Can the new A-Level Curriculum Meet the Demands of Higher

Education?

Birju Kotecha

Early Reflections from a Teacher of A-Level Law.

The Session…. Introduction Aspirations; The New and Old

Curriculums Case Study: A-Level Law Challenges; Teaching within the A-Level

sector Opportunities; Diverse Assessment and

Creative Teaching and Learning Concluding Remarks

From Curriculum 2000 to the New Curriculum 2008

What skills might law students be required to have on entering University…

Law Student Skills

Knowledge Assimilation

Critical Analysis and Evaluation

Problem-Solving

Oral Communication

Independent Learning/Research

Concision and Attention to Detail

Style and Content Changes from the Old A-Level Law Curriculum to

the New…Old Law Curriculum

New Law Curriculum

European Law and Critical Evaluation of Property Offences

Removed (European

Law subsumed within law-

making)

Old Law Curriculum

New Law Curriculum

Longer Questions with High Mark Allocations

More Broken and Structured Questions

Old Law Unit Three…

1. (a) Criminal offences require actus reus, including causation. Explain, using examples, the meaning of the terms actus reus and causation. (15)

New Law Unit Two….

1. (a) Criminal offences require actus reus, including causation, and mens rea.

(i) Explain, using examples, the meaning of the term actus reus. (7)

(ii) Explain, using examples, the meaning of the term causation. (7)

(iii) Explain, using examples, the meaning of the term mens rea. (6)

Very Little Change in Type of Questioning/Or Content Required…

Discuss the meaning of justice and consider whether justice is achieved in English law. (Old)

Consider the meanings of justice and evaluate the barriers to achieving justice in civil and/or criminal

law. (New) Discuss the meaning of fault, and critically assess whether

fault should be an essential requirement of English law. (Old)

Establishing liability based on fault is regarded as a fundamental principle of English law. Explore the arguments in support of this view, and critically

comment on the exceptions to its application. (New) Taken from AQA Unit 4 Question Papers June 2007

and Specimen Question Paper for the New Specification

A Level Law Assessment Objectives

AO1 - Demonstrate knowledge and understanding of legal rules and principles by selecting and explaining relevant information and illustrating with examples and citation.

AO2 - Analyse legal material, issues and situations, and evaluate and apply the appropriate legal rules and principles.

AO3 -Present a logical and coherent argument and communicate relevant material in a clear and effective manner using appropriate legal terminology

Professor Madeleine Atkins, Vice-Chancellor of the University of

Coventry “Teaching to the test and a test mentality

on the part of students arriving at university leaves them unprepared for the

rigours of higher education. Students arrive at university having learned

techniques and how to apply them by rote. The consequent lack of deep

understanding of the subjects they have studied at school leaves them unable to solve problems in real-world situations.”

Professor Steve Smith on students entering University.

“The problem we have with A-levels is that students come very assessment-oriented: they mark-hunt; they are reluctant to take risks; they tend not to take a critical stance; and they tend not to take responsibility for their own learning. But the crucial point is the independent thinking. It is common in our institution that students go to the lecture tutor and say, "What is the right answer?" That is creating quite a gap between how they come to us with A-levels and what is needed at university”

Straight A’s? A-level teachers’ views on today’s A-levels (Civitas August 2009)

“I would love to see exams where they gauge a true reflection of students‟ abilities rather than their preparation for the exams.‟ ”

“There is a lot of coaching today; teachers are much more skilled at teaching to the test”

“Students know exactly what they need in the exams now”

“There is definitely more of a focus on the exams; it’s much more about getting the grade.”

The Role of Universities…

“A levels must constitute more than a simple means of ranking students to help HE admissions authorities choose between applicants. They must also contain an assurance that students have acquired the specific skills and knowledge that they need in order to embark on their chosen degree course” (“The Tomlinson Inquiry” December 2002)

Universities should approve A-levels: Universities should “quality assure” individual subject A-levels, cooperating with examination boards to develop them. (Reform “A New Level” June 2009)

How should we assess?

Alternatives; Teacher assessment of skills, through oral strategies and student skills portfolio’s.

Creatively Re-empowering Teachers in the Classroom

Dilemma-Based Learning Philosophy for Children

Assessment for Learning

The current curriculum change in 2008 only makes changes at the surface level.  

Varying forms of assessment would accommodate school incentive structures and encourage a move away from an exam-centric system that values prescribed and narrow teaching and learning.

Diverse assessments can “free-up” A-Level teachers and creatively re-empower them to adopt innovative and novel classroom strategies that encourage the deeper development of skills.

Summary

What are A-Levels for? What is their purpose?

Concluding Remarks…