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Everything You Need To Know About the A-Levels

International A Levels serve as a stepping stone for students aiming to secure admission to top-tier universities such as Harvard, Stanford, and Cambridge.

Most students and parents would have heard about A Levels from one place or another, but very few people actually know exactly what this pathway entails.

In this blog, we’ll provide you with everything you need to know about the International A-Levels, delve into the diverse range of subjects available, shed light on the grading system, and demonstrate how this pathway unlocks opportunities to prestigious universities across the globe.

What are A-Levels?

Advanced Levels (usually referred to as just A Levels) are qualifications in particular subjects that are usually the final academic courses taken before a student attends university.

You can study three or more A-levels over the final two years before starting university. A-Levels are assessed using a set of examinations, and although they’re a UK-based qualification, they are widely accepted worldwide.

What Subjects Can You Study?

There are a range of subjects you can take while pursuing an A-Level qualification. The most popular courses include:

• Mathematics
• Further Mathematics
• English Literature
• English Language

For a complete list of A-Level courses refer to the CIE’s official website .

You can also take your A-Levels entirely online . Crimson Global Academy (CGA) is a global online school with the mission to provide premium education without the constraints of physical schooling.

CGA offers very close support for students in selecting A Level subjects: this is vital because future courses at university and future careers will often have specific requirements for A Level subjects. We can provide expert advice in this important area.

Cambridge vs. Edexcel

There are two exam boards for A-Levels: Edexcel and Cambridge.

Pearson Edexcel A Levels  are widely recognized in the UK and follow a module-based system. Students have the flexibility to retake modules to improve their subject grades, and exams are typically held in May and November.

On the other hand,  Cambridge A Levels  offers a diverse range of subjects and flexible combinations. These qualifications cater to the needs of international learners and also provide opportunities for non-native English speakers to demonstrate their English proficiency, which is valued by many British universities.

What is Crimson Global Academy?

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, and build on the curriculum you studied during AS level.

Typically, students take 4-5  AS Level subjects  in their second to last year of high school.

They will then go on to take 3-4 of those subjects at the A2 Level, often taking extra subjects at AS Level to fill up their timetable (without completing the full A Level) in their final year of high school.

Here’s a summary of typical timeline of an international A-levels student:

• Second to last year of high school: 4-5 AS-level subjects
• Final year of high school: 3-4 A2 level subjects +additional AS-level subjects.

While this is the typical timeline for studying A Levels, if you’re interested in competing for spots at the  top US universities , you might need more than 4 A Level subjects to stand out in the competitive applicant pool.

How are A-Levels Assessed?

The majority of Edexcel/ Cambridge AS and A Level subjects are externally assessed. These exams are offered at different times throughout the year:

• Cambridge exams: June and November
• Edexcel: June, October and January

Students typically sit one set of exams at the end of AS, and another at the end of A2.

CGA's Edexcel International A Levels offers three examination dates, which means more opportunities for re-sits. This allows students to  improve their grades  if needed.

Edexcel's mark schemes tend to be more detailed, providing clearer indications of how students can earn credit for their answers compared to Cambridge's mark schemes.

For  sciences  like Biology, Chemistry, and Physics, Cambridge International AS Level sciences require students to complete practical examinations under exam conditions. Edexcel A Levels , however, tend to be more theoretical and do not include these practical examinations.

Practical exams can sometimes drag down students' grades in Cambridge A Levels as schools may lack the resources for adequate practice in experimental skills. This is a situation that students won't encounter with Edexcel A Levels.

How are A-Levels Graded?

In terms of grading, Cambridge students receive a percentage grade at the end of their AS Level exams, and a final overall A Level percentage grade that’s the average of their AS and A2 Level grades combined.

Note that there are no A* grades awarded for AS Level. They are only awarded for completion of full A Level qualification. Also, you do not receive your separate A2 Level grade, only your combined A Level grade.

Edexcel students receive grades after their examinations at the end of every module according to the table below.

Their final average grade is the weighted average of the modules they sit through during the AS and A2 portions by a predefined weighting that you can find in each subject’s syllabus online.

