Responding to reform:how aware are higher education English providers of A level reforms and how have they responded to them?


This paper reports on the findings from a survey of academics responsible for undergraduate programmes in English and examines the extent to which they were aware of recent reform of A level English and had made, or are making, changes to their courses as a result. Our findings demonstrate that relatively low numbers felt that they had a strong awareness of changes to post 16 curricula and most of the respondents indicated that they had not made and were not making any changes in direct response to the changes at A level to better support transition. The findings raise a number of questions regarding universities’ involvement in and knowledge of A level reform, the various ways that schools, colleges and universities can work together to develop effective transition for students, and how government, exam regulators and awarding bodies might best develop effective channels of communication to enable cross-phase dialogue.

Publication DOI:
Divisions: College of Business and Social Sciences > School of Social Sciences & Humanities
Funding Information: This work was supported by the British Academy and Leverhulme Trust [SG170798];
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis Group in English in Education on 7 Nov 2018, available online at:
Uncontrolled Keywords: A levels,curriculum reform,examinations,higher education,transition,Education,Language and Linguistics,Linguistics and Language,Literature and Literary Theory
Publication ISSN: 1754-8845
Last Modified: 08 Dec 2023 10:50
Date Deposited: 17 Sep 2018 11:49
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Related URLs: http://www.scop ... tnerID=8YFLogxK (Scopus URL)
https://www.tan ... 94.2018.1527178 (Publisher URL)
PURE Output Type: Article
Published Date: 2018-11-07
Accepted Date: 2018-09-12
Authors: Giovanelli, Marcello (ORCID Profile 0000-0001-8470-3800)
Clark, Billy
Macrae, Andrea



Version: Accepted Version

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