Students and parents will want to know why their teacher can’t say with confidence that they will achieve a grade 9. Governors will want to know why they can’t see reliable data to show them the proportion of students who will achieve a grade 5 and above in English and Maths in 2017.
Further confusion arises around what a ‘good pass’ is in the new system*. Everyone knew a ‘C’ was a good pass. Now, a good pass will vary according to who you are. The government’s definition, for school accountability purposes, is a grade 5. This will be harder to achieve than a grade C and the number of students expected to achieve it will therefore be lower. A school’s headline figures are likely to go down; governors and parents in particular will need to understand why.
(*NB since this article was published, Justine Greening has issued a statement regarding the definition of a ‘good pass’, and accountability measures, which updates and contradicts what our author was told by the DfE at the time of writing. The latest information can be found here.)
Employers, colleges and universities set their own entry requirements. The expectation is that if a ‘C’ would have been sufficient for them, then a new grade 4 would be the requirement they set. The notion of grade 4 being acceptable is also supported by the fact that students will not be expected to retake their maths and English GCSEs if they achieve a grade 4 or above.
Clarity will be needed for both students and parents to ensure they are aware requirements may vary between colleges and between employers. School staff will also need to be mindful in the language they use – will you, as a school refer to a grade 5 as a ‘good pass’, like the government? Or will you focus on students’ destinations and the requirements for a grade 4 or a grade 5 to enable them to progress on their chosen path?
The numbers game
These are some of the more complex aspects of the change to 9-1 grading and the impact it may have. These need to be communicated and understood by your school community. This communication will have already started but it is worth reviewing what has been done so far, for whom, and what impact it has had. Identify existing opportunities when this can be built on and consider what additional actions might be necessary.
For parents and students, this will vary between year groups. Current year 7 and 8 students will be taking only reformed GCSEs with the new 9-1 grading system, so a complete change in language can be implemented from this point onwards for these cohorts and parents.
The majority of Year 9 will also be taking reformed GCSEs, however, if they take any less common languages, these will still be graded A*-G. For students in 10 and 11, sitting a mixture of reformed and unreformed GCSEs and whose exam certificates will have a mixture of numbers and letters on them, this is a more complex change. For them, and their parents, understanding of both systems and how they relate to each other is crucial.
The most important first step is to make sure that all of your staff and governors understand the changes and their impact and then you can be sure that accurate messages will be getting through to students and their parents.
GETTING THE MESSAGE
10 ways to communicate the changes
1. Work with your SLT to create a clear plan of actions and audiences.
2. Hold sessions about the change to 9-1 for both teaching and non-teaching staff; separately is better as prior knowledge is likely to be very different.
3. Use existing information evenings for year groups to present the relevant changes to parents.
4. Have rolling PowerPoints or a static display with someone to answer questions about the change to 9-1 grading at all parents’ evenings.
5. Change tracking, recording and reporting systems for Years 7 and 8 to reflect the changes in their entirety. This change can also be made for Year 9, with a proviso for any students who may take less taught languages. Update the information which goes out to parents about these systems too.
6. Make sure tracking, recording and reporting systems for Years 10 and 11 accurately reflect the timing of the grading change for each subject and use the appropriate letters or numbers for each, reflecting the mixed economy of their exam certificates.
7. Hold a series of sessions for governors. Firstly to explain the changes and then to show them how data might be presented in the transition period when both grading systems are operating, as well as once the change is complete.
8. Make sure governors understand the impact of the grade 5 “good pass” for accountability purposes. Provide them with models of what pass rates at grade 1 and above, 4 and above and 7 and above might look like in your school and potentially what proportion of students might get a grade 5 so they are aware of what to expect.
9. Use a variety of channels to make information available to the school community. Share accessible information on the website and through newsletters, text messages and emails.
10. Utilise and share links to other useful resources. Ofqual have diagrams, postcards and slide packs as well as model text which could be used for newsletters or text messages to parents.
Sarah Hannafin is a policy advisor at the National Association of Head Teachers (NAHT), leading the union’s work on curriculum and assessment.
