Strict embargo: 00:01 hours Thursday 26 August GCSE results highlight continuing need to motivate boys

Transcription

1 News release Strict embargo: 00:01 hours Thursday 26 August 2004 GCSE results highlight continuing need to motivate boys The GCSE results for 2004 announced today by the Joint Council for Qualifications (JCQ) highlight the scale of the challenge facing the reviews of the curriculum to motivate boys during compulsory schooling. The GCSE Full Course results for 2004 show an improved performance in the top grades A*- A (from 16.7 in 2003 to 17.4 in 2004), A*- C (from 58.1 in 2003 to 59.2 in 2004) but no change overall at A*- G (97.6 in 2003 and 2004). Once again the Awarding Bodies have delivered the results reliably, accurately and on time. Last week s results at A-level confirmed a gap in attainment in favour of females over males, but showed that in 2004 the males had improved their relative performance. The GCSE results reveal the continuation of a large gap in attainment between males and females (overall females out-perform males by 5.3 at grade A* - A, 8.4 at A* - C grade and 0.8 at A* - G grade). 1

2 In almost all subjects females perform better at GCSE than males (Table 1). Table 1 GCSE Full Course Examples of Cumulative Performance by Gender Cumulative performance by gender Entries A* - A Grade A* - C Grade A* - G Grade Male Female Male Female Male Female Science: Double Award Mathematics English Design and Technology Art Biology Chemistry Physics New data published today by the JCQ show the performance of males and females over the past eight years at GCSE. The figures show a year on year improvement in GCSE results at grade A* - C of 4.6 for both sexes since 1997 but highlight the continuing gap in performance between males and females over the entire period. Percentages of GCSE Candidates achieving a Grade C or above by Gender Percentage Males Females Year 2

3 Commenting on these trends, Dr Ellie Johnson Searle, Director of the JCQ, said, I offer my congratulations both to the students who have worked so very hard to gain qualifications and to their teachers and parents. The Awarding Bodies have set, examined, marked and gathered the results on time for an all-time record of over 5.8 million this year. It was clear last week that the one third of the male age group who to go on to study at A-level are improving their performance. However, the evidence of boys fighting back against the girls at A-level is not replicated at GCSE. Indeed, when we look at the total school population at GCSE, there is no evidence either this year or over the past seven years that the gap is narrowing. The radical reform of the curriculum and qualifications being developed by Mike Tomlinson urgently needs to address the issue of raising the educational aspirations and motivation of all boys from 14 onwards. GCSE Full Course The number of for GCSE in the core subjects is largely governed by the statutory requirements of the Home Countries National Curricula but the 2004 results still reveal a number of significant changes. Entries are growing in History (up 5.5 from 218,565 in 2003 to 230,688 in 2004), Mathematics (up 4.5 from 709,673 in 2003 to 741,682 in 2004) and Statistics (up 22.5 from 32,371 in 2003 to 39,666 in 2004). These subjects also saw increasing at A-level. This is a welcome upward trend for subjects that contribute to development of skills in literacy and numeracy. A large increase in at GCSE in ICT (up 7.4 from 92,054 in 2003 to 98,833 in 2004) contrasts with the downturn in this subject at A-level this year (down 10.7). Entries for Physical Education (PE) have risen by 10 this year. The number of students taking a GCSE qualification in Religious Studies also shows a significant rise (up 6.6 from 132,304 in 2003 to 141,037 in 2004), mirroring the trend last week at A-level (up 13.8). The number of for all science subjects is roughly stable (1,258,245 in 2003 compared to 1,283,147 in 2004). Downward trends this year include Geography (down 2.1 from 232,830 in 2003 to 227,832 in 2004). There is a decrease in those entering French (down 3.9 from in 331, to 318,095 in 2004) and German (down 2.9 from in 125, to 3