A Level Grading System

While the percentage grade boundaries may look intimidating, one of the great things about International AS and A Levels is that you don’t have to get 90% or 70% of the questions correct to end up getting a 90% or 70% on your report card.

International AS and A Levels employ scaling , which converts raw marks to Percentage Uniform Marks. The exams are calibrated against other students' performance , resulting in most raw marks being scaled up. Scaling ensures a fair representation of performance and determines the A*-E grade displayed on the certificate of completion.

Edexcel and Cambridge publish grade thresholds after each exam sitting on their respective websites to maintain transparency in the scaling process.

What Is a Good A-Level Grade?

If you’re looking to apply to a top 30 university, aim for grades that sit in the A or A* band . For those considering US universities, the American equivalent for A Levels are the AP examinations .

What Happens on A Levels Results Day?

The A-level results day for 2024 is  Thursday 15 August 2024 . You can collect your A-level results any time after 8am on results day - when they're released by the exam boards.

There are a few different outcomes that could happen:

• You get your predicted grade and meet your firm (first) offer : Congratulations! Once your UCAS Hub status updates you’ll be sent a confirmation from your firm choice. Now you can sit back and  start preparing for university .
• You miss your predicted grades : This is disappointing but there are several outcomes if this happens:
• Unconditional Offer - Your choice of firm offer might still offer you a place
• Unconditional Changed Course (UCC) - you don't have the necessary grades for your offer, but the university has proposed a similar course requiring lower grades. They may also offer an alternative start date, such as deferred entry. You have five days to decide and can discuss the opportunity with the university in question.
• Insurance Offer - You accept your insurance offer
• Unsuccessful - you've not been accepted by your choice(s). You're now eligible to enter Clearing
• Retaking the A Levels
• Reapplying the next year

Are A Levels right for you?

A Levels are superb, academically rigorous, and inspiring courses . However, they can also be demanding courses that require a serious commitment to diligent work. To be successful in A-Level study, students will need a secure foundation at the International GCSE level of study or equivalent.

We offer a wide range of A Level and International GCSE courses which are taught fully online, by experienced and outstanding teachers from around the world. CGA can provide a full programme of A Levels, to full-time CGA students, or we can offer a part-time programme: individual A Level courses which students can take alongside their academic programme in their home school. If you are keen to study A Levels then CGA would be delighted to hear from you!

What Makes Crimson Different

Key Resources & Further Reading

• Join our free webinars on university applications
• Free eBooks and guides to help with the college application process
• A Levels, AP or IB: Which Curriculum will help you get into Top Universities?
• Can I Study A-Levels or International-GCSEs Online?

More Articles

What are the hardest a-levels in 2024.

Beyond A Levels: Your Path from Diverse Subjects to Ideal Degree Opportunities

450 EPQ Ideas and Everything You Need to Know

9705 D&T coursework examples

Topic outline.

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 explaining how the marks were decided. You should always refer to the syllabus for specific details about the requirements for and assessment of coursework. Additionally, the Cambridge Handbook sets out the process and requirements for submitting coursework for moderation by Cambridge International.

• Select activity Component 2 Component 2
• Select activity Component 4 Component 4

A-level courses

In 2023, our students achieved a 98% pass rate, and 69% of our A-level pupils achieved a grade A or A*. Placing Oxbridge amongst the top colleges for A-level results in the UK.

We’re so confident in results and teaching methods that if you don’t pass the first time, we’ll support you through to the next exam for free. 

Gain exactly the same qualification as you would in a traditional college in an unconventional way. Lead the way by achieving an A-level online on your own terms.

Find the right course for you or view all A-levels

Popular a-level courses, a-level biology.

Biology is one of the most fascinating scientific disciplines, giving you in-depth insight into the inner workings of the world.

A-level Maths

Challenging, rigorous and rewarding, an A-level Maths course will expand your critical thinking skills and turn you into an adept problem-solver.

A-level English Language

Edexcel A-level English Language solidifies your understanding. Whether you are writing a blog, reading a film script, or analysing advertising copy, it is important that you use and understand language with its intended audience in mind.

