9395/02 on its own?
No
No
Yes
Can the candidate carry forward their externally moderated mark for 9395/02
as part of the whole AS?
Yes
Yes
Yes
For more information and materials on this syllabus, please visit our School Support Hub here .
11/01/2024 :, may / june 2023 and oct / nov 2023 past papers are updated., 24/08/2023 :, caie a levels, o levels and igcse 2023 past papers of march and may /june are updated, 24/03/2023 :, caie a levels have new 2022 updated topical past papers with answers. exclusively available on papacambridge, 12/01/2023 :, october and november 2023 past papers of caie are updated., 2022 and 2023 updates :, 17/10/2022 past papers section is upgraded., may june 2022 and feb march 2022 past papers are updated..
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Btec national results are out offering a path to higher education or a way into industry for the students who took them.
Results day has arrived for those taking post-GCSE exams such as A-levels and higher level BTecs and with it a raft of decisions to be made about the future.
Grades for these exams can determine which courses students access at higher education or whether they have a place on an apprenticeship scheme.
Although A-level results are most often used as a means to access university courses, BTec Nationals are a similar standard to A-levels and can also be used as a route to higher education and beyond.
BTecs are specialist work-related qualifications, they are named after the Business and Technology Education Council which first introduced them in 1984.
There are three types: BTec Firsts from entry to level 2 (similar standard to GCSEs), BTec Nationals from level 3 (similar standard to A-levels) and BTec Apprenticeships from level 2 to 5.
Combining practical learning with subject and theory content, there are more than 2,000 BTEC qualifications in 16 sectors from applied science and engineering to childcare and sport.
While A-levels mainly involve two years of study with assessments at the end of the course, BTec Nationals are continually assessed through coursework and practical projects.
As the BTec National results are now in, we take a look at what they mean and where you can go with them.
BTec Nationals are an equivalent standard to A-level but rather than focusing on purely academic study achieving them can require more practical and career-focused work.
The grading criteria for BTec Nationals are:
Students can study for BTec Nationals alongside A-levels: a BTec Level 3 National Extended Certificate is equivalent to one A-level, while a Level 3 National Diploma is worth two A-levels.
Or they can work towards a BTec Level 3 National Extended Diploma which is the equivalent of three A-levels.
BTec grades can then be converted into a points score for university applications through the UCAS tariff points .
Ucas points are a way of translating your grade qualifications into a numerical score, giving students greater flexibility in how they qualify to study their chosen course.
The number of points earned will depend on the type of BTec taken and the grade you achieved.
In terms of UCAS points for a BTec Level 3 BTec extended certificate, they are awarded as follows:
BTec grades are worked out on a points system.
Each unit in a module will earn a student a set number of points, through a mixture of coursework and exams.
Then at the end of the course the points from each unit are added up to reach a total. These totals will then fall within grade boundaries such as P (pass), M (merit) or D (distinction).
Students who worked towards a BTec Extended Certificate (equivalent to one A-level) will get a single letter grade, those who studied for a BTec Level 3 National Diploma will get a double letter grade and those who studied for a BTec Level 3 National Extended Diploma will get a triple letter grade.
A-level results 2024: how did each subject perform?
A-level results released today show increases in the top grades awarded for most of the main subjects - but not in English.
Overall, the proportion of top A* and A grades at A level awarded in England this year was higher than last year and higher than before the Covid-19 pandemic.
Last year, the exams regulator Ofqual completed a two-step process to return to normal grading after the pandemic and, this year, the plan was for standards to be maintained from 2023.
In 2024, examiners were asked to ensure the standard of work was “broadly comparable” to last year. 2023 saw a drop in the proportion of top grades awarded compared with 2022.
Here are today’s A-level results from 2024, broken down by subject:
The proportion of top grades in maths rose very slightly compared with last year to see 41.5 per cent of students achieve an A or A*.
Last year, 41 per cent of entries received the top grades in maths (A*/A), and 40.5 per cent in 2019.
However, in English literature, the proportion of entries getting top grades was down slightly - at 25.2 per cent compared with 25.4 per cent last year. It was still above the 24.1 per cent of entries awarded top grades in 2019.
Proportions receiving A*-C in English literature remained the same as last year, when 82.9 per cent received a C or above.
In 2023 for maths, 76 per cent received a C or above - similar to this year at 76.1 per cent.