4 122,023 in 2004). Encouragingly, in Spanish have increased 4.5 (from in 2003 to in 2004). Awarding Bodies look forward to the current language initiatives in schools and colleges positively influencing the take-up of languages in the future. In a comment on at GCSE, Dr Ellie Johnson Searle said, From the 10 increase in for PE qualifications at GCSE it looks as if sporting initiatives and new specifications are helping to get young people off the couch and onto the pitch. GCSE Short Course The most significant change in the GCSE Short Course is the appearance of large numbers of for Citizenship (up from 6,269 in 2003 to 27,184 in 2004). Citizenship was piloted two years ago and offered as a Short Course subject for the first time in In a comment on the growth of Citizenship, Dr Ellie Johnson Searle said, The call for the teaching of Citizenship is being met, with schools recognising the importance of offering a qualification in the subject. Entries for GCSE Short Course show the same patterns as for full course GCSEs. Entries have risen for PE (up 19.4 from 17,358 in 2003 to 20,730 in 2004), ICT (up 18.8 from 88,045 in 2003 to 104,567 in 2004), Religious Education (up 10.3 from 223,885 in 2003 to 246,905 in 2004) and Art (up 12.4 from 4,202 in 2003 to 4,722 in 2004) whilst Geography (down 7.2 from 2,959 in 2003 to 2,747 in 2004), French (down 23.9 from 7,584 in 2003 to 5,775 in 2004) and German (down 14.1 from 1,784 in 2003 to 1,533 in 2004) have fallen. Short Course results showed a slight improvement overall, with a 0.7 increase at grade A* - A (from 13.5 in 2003 to 14.2 in 2004), A* - C 1.5 improvement (from 48 in 2003 to 49.5 in 2004) and 0.2 from A* - G (from 94.9 in 2003 to 95.1 in 2004). Applied GCSE These new qualifications, which are in their first year of availability and which represent a significant change, attracted 113,202 in This is already more than GNVQ Part 1 which these qualifications in part replace. It s encouraging to see such a good take-up at this early stage for a qualification which seeks to offer access to the widest range of ability in assessing knowledge and the application of knowledge. It will clearly take some time before schools and colleges use the qualification for the full range of their candidates, allowing the full potential of these qualifications to be fulfilled. 4

5 The number of from females is much smaller than for males, but the results show females performing much better across all the subjects, with a 10.6 gap overall at grade A*A* - CC. The overall pass rate is 91.5 with 4.4 awarded at grade A*A* - AA, 34.7 awarded at grade A*A* - CC and 91.5 awarded at A*A* - GG this year. Applied GCSEs are designed to offer a more vocationally related experience at this level and are the equivalent of two GCSEs. They are graded in the same way as other GCSEs and are the same standard. They allow access to a range of progression routes. They require different forms of teaching and assessment, forms which may be different to those which some centres have been used to. GNVQ Intermediate Entries have increased by 7.2 (from 94,017 in 2003 to 100,777 in 2004). ICT have increased by 19.8 from 45,612 in 2003 to 54,658 in Achievements at Distinction level have increased by 0.4 (up from 3.3 in 2003 to 3.7 in 2004) and 0.6 at Merit level (up from 24.5 in 2003 to 25.1 in 2004). Pass rates have increased 2.4 (up from 73.8 in 2003 to 76.2 in 2004). These courses are being phased out between 2005 and 2007 (see notes for Editors). GNVQ Foundation Entries have declined by 3.5 (down from 17,133 in 2003 to 16,531 in 2004). Achievements at Distinction level have increased by 1 (up from 3 in 2003 to 4 in 2004) and 2.5 at Merit level (up from 28.6 in 2003 to 31.1 in 2004). Pass rates have increased 1 (up from 71.6 in 2003 to 72.6 in 2004). These courses are being phased out between 2005 and 2007 (see notes for Editors). Entry Level Certificate The Entry Level Certificates are valuable qualifications with 127,424 this year (an increase of 2.1 from 124,806 in 2003). English, Science and Mathematics are the most popular subjects, with PE in fourth place (12,376, an increase of 9.7 from 2003). The latter often provides disabled pupils with an opportunity to demonstrate achievement and gain a qualification. Spanish had the greatest increase in, rising by 30.1 (3,514 in 2004 compared to 2,701 in 2003). Ends 5