Get started with one of our A-level courses below

A-level ancient history , a-level art & design (fine art) , a-level biology , a-level business studies , a-level chemistry , a-level classical civilisation , a-level computer science , a-level economics , a-level english language , a-level english literature , a-level environmental science , a-level french , a-level further maths , a-level geography , a-level history , a-level history of art , a-level law , a-level maths , a-level media studies , a-level music , a-level pe , a-level philosophy , a-level physics , a-level politics , a-level psychology , a-level religious studies , a-level sociology , a-level spanish , a-level and gcse maths bundle .

Become adept at problem-solving and logical thinking, and supercharge your career with this A-level and GCSE maths bundle!

More about our A-level courses

If you want more out of life and feel that your current qualifications (or need extra qualifications) have let you down, why not look into studying A-level courses online? A-levels are respected in the UK and internationally. This is because they indicate to employers and higher education institutions (universities) that you’ve studied a subject thoroughly.

In 2023, our students achieved a 98% pass rate, and 69% of our A-level pupils achieved a grade A or A*. That places Oxbridge amongst the top colleges for A-level results in the UK.

Plus, get access to our Uni Ready Pack for FREE when you enrol on one of our A-level courses!

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Save £500 when you enrol by 30th September! Find out more .

• How to Make Your Coursework as Good as It Can Possibly Be

Many GCSE and A-level subjects are assessed in part by coursework in addition to exams, meaning that the mark you receive for coursework contributes to your overall grade. Many students prefer coursework, because it’s a chance to showcase your academic abilities away from the high-pressured environment of the exam room, making it ideal for those who don’t perform to the best of their abilities in exams. However, the time you have available for coursework, in contrast with the time constraints of the exam room, can lull some students into a false sense of security. Coursework is arguably just as challenging as exams, just in different ways – and, given the fact that you have more time, much higher standards are expected of you in coursework than in exams. Careful planning and research are needed for successful coursework, as well as strong data-gathering and essay-writing skills. In this article, we look at how to produce excellent coursework, from planning to proofreading. This information might also be useful to you if you’re planning on attending an Oxford Summer School this summer.

What is coursework?

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 have your ‘detective’ hat on as you explore, investigate and analyse your topic. You can usually work on your coursework at home, though it’s sometimes completed under controlled conditions through sessions at school. To give you a better idea of how coursework varies from one subject to another, here are some examples:

• English – English coursework usually takes the form of an extended essay with a title of your choice. You’re usually given a choice of themes and/or texts to explore, and you could choose a format such as a comparison between a set text and another one.
• Geography – Geography coursework usually focuses on the gathering, reporting and interpretation of data designed to answer a particular geographical question. You could investigate usage of a shopping centre, for example, or look at erosion on a particular beach.
• Sciences – coursework for science subjects often takes the form of a scientific project or experiment that you conduct and report on yourself.

Before you start work on your coursework, it’s essential that you have a thorough understanding of the rules. Failing to conform to the rules – inadvertently or not – may result in your coursework (or possibly even your entire qualification) being disqualified, so it’s a serious matter.

• No plagiarism – this is particularly dangerous given the ready availability of relevant information on the internet these days. Make sure everything is in your own words; you’ll need to sign a declaration stating that it’s your own original work.
• There’s only so much help your teacher can give you . They can provide guidance on what you need to include, and on what the examiners will be looking for. You can ask them questions, but they’ll usually only be able to check through your first draft once and offer broad hints on updating it.
• Check the word count , and stick to it. Find out whether footnotes, appendices and bibliographies are included in the word count.
• Check what topics you’re allowed to do your coursework on; if there’s an exam on this topic, you’ll almost certainly have to choose a different one for your coursework.