Maths remains the most popular subject for A-level students, and finalised entries increased by 11.3 per cent on 2023 data to 100,052 entries in England.
In English Language, there was also a small decrease in the proportion of top grades awarded - from 12.2 per cent last year to 11.5 per cent this year. This, however, is still above the 11.3 per cent achieving an A or A* in 2019.
All science A levels saw a rise in the proportion of top grades awarded compared with both last year and 2019.
The proportion achieving top grades in biology was 27.1 per cent, compared with 25.9 per cent in 2023 and 23.5 per cent in 2019.
In chemistry this year, 32.2 per cent of students received an A* or A. This was higher than in 2023 when 31.1 per cent achieved the top grades, and higher than in 2019, when it was 28.4 per cent.
In physics, 31.5 per cent of students achieved the top grades. This was an increase from last year when 30.8 per cent were awarded an A or A*, and also from 2019, when top grades were given to 27.5 per cent of entries.
Tes reported in June that the Institute of Physics had called on exam board AQA to take action after teachers reported this year’s A-level paper 2 was “unreasonably difficult” .
In 2023, students only had to achieve between 51 and 54 per cent in physics A level to get an A because of where the grade boundaries were set.
Finalised entry numbers saw A-level physics entries increase by 12.8 per cent on last year in England, while chemistry increased by 2.4 per cent.
Analysis by the Education Policy Institute found there has been a bigger increase in the proportion of girls achieving top grades in some science, technology, engineering and maths subjects since 2023, particularly in maths, further maths and the sciences.
However, boys still received more A* and A grades in maths and physics. Girls achieved more top grades in biology and chemistry.
Modern foreign languages also saw more top grades awarded compared with 2023 in Spanish, French and German.
But, like most subjects, modern foreign languages saw a big drop from the proportion of top grades awarded in 2022.
This year, 36.6 per cent achieved an A or an A* in Spanish, 39.1 per cent in French and 47.1 per cent in German.
This compares with 35 per cent getting those top grades in Spanish in 2023, 37.6 per cent in French and 44.4 per cent in German.
Those receiving A*-C grades were also up in all three languages compared with last year.
Both French and Spanish were among the 10 subjects with the biggest growth in subject entries - 8.2 per cent in French and 2.6 per cent in Spanish.
Following the trend, top grades awarded also increased in music, drama, and art and design.
In drama, 21.8 per cent received the top grades in 2024 compared with 20.8 per cent last year and 18 per cent in 2019.
Meanwhile, in art and design, 32 per cent received the top grades in 2024 compared with 30.8 per cent last year. This was well above 2019 levels, when 27.7 per cent got an A or A*.
Finally, in music, the proportion receiving top grades this year was 24.2 per cent, up from 23.2 per cent last year, and above 19.3 per cent in 2019.
Drama saw a 6.2 per cent drop in entries this year compared with 2023. Music and art and design saw very small increases in entries for England compared with last year.
Analysis from the Association of School and College Leaders earlier this week found that A-level entries to creative subjects have “collapsed” since the English Baccalaureate was introduced in 2011.
A-level drama entries dropped off by 43 per cent from 2011 to 2023, ASCL found, while music and design and technology entries fell by 45 per cent.
At the same time, maths, further maths and science entries soared.
The union’s general secretary Pepe Di’Iasio said it was clear that the “English Baccalaureate has had a devastating effect on creative arts and technology subjects”.
He added: “It has led to schools having to prioritise their highly constrained resources on EBacc subjects, and other subjects have dwindled as a result.”
Top grades were broadly the same for history A level this year, with a very small increase to 24.3 per cent of entries achieving an A or A*.
This is compared with 2023 when 24.1 per cent gained the top grades in history. It was still slightly above 2019, when 22.5 per cent got an A or A*.
This year, 81.2 per cent of entries in history achieved a C or above, up from 80.3 per cent last year.
In geography, there was a slightly larger rise in the proportion of top grades awarded to 24.2 per cent.
Last year in geography, 23.7 per cent were awarded an A or A*. This was very similar to 23.3 per cent in 2019.
Geography, however, saw a very slight fall in the awarding of a C or above, 78.7 per cent this year and 79 per cent last year.
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Grading has continued as normal in summer 2024, following the return to pre-pandemic standards last year. Overall A level results are similar to summer 2023.
More than 800,000 A level results are being issued to students in England today. Students’ grades have been determined by their performance in their exams and assessments.