6 Notes for Editors 1. Introduction The curriculum reviews are taking place to look at the qualifications structure in England, Wales and Northern Ireland. In England this review is being carried out by the former Chief Inspector of Schools, Mike Tomlinson. This year the age cohort taking GCSEs, GNVQs and Entry Level Certificates has risen overall by around 3.4. This means that unless a subject has increased by 3.5 this is not an absolute increase compared to In the Home Countries National Curricula at Key Stage 4 students must study six subjects and most will take examinations in at least five of these. In three of the Core subjects (English, Mathematics and Science) the great majority of students will take a GCSE examination. Outside the Core subjects examinations may lead to GCSE Full Course, GCSE Short Course or a range of other qualifications such as GNVQs or Entry Level Certificates. Details of the National Curriculum can be obtained from National Curriculum online Although not part of the National Curriculum Religious Studies is a statutory requirement of the Education Act, Awarding Bodies ensure that standards are maintained from year to year, working under a Code of Practice issued by the Regulatory Authorities. Experienced senior examiners and subject experts, work in each subject to recommend pass marks that reflect the A- level standard in the specifications for which they are responsible. As they make judgements of the candidates work and consider the pass marks, the examiners make comparisons with scripts from previous years to help them apply the same standards as in the past. The procedures are robust and rigorous and are monitored closely by the Regulatory Authorities. Pass rates are not pre-determined the results simply reflect the attainment of the students in the examinations. That is why this year s students can be proud of their achievements and why the public can have complete confidence in the results issued today. 2. GCSE Full Course Trends The number of GCSE Full Course results reported increased by 2.5 with a total 5,875,373 at national level compared to 5,733,487 in The top ten subjects reflect the National Curriculum Core and Foundation subjects. The only change since 2003 is that History and Geography have changed places in the table. 6

7 Table 2 GCSE Full Course Entries Top ten subjects of total 1. Science: Double Award Mathematics English English Literature Design and Technology French History Geography Art Religious Studies N.B. Science Double Award counts as two GCSE. These are therefore counted twice in both the subject and the overall figures. Table 3 GCSE Full Course Entries Top five increases (subjects with over 100,000) Changes from Change Physical Education Religious Studies History Mathematics English Table 4 GCSE Full Course Entries Top five decreases (subjects with over 100,000) Changes from Change French German Geography Design and Technology Art 0.6* * A 0.6 increase is less than the increase in the cohort of

8 3. GCSE Short Course Trends The GCSE Short Course is designed to take half of the time of a full course, counts as half a GCSE and can be taught over one or two years. The upward trend in continued with an increase of 14.6 with the total national entry of 444,113 in 2004 compared to 387,541 in Table 5 GCSE Short Course Entries Top five subjects of total 1. Religious Education Information and Communication Technology Citizenship Studies Physical Education Design and Technology Table 6 GCSE Short Course Entries Top five increases (all subjects) Changes from Change Citizenship Studies Physical Education Information and Communication Technology Art Religious Education Table 7 GCSE Short Course Entries Top five decreases (all subjects) Changes from Change Design and Technology French Business Studies German Geography

9 4. Applied GCSE Trends Table 8 Applied GCSE Entries Top five subjects of total 1. Applied Information and Communication Technology Applied Health and Social Care Applied Business Applied Leisure and Tourism Applied Science N.B. Applied GCSE counts as two GCSE. These are therefore counted twice in both the subject and the overall figures. 5. GNVQ Intermediate Trends Table 9 GNVQ Intermediate Top five subjects of total 1. Information and Communication Technology Business Health and Social Care Leisure and Tourism Science For further details on the phasing out of these qualifications and details of the replacement qualifications please go to the link below GNVQ Foundation Trends Table 10 GNVQ Foundation Top five subjects of total 1. Information and Communication Technology Health and Social Care Business Leisure and Tourism Construction and the Built Environment

10 For further details on the phasing out of these qualifications and details of the replacement qualifications please go to the link below Entry Level Certificate Trends Table 11 Entry Level Certificate Top five subjects of total 1. English Science Single Award Mathematics Physical Education French Notes on JCQ The JCQ consists of AQA, CCEA, City & Guilds, Edexcel, SQA, OCR and WJEC, the seven largest providers of qualifications in the UK, offering GCSE, GCE, AVCE, GNVQ, AEA, Entry level, Vocational and Vocationally-related qualifications. These provisional figures relate only to England, Wales and Northern Ireland. The JCQ was established in January 2004 and supersedes the Joint Council for General Qualifications (JCGQ, ). The JCQ has been formed to enable the member Awarding Bodies to act together in: Providing, wherever possible, common administrative arrangements for the schools and colleges and other providers which offer their qualifications; Dealing with the Regulatory Authorities; in responding to proposals and initiatives on assessment and the curriculum; Dealing with the media on issues affecting all member Bodies. Veritas House 125 Finsbury Pavement London EC2A 1NQ info@jcq.org.uk 10