Choose your topic wisely

Ideally, choose something you’re genuinely interested in, as your enthusiasm will come across and you’ll find it more enjoyable to write. If there’s something you’ve been working on for the course so far that you’ve particularly enjoyed, you may be able to focus more on this as part of your coursework. For science coursework, you’ll need to choose something to investigate that you can measure, change and control; it should be what’s called a ‘fair test’, meaning that you have to acknowledge all the controls you use in the experiment and why. Try not to pick a topic for which the scope is too vast, as you’ll struggle to research it properly and you’re unlikely to do it justice, and it’ll be hard to keep within the word limit. Ask your teachers for some guidance on choosing your topic if you’re not sure what to write about; they might even tell you a bit about what previous students have done to give you some inspiration.

Plan how long it’s going to take

Never leave your coursework until the last minute, even if this is your normal approach to essays and it usually works for you. Make sure you understand when the deadlines are, including time for submitting a first draft for comments from your teacher. Then schedule blocks of time for working on it, allowing plenty of time before the deadline to cater for any unexpected delays. Allow ample time for making corrections based on teacher feedback on your first draft, and keep some time aside before the deadline for final editing and proofreading. Because actual deadlines are few and far between, you’ll need to take responsibility for the writing process and impose some deadlines on yourself to ensure it’s finished in time. Write down your deadlines on a calendar, with the coursework broken into stages and dates assigned to each, by which time each task should be complete. You can base your stages on the next few points in this article – research and data gathering, a structure plan for the piece of work, writing up, and so on.

Conducting your research and gathering data

As coursework is primarily a research exercise, the research phase is crucial, so don’t be tempted to skimp on it and go straight to writing up. Use as many different resources as you can to gather data: books, journals, newspapers, television, radio, the internet and anything else you think might be relevant. For science and Geography coursework, you’ll need to base your work on a hypothesis, so the research stage should start by coming up with at least one hypothesis, otherwise your research will lack direction. The research phase for some subjects may involve site visits for gathering data, so allow plenty of time for this, particularly if you need your parents to drive you somewhere to do so. If it’s a scientific experiment you’re conducting for your coursework, you’ll need to pay careful attention to planning the experiment using rigorous scientific methods (also noting what Health and Safety precautions you are taking), as well as reading up on the background and theory so that you have an idea of what to expect from the outcome of your experiment. In the research stage, make notes about what you expect to happen, so that you can later compare your expectations with what actually did happen. The experiment itself also forms part of the research and data-gathering stage for your science coursework; in the write-up stage, which we come onto shortly, you analyse and write up the results.

Plan your structure

Once you’ve completed your research, the process of writing up begins. Before you get down to the actual writing, however, it’s advisable to write a plan for how you’re going to structure it – essentially an essay plan for English coursework and other subjects for which the coursework is based on an extended essay. It’ll look slightly different from an essay plan for science subjects and others that revolve around project work, but the principle is the same: plan out what order you’re going to present your information in. For big projects, this is particularly important, because with a lot of information to convey, you risk being disorganised and waffling.

Writing up your project

For any coursework, but particularly coursework based around an extended essay, you’ll need to perfect your essay-writing abilities. For science coursework, writing up your project also involves data analysis, as you interpret the results of your experiment and work your notes into formal scientific language.

When you’re writing up, it’s important to find a place where you can work quietly, without distractions that could cause you to make careless errors. You wouldn’t want noise or distractions when you were in an exam room, so treat your coursework with the same reverence.

Supporting materials and images

For some subjects, namely the sciences and Geography, it would be appropriate to include images, graphs, charts, tables and so on in your coursework. For example, for Geography coursework, your extra material could include annotated images and maps of the site you’re talking about, plus tables, graphs and charts. An appendix could then detail your raw data; if, for example, your coursework focused on the results of a survey, you could put the raw survey responses in an appendix and provide summaries and analysis in the main body of the coursework.

Footnotes and bibliography

As we said earlier, it’s important that you always use your own words in your coursework to avoid the possibility of falling foul of plagiarism rules. However, it’s acceptable to quote from another source, as you would in any piece of academic writing, but you must make sure that you state where it is from and use quotation marks to show that it’s a quote from somewhere else. The best way of citing another work is to use a footnote; word processors will allow you to insert one, and it just puts a little number at the end of the sentence and another in the footer of the document, into which you put the name of the author and work, and the page within that work that the quote can be found. At the end of your piece of work, include a bibliography that includes a list of every external source you’ve used in the creation of your coursework. Stick to a set formula when including books. A common format is: Author Surname, Initial. (Date) – Title of Book , page number For example: Lewis, C.S. (1960) – Studies in Words , p. 45 When you get to university, you’ll be expected to include footnotes and bibliographies in all your essays, so it’s a good habit to get into and coursework gives you good practice at it.