Grading has continued as normal this summer, following the return to pre-pandemic standards last year. It is important that grades reflect what students know, understand and can do, to support students in making the right choices about their next steps.
Sir Ian Bauckham, Chief Regulator, said:
Congratulations to all students receiving their results today. This is the culmination of a lot of hard work for them and everyone who supported them on the way. A levels are highly trusted qualifications. Students can be confident their results will be valued and understood by employers and universities for years to come.
Grading has continued as normal this summer and standards have been maintained from summer 2023.
Overall A level results in England are similar to 2023. Outcomes at grade A and above are 27.6% compared with 26.5% in 2023, and outcomes at grade C and above are 76.0% compared with 75.4% in 2023. Every year there are small fluctuations in results. This can be due to changes in the cohort of students and changes in course choices over time.
Overall AS results in England are similar to 2023. Outcomes at grade A are 23.0% compared with 21.8% in 2023. Entries for AS have fluctuated in recent years, making it much more difficult to interpret any changes.
Today (15 August 2024) we are publishing:
a summary of results (below)
infographics about this year’s A level results
interactive visualisations of outcomes by centre type, variability in school and college A level results, A level outcomes in England, A level grade combinations, and an interactive map of England showing A level results in different subjects by grade and county
As normal, the Joint Council for Qualifications (JCQ) has published results in England for AS and A level, overall and by subject. These results are also shown in our interactive visualisation .
Ofqual has updated its interactive visualisation to show A level results for different types of school and college compared with previous years, overall and by subject. The centre type categories are based on the national centre number (NCN) register and are self-reported by schools and colleges. Our interactive visualisations only include those schools or colleges that have entries for a particular subject in every year from 2018 to 2024.
Overall results for all types of schools and colleges are, in general, broadly similar to 2023 at grade A and above. When students take exams, the same assessment arrangements apply to everyone. Any differences in outcomes are therefore likely to reflect longstanding trends in the pattern of results for different centre types, and any changes compared to 2023 will reflect changes in attainment.
Percentage of candidates awarded grade A and above in all subjects combined by centre type, 2019, 2023 and 2024
Centre type | 2019 | 2023 | 2024 |
---|---|---|---|
Academies | 24.0 | 25.4 | 26.5 |
Free schools | 33.4 | 33.8 | 37.1 |
FE establishment | 16.2 | 14.0 | 14.8 |
Independent | 44.9 | 47.4 | 49.4 |
Other | 22.8 | 23.4 | 22.5 |
Secondary comprehensive | 20.1 | 22.0 | 22.3 |
Secondary modern | 15.3 | 15.7 | 17.2 |
Secondary selective | 37.0 | 39.3 | 41.0 |
Sixth form college | 22.3 | 22.9 | 23.8 |
Ofqual’s interactive visualisation shows the level of variation in schools’ and colleges’ A level results compared with 2023. We know that, in any year, individual schools and colleges may see variation in the proportion of students achieving particular grades compared with previous years. This can be due to many different factors, including differences in the mix of students entered for particular qualifications, different teaching approaches, changes in teaching staff or teaching time, and changes to qualifications.
Our interactive visualisation allows users to explore variation in centres’ results for different age groups and sizes of centres.
As well as the results breakdowns published today, Ofqual will be repeating the equalities analyses that we have published since 2020. Ofqual makes this information available so that the whole sector can understand qualification results and use this to inform policy making and practice. These detailed analyses consider whether the gaps between results for different groups of students have changed compared with previous years, while controlling for a range of student characteristics. It is important that these analyses control for as many student characteristics as possible, to ensure that meaningful conclusions can be drawn from the results. This does mean, however, that it is not possible for us to complete these analyses ahead of results being issued, because final data from exams is only available very close to results days. We will publish our equalities analyses as soon as we can, in the autumn.
When students take exams, the same assessment arrangements apply to everyone – students’ grades are solely determined by the number of marks they achieve in the assessments, and the same rules apply to everyone taking the same qualification. The gaps between results for different groups of students are therefore likely to reflect long-standing trends in attainment, and any changes this year will reflect changes in attainment. Differential patterns of achievement in qualifications reveal, rather than create, educational disparities. They are an important part of the evidence needed for addressing those disparities.
Exam boards have set grade boundaries this summer based on a combination of data and qualitative evidence. As in any year, there has been an important role for examiner judgement. Expert examiners have reviewed the quality of students’ work compared with previous years.
Grade boundaries typically change each exam series and are often different between exam boards. This reflects any differences in the difficulty of the assessments. If an exam paper is harder the grade boundaries will be lower, and if an exam paper is easier the grade boundaries will be higher. This is important to ensure that students are not advantaged or disadvantaged based on the exam paper that they sit. This means that some grade boundaries are lower than 2023, while others are higher.
Grading has taken place as normal this summer and standards have been maintained from summer 2023. Students can therefore be confident in the grades they receive, irrespective of the grade boundaries or how they compare to last year.
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“Oh, my gosh,” one Olympian gasped when she got her first look at the hilly, demanding course. “This looks ridiculous.”
By Scott Cacciola
Reporting from Paris
Ed Eyestone is not one for hyperbole. A cleareyed coach and two-time Olympian, he will casually describe his athletes’ 23-mile training runs in a way that makes it sound as if they had gone for brisk walks. He understands that hard training is a part of the profession and that marathons are inherently challenging, so why oversell the struggle?
But ask him about the marathon course at the Paris Olympics , and Eyestone speaks with a sort of reverence that borders on fear.
“This marathon,” he said, “will have a debris field in the final miles.”
Over the past two weeks, thousands of Olympians have tackled the seemingly impossible. Gymnasts have tumbled on 4-inch beams . Skateboarders have gone airborne over rails and ramps . Triathletes have submerged themselves in bacteria-infested waters .
But Paris 2024 organizers may have saved the most sadistic test for last.
Over 26.2 grueling miles this weekend, Olympic marathoners will be forced to contend with a series of steep climbs and quad-crushing downhills that comprise what is almost certainly the most difficult marathon course in the history of the Games.
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The true goal, more likely, will be survival.
“Oh, my gosh,” the Canadian marathoner Malindi Elmore recalled telling her husband when she got her first look at the course in February, “this looks ridiculous.”
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A summary of outcomes achieved by students in receipt of T Level results for the academic year 2023/24, as reported to the Department for Education through the Manage T Level results service (opens in a new tab) (opens in a new tab) .
Results in 2023/24 include six new subject areas, along with the ten awarded last year.
Users should exercise caution when drawing conclusions from these numbers as T Levels are in the early stages of roll out, in particular comparisons over time should take into account changes in the T Level pathways available.
Students in receipt of t level results, students awarded pass or above for their overall t level, students awarded e or above in core component, students awarded pass or above in occupational specialism, students who completed an industry placement.
There are 7,380 students with an overall T Level result across 16 pathways. 3,559 were awarded last year (revised data for 2022/23, covering 10 pathways) and 996 (final data for 2021/22) were awarded in the first cohort and covered just 3 pathways.
6,543 (88.7%) of the 7,380 students achieved a Pass or above in their overall T level results across all T Level pathways. For female students this was 94.7 % and for male students 83.9%.
Of the 7,380 students with an overall result in 2023/24: 98.3% of students achieved a grade E or above in the core component; 93.0% achieved a Pass or above in their Occupational Specialism; 95.1% completed their Industry Placement (includes completed with special consideration).
The pass rate in the 16 pathways awarded this year ranged from 96.2% (Education and Early Years) to 69.9% (Design and Development for Engineering and Manufacturing).
View or create your own tables.
View tables that we have built for you, or create your own tables from open data using our table tool
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Learn more about the data files used in this release using our online guidance
Download all data available in this release as a compressed ZIP file
This publication provides a summary of the outcomes achieved by students in receipt of results for a T Level in the academic year 2023/24. The first T Level courses started in September 2020 in the following subject areas (also known as ‘pathways’):
Seven T Level courses were introduced in September 2021 in the following pathways:
Six further T Level courses were introduced in September 2022 in the following pathways:
T Levels are 2-year courses which are taken after GCSEs and are broadly equivalent in size to 3 A levels. These courses have been developed in collaboration with employers and education providers so that the content meets the needs of industry and prepares students for entry into skilled employment, an apprenticeship or related technical study through further or higher education.
T Levels offer students practical and knowledge-based learning at a school or college and on-the-job experience.
Students who have completed their T Level will receive a nationally recognised certificate which will show their overall grade and a breakdown of what they have achieved. This will include:
The courses are available at selected colleges, schools and other providers across England. Information on all providers offering T Levels is available on the T Levels website (opens in a new tab) (opens in a new tab) .
Please note that results for 2023/24 are provisional, as appeals may still be underway which could result in changes to some individual grades, and some partially achieving students are expected to complete their industry placement during summer 2024. Students for whom the core component or occupational specialism result is currently pending are excluded from these results.
Data are correct as of 7 August 2024.
This publication includes updated data for 2022/23, labelled as ‘revised’, and provisional data for 2023/24 will in turn be updated next year.
Students included in these data for 2023/24 mirrors Ofqual data on T Level Technical Qualification (TQ) results (opens in a new tab) (opens in a new tab) , which includes data for students expected to complete their T Level programme in 2024 who have completed both the core component and occupational specialism. Results may differ slightly due to differences in processing and rounding and in the timing of data collection.
Updating provisional data for 2022/23.
Provisional data published last year – based on students who started T Levels in September 2021 – is updated in underlying data and labelled as ‘revised’. Any changes since results day in August 2023 reflect core and occupational specialism marking or moderation reviews, retakes, and if students subsequently complete their industry placement.
The table below shows the change between provisional and revised data for the second cohort of T Level students, who started in September 2021.
Revised 2022/23 | Grade | Achieved grade (count) | Achieved grade (%) | Impact of change from provisional to revised data |
Based on revised data | ||||
Overall T Level |
|
|
| |
|
|
| ||
|
|
| ||
|
|
| ||
Partial achievement | 205 | 5.8 | -3.4 ppt | |
Unclassified | 12 | 0.3 | 0.0 ppt | |
|
|
| ||
|
|
|
Provisional data for 2023/24 will be updated to revised in August 2025. Note, there are 360 students from the third cohort of T Level students recorded as having not yet completed their industry placement, of which 241 had passed the core and occupational specialism.
This is the third year of results for T Levels and also represents the third phase of the roll out in T Level pathways. It includes results from 162 providers, 61 of which taught T Levels from 2022 for the first time.
In the first year there were three pathways available, seven added in year two, a further six added in year three.
The number of students that started in academic year 2022/23 with a T Level result by August 2024 was 7,380.
The three T Level pathways available to all three cohorts saw further large increases in students with results in 2023/24 compared to 2022/23 (49% increase for Digital Production, Design and Development, 50% increase in Education and Early Years, 55% increase for Design, Surveying and Planning) .
Across the seven T Level pathways available to the last two cohorts, the number of students with results compared to 2022/23 increased similarly overall , but with a more mixed picture for individual pathways (ranging from a 19% fall in Digital Business Services to a 103% increase in Healthcare Science). Note, these changes are based on small numbers, as these pathways had the fewest number of students with results in 2022/23 and 2023/24.
Education and Early Years - in its third year of roll out - still has the largest number of students with a T Level result in 2023/24 (1,533). Of the six new pathways added in year three, Management and Administration had the largest number of T Level results awarded in 2023/24 (846).
The region with the highest number of T Level results in 2023/24 was the North West with 1,458 and the lowest number was the North East with 480, the same pattern as 2022/23.
Users should exercise caution when drawing conclusions from these numbers as this programme is in the early stages of a roll out and therefore will be highly dependent on the schools/colleges that are involved in these early stages.
Overall T Level grades are calculated by the Department from core component grades, occupational specialism grades and industry placement completion status according to rules set out in the Methodology document
Across all subjects combined (7,380 students), the percentage of students achieving a Pass or above in their T Level was 88.7%. 94.7% of females and 83.9% of males achieved a Pass or above.
Education and Early Years had the highest percentage of students achieving Pass or above (96.2%) whilst Design and Development for Engineering and Manufacturing had the lowest (69.9%).
The T Level pathway in which the highest percentage of students achieved a Distinction or above was Finance (51.4%), whilst Science had the lowest (5.5%). However, note the percentages are based on a small number of students with results in Finance and Science pathways (37 and 128 respectively).
Other pathways with low numbers are Digital Business Services (35), Healthcare Science (65), Accounting (94), and Onsite Construction (138).
Users should exercise caution when considering comparisons from these grade percentages as this programme is in the early stages of a roll out, in particular comparisons over time should take into account changes in the T Level pathways available.
The overall pass rate (Pass or above) was higher for females (94.7%) than males (83.9%). More females achieved Distinction or above than males (22.0% compared with 11.2%). Overall, the most common grade for both females and males was Merit.
The core component of a T Level is assessed through one or more written exams and an Employer Set Project, typically taken midway through the course. It is possible for learners to sit the core component assessment up to three times.
The data presented here includes the highest grade achieved if a student made more than one attempt at the assessment.
Across all T Levels awarded in 2023/24 (7,380 students), the percentage of students achieving an E or above in the core component assessment was 98.3%. The most common grade for the core component, across all pathways, was D. This was achieved by 32.7% of students.
The core component in which the highest percentage of students achieved grade E or above was Digital Business Services, Education and Early Years, and Finance (100%), whilst Building Services Engineering for Construction had the lowest proportion (92.5%). Please note, however, percentages are based on small numbers of students with results in both Digital Business Services and Finance pathways (35 and 37 respectively).
Other pathways with low numbers are Healthcare Science (65), Accounting (94), Science (128) and Onsite Construction (138).
Users should exercise caution when considering comparisons of these percentages as this programme is in the early stages of a roll out, in particular comparisons over time should take into account changes in the T Level pathways available.
The percentage achieving an E or above in the core component assessment was higher for females (99.2%) than males (97.5%). More females achieved a C or above than males (60.6% compared to 42.2%).
The occupational specialism component of a T Level is assessed through a practical project or assignments, typically taken in the second year of the T Level.
Across all T Levels awarded in 2023/24 (7,380 students), the percentage of students achieving a Pass or above in their occupational specialism was 93.0%.
The most common grade for the Occupational Specialism, across all pathways, was Merit. 49.2% of students achieved this grade.
The occupational specialism with the highest pass rate was Digital Business Services (100%), but had the lowest number of students (35). Design and Development for Engineering and Manufacturing had the lowest pass rate (72.3%, 555 students).
Users should exercise caution when drawing conclusions from these figures as T Levels are in the early stages of roll out.
The percentage of students achieving a Pass or above in their occupational specialism was higher for females (97.6%) than males (89.3%). Similarly, more females achieved a Merit or above than males (80.5% compared to 59.6%). The most common grade for the occupational specialism was Merit.
The on-the-job training part of a T Level is achieved through an industry placement of at least 315 hours – approximately 45 days. Special consideration is available where a student has experienced adverse circumstances and has not been able to complete the minimum placement hours but has demonstrated sufficient progress towards their learning goals and worked directly to an external employer.
The pathway with the highest proportion of students where the Industry Placement has not been completed by August of their second year is Building Services Engineering (12.9%), with Healthcare Science having the lowest proportion of students not completing the Industry Placement (1.5%)
Across all subject areas combined (7,380 students), the percentage of students who completed an industry placement was 95.1% - for males this was 93.7% and for females 96.9%.
The calculation of retained and assessed rates is the same as that described in the T Level action plan: 2023 to 2024 (opens in a new tab) for students who started a T Level in 2021/22, and also summarised in the Methodologies document for this statistical release.
T Level retained and assessed
The T Level is a two-year programme, and the T Level retained and assessed rate is first measured as provisional data after two years. However, learners can elect to complete the T Level over two or more academic years, and the retained and assessed rate is updated as revised data to reflect any further assessment after three years. The retained and assessed rate is calculated out of all T Level entrants.
A T level entrant is considered retained and assessed in their T Level if they are flagged as receiving a marked grade (including pending grades) in both their core component and occupational specialism. This does not have to be a pass grade.
The provisional retained and assessed rate for students who started their T Level in 2022/23 was 71%.
Comparison data for students studying vocational and technical qualifications or A levels
Two level 3 study programmes are included to provide suitable comparators to the T Level, which is equivalent in size to 3 A levels. These comparator level 3 study programmes are:
• 16-year-old entrants whose study programme included 3 or more A levels and no substantial (325 guided learning hours or more) vocational and technical qualifications (VTQs) studied over two years;
• 16-year-old entrants to large (1,045 guided learning hours or more) VTQs included in performance tables studied over two years.
Note, as T Levels are still being rolled out, caution should be taken comparing retained and assessed rates from one year to the next. Any change in rates could be due to changes in student behaviours as well as changes in the mix of pathways available.
Note that retained and assessed rates for the 3 A level and large VTQ comparators for students who started programmes in 2022/23 is not yet available and will be published in spring 2025.
Start year | Cohort | Study programme | Version | Entrants | Number retained and assessed | Percentage retained and assessed |
2022/23 | All | T Level | Provisional | 10,253 | 7,262 | 71% |
2021/22 | All | T Level | Revised | 5,321 | 3,525 | 66% |
2021/22 | All | T Level | Provisional | 5,321 | 3,510 | 66% |
2021/22 | Age 16 | T Level | Provisional | 3,942 | 2,683 | 68% |
2021/22 | Age 16 | 3 A level | Revised | 161,270 | 141,772 | 88% |
2021/22 | Age 16 | Large VTQs | Revised | 14,559 | 10,906 | 75% |
The statistics in this release are published as official statistics in development (see ‘Help and support’ below for further information). They have been developed under the guidance of the Head of Profession for Statistics and published to involve users and stakeholders at an early stage in assessing their suitability and quality.
Data on T Level retained and assessed rates were first published in the T Level Action Plan analytical annex (opens in a new tab) in April 2024. We welcome any feedback on this section of the release to inform future publication plans. Please contact: [email protected] (opens in a new tab) .
Methodology.
Find out how and why we collect, process and publish these statistics.
These statistics are undergoing a development. They have been developed under the guidance of the Head of Profession for Statistics and published to involve users and stakeholders at an early stage in assessing their suitability and quality.
They have been produced as far as possible in line with the Code of Practice for Statistics.
This can be broadly interpreted to mean that these statistics are:
Find out more about the standards we follow to produce these statistics through our Standards for official statistics published by DfE guidance .
If you have a specific enquiry about Provisional T Level results statistics and data:
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Telephone: 020 7783 8300
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Recognition. Thousands of learners gain places at leading universities around the world with Cambridge International AS & A Levels every year. They are a passport to success. Cambridge International A Levels are the 'gold standard' qualification. Find out more about Cambridge International AS and A Levels and how learners worldwide gain places ...
Structure and Format of A Level Qualification. A-Levels are broken down into two parts: the AS Level and A2 Level: The first year of your A Level qualification is known as the AS Level, where you'll study courses that provide with enough understanding to progress to A-level.; The second year of your A Level is known as the A2 Level.A2 Level courses are the second half of the A-level courses ...
An 'advanced level' or A-level is a qualification available across a range of subjects to school-leavers - graded A*-E. A-levels are studied across two years: your AS year (year 12) and your A2 year (year 13). You may sometimes hear A-levels being described as 'linear' - this phrase is used to describe the fact that A-level grades are ...
Cambridge International AS & A Level Design & Technology 9705. Coursework Handbook - Example coursework. Select activity A range of coursework submissions (for both compon... A range of coursework submissions (for both components) for this Syllabus have been included here along with a breakdown of the marks awarded, and a moderator commentary ...
In this video I give some guidance on how to get started with A Level History Coursework.Here is my video discussing coursework structure, writing and mark s...
GCSE and A-level coursework typically takes the form of an extended essay or project. Its objectives vary from one subject to another, but there's usually an emphasis on the student conducting independent research into a topic of their own choice. Thus coursework often takes the form of some sort of investigation; it may, therefore, help to ...
curriculum areas within Cambridge International AS & A Level. Curriculum areas includ. mathematics and science, languages, and arts and humanities. Each AS Leve. is awarded 1 credit and a full A Level is awarded 2 credits. From 2017, students are required to achieve a minimum of 7 credits, including the.
This is a video to support students who are starting their Edexcel A level English Language coursework (9EN0 04). It covers choosing a genre and your two ori...
QEII: A Level English Literature UKi, June 2017 Page 8 Organisation Organise your Coursework folder Get a folder and dividers o Start from the beginning with a lever arch file for the Coursework component o Use dividers to break it up into sections for core text and satellite text o Organise your notes based on your question.
Facts about A levels: recent changes, subjects and grades, who they are for and what you can do afterwards. Advanced level qualifications (known as A levels) are subject-based qualifications that can lead to university, further study, training, or work. You can normally study three or more A levels over two years.
The A-level (Advanced Level) ... and there is no coursework set for many subjects. For A-levels that retain a coursework element, the percentage of the final grade determined by coursework has been reduced. An example of this can be seen in Edexcel's new English Literature A-level, reformed in 2015, which reduces the amount of coursework to 20% ...
An AS-level is an advanced qualification studied after GCSEs. The AS stands for Advanced Subsidiary and, in terms of UCAS Tariff points, an A at AS-level is equivalent to a B at A-level (40 points). You cannot achieve an A* at AS-level. Students are not required to study AS-levels but have the option if they wish to.
Distance learning A-level courses have a standard duration of 2 years, with full online course materials and tutor support via our online learning environment. On successful completion, students are awarded an A-level certificate from a UK awarding body such as Edexcel, AQA, or OCR. The two-year online A-level courses include both the AS and A ...
Syllabus overview. Cambridge International AS and A Level English Language provides learners with the opportunity to study English language and its use in communication. Learners will be encouraged to respond critically to a wide variety of texts in a range of forms, styles and contexts, and to promote skills of communication, reading, research ...
A Level History Coursework Edexcel - Structure and Planning First Section - Introduction to the overall question and key works (c. 1000 words) Introduction to the overall topic. You need to put the question into context by providing relevant information regarding what was happening at the time. You then need to define any key terms in the ...
Self-studying A Levels is not an easier option; you have to be well organised and motivated to study Time management is essential; a typical A Level is anything between 300 and 500 hours of study for a full A Level (50/50 split between AS and A2) There is a cost involved and you need to be sure that you can cope with the work Some subjects are ...
A-level results day: what to expect; A guide to Btec results day; How Ucas Hub works on results day; What to say in a Clearing phone call; 10 tips to help you with Ucas Clearing; A guide to Clearing 2024; Which university is right for you? What you need to know about getting a university scholarship, grant or bursary; How to decide on a ...
A LEVEL Guide to Unit Y100 Version 1 Coursework Guide. Introduction 2 2022 Coursewor This is a guide to H505 History A Level Non Examination Assessed Unit Y100. It should be read in conjunction with two important documents. The first is the specification pages 105 to 113 and the second is the JCQ regulations for Non Examined Assessment which is ...
How to Write a Bibliography. The bibliography is a complete list of all sources that you have referenced throughout the essay and it comes at the end of the essay. Surname, forename. Title of text including editor if relevant. (Place of publication: publisher, date). This is for anything other than a journal article.
15/08/2022 : Travel And tourism 9395 Past Papers of Feb March and May June 2022 are now Available. Cambridge International AS and A Level Travel and Tourism (9395) PapaCambridge provides Cambridge International AS and A Level Travel and Tourism (9395) latest past papers and resources that includes syllabus, specimens, question papers, marking ...
Students can study for BTec Nationals alongside A-levels: a BTec Level 3 National Extended Certificate is equivalent to one A-level, while a Level 3 National Diploma is worth two A-levels.
A-level results released today show increases in the top grades awarded for most of the main subjects - but not in English. Overall, the proportion of top A* and A grades at A level awarded in England this year was higher than last year and higher than before the Covid-19 pandemic.. Last year, the exams regulator Ofqual completed a two-step process to return to normal grading after the ...
Last year, 66% of T-level students completed their course. The retention rate is better this year, at 71%, but still well below that for A-levels in England, which is consistently above 90%.
Overall A level results in England are similar to 2023. Outcomes at grade A and above are 27.6% compared with 26.5% in 2023, and outcomes at grade C and above are 76.0% compared with 75.4% in 2023.
Entry-Level Basic Rider Course Updated (BRCu) This course is designed for the true novice rider who has little or no riding experience. It includes at home study assignment, formal classroom, and riding instruction on the basic riding skills and strategies necessary for an individual to begin to practice street riding. Courses are taught by ...
Ritzenhein coaches Hellen Obiri, a Kenyan who has shown her mettle on hills as the reigning back-to-back champion of the Boston Marathon. But the Paris course is a different beast, and Ritzenhein ...
1 Course • 5 learners. Offered by ... For every level of Guided Project, your instructor will walk you through step-by-step. Can I complete this Guided Project right through my web browser, instead of installing special software? Yes, everything you need to complete your Guided Project will be available in a cloud desktop that is available in ...
A summary of outcomes achieved by students in receipt of T Level results for the academic year 2023/24, as reported to the Department for Education through the Manage T Level results service (opens in a new tab) . Results in 2023/24 include six new subject areas, along with the ten awarded last year.</p><p>Users should exercise caution when drawing conclusions from these numbers as T Levels ...