The final pre-submission check

Having completed a first draft, received feedback from your teacher, and honed your work into a finished piece of coursework, have a final check through it before you send off your coursework for submission.

• Sense check : have a read through your completed piece of work and check that it all makes sense. Make sure you haven’t contradicted yourself anywhere, or repeated yourself, or laboured the point. If there are any facts that you may have meant to look up to double check their accuracy, do so now.
• Word count : ensure that the completed work falls within the word count, and double check whether the bibliography should be included in the word count. If you’ve exceeded it, you’ll need to work through the piece and tighten up your writing, omitting unnecessary information, reordering sentences so that they use fewer words, and so on.
• Proofread : check your spelling and grammar, and ensure that there are no typos. Don’t just use the spellcheck – go through it with a fine toothcomb, manually, and if you can, ask someone to read through it for you to see if they spot anything you haven’t.
• Formatting : check that you’ve included page numbers, and that the font and line spacing is consistent throughout the work. Ensure that the font is plain and easy to read, such as Arial or Times New Roman.
• Bibliography : check that you’ve included everything, that the format is the same for all sources mentioned, and that the right information is included for each.

Once this stage is complete, you’re ready to submit your coursework along with your declaration that it’s entirely your own work. Get ready for a feeling of immense satisfaction when you finally send off your hard work!

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Distance Learning A Level Courses Online

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Distance learning A-Level Courses offer students around the world the opportunity to study online at home. The distance learning courses are of two years duration and come complete with full online course materials and tutor support via our online learning environment. On completing the course examinations you will receive a certificate awarded by an Awarding Body such as Edexcel, AQA, or OCR.

If you are a student looking to achieve your A-Levels then you should consider distance learning as a flexible alternative to college. Whether you are a first-time student or are re-sitting exams for entry to university, you will find our A-Level courses ideally suited to your needs. Our A-Level courses let you work at your own pace, at a time and place that suits you.

These two-year distance learning A-Level Courses include both the AS and A2 portion of the A-Level award. Students looking to study A-Levels online in full will need to complete both portions of the award. Students are required to sit at an exam centre as private candidates (check out our Examination Centres page ). When taking examinations, you need to complete all of the required examinations in one assessment period to gain the qualification.

Online A-Levels FAQ

We’ve answered some common questions about A-Level online courses to help you find out how they work and what’s available with our courses at Oxford College.

Can You Do A-Levels Online?

Yes, you can do A-levels online. In fact, distance learning is becoming an increasingly popular choice in the UK for such reasons as attainability, flexibility and convenience.

There aren’t any entry requirements for those of you wanting to take online A-levels. All that you need is a Wi-Fi-enabled device and commitment to your chosen course.

Are Online A-Levels Accepted By Universities?

Again, the answer is yes. Our standard and fast-track distance A-level courses are eligible for UCAS points , for university entry. The number of points earned will be dependent on your final grade.

Most universities, both within the UK and abroad, treat online A-levels in exactly the same way as physical A-levels. They may even be impressed by your mention of online study, given the motivation and time management skills needed to succeed.

Are The A-Level Courses For Adults Too?

There aren’t any limitations or restrictions in terms of the age at which you may take your A-levels. Indeed, A-level distance learning courses are a great choice for those of you who would feel out of place in the traditional school environment.

How Do Distance A-Level Courses Work?

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 level portions of the A level award. Each of these portions must be completed, with the students taking their exams at registered exam centers as private candidates.

The Oxford Learning College offers distance learning A-level courses across such subjects as Biology, Chemistry, and History.

How Long Does it Take to Study an A-Level Online?

Our full online A-Level courses typically take two years to complete, just like traditional A-Level qualifications completed at college. We do offer some faster options for students who have more time to complete their course and would like to study over a shorter period of time.

Can The Courses Be Completed in One Year?

There’s the option of taking the fast-track A-level online course, which has a one-year duration. This is the ideal choice for students who want to continue their studies or pursue professional opportunities in half the normal time.

Full A Levels

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Approximately 150 Hours

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AS in Mathematics 8MA0

AS Level Biology 8BIO/01

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AS Physics AQA (7407)

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Why choose oxford learning college, wide range of courses.

We offer a wide range of accredited courses at various levels of study and these are available to students from all over the world.

Short completion periods

Distance learning allows you complete your course in a shorter period than you would at a college or school.

Study at home or from anywhere

With our distance learning courses you have the freedom to study from anywhere in the world and at any time. Make your study work around your other commitments.

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We offer 0% APR on all instalment plans for all our online courses as we believe students should have the option of flexible payments that suit them.

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Qualifications you can take

• BTEC diplomas
• Cambridge Pre-Us
• Cambridge Technicals
• International Baccalaureate
• Scottish Highers
• Scottish Vocational Qualifications

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. They’re usually assessed by a series of examinations. 

What grades do I need to take A levels?

• at least five GCSEs at grades 9 to 4/A* to C
• at least grade 6 in the specific subject(s) you want to study

However, the specific requirements needed to study A levels will vary across schools and colleges. It's important to check what you will need with the school or college you are looking to study at.  

Who are they for?

• If you're thinking about going to university , most higher education courses require specific A levels or combinations of A levels (or alternative level 3 qualifications).
• If you’re not sure what career or job you want to do , studying a selection of A levels can be a good way of keeping your options open.

Choosing A level subjects

The most important criteria for choosing A levels subjects are:

• Looking at what you are likely to enjoy and be good at. If you enjoy a subject or have an ability in it already, you are more likely to do well.
• Are there any particular subjects and/or grades you may need? If you have a particular career, job, or further study in mind, you may need to choose specific A levels in order to meet entry requirements.
• How open you want to keep your future study and career choices?

Taking A levels this year?

Ofqual's student guide gives you information about this year’s arrangements and explains what support is in place when you're taking exams and assessments.

What you can do after A levels

Many people ask 'What can I do with my A levels?', here are some answers:

• Here is a great place to start looking at  all the options open to you .
• Continue on to university  – A levels are the most common qualifications studied to get into higher education.
• Keep your options open if you’re unsure about what you want to do in the future.
• Look for employment – they’re valued by employers because they show a good level of education.
• Go on to vocational or work-based qualifications, such as an  apprenticeship .

You might also like to read

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What A level Subjects Are There?

Geography Content Creator

9 November 2022

• 1 . How many subjects in A Level?
• 2 . What can I do if the A Level I want to do isn’t available?
• 3 . Is independent study easier to do?
• 4 . What choices of subjects do I have?
• 5 . The degree course I want to study doesn't list my A Level as their preferred subject. Why?
• 6 . What are my choices then?
• 7 . The full list of UK A Levels available per exam board as of 2023:

Estimated reading time: 5 minutes

How many subjects in A Level?

In the UK, there are approximately 85 A Level subjects that can currently be studied However, you need to check if the school or college offers that particular course or courses

What can I do if the A Level I want to do isn’t available?

You can study an A Level independently and enter the exam as a private candidate There are a number of online schools that offer different subjects that are taught ‘live’ as though you were in a classroom Some online schools are also exam centres, making it easier for you to sit your exams without having to worry about finding an exam centre that will accept private candidates  You can also study for A Levels in an evening class at your local college, as an extra option alongside your other studies Private tutoring is another option if you really need to study a particular subject  Distance learning is where course material is sent to you and you are supported by a tutor for a fixed time (usually 18 months to 2 years) whilst you study the course at your pace

Is independent study easier to do?

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 harder to study at home, particularly the sciences where you need to conduct experiments, as you have to consider the equipment and space needed to perform the experiments If there is there any coursework that has to be submitted and who will be  willing to mark it On the plus side, it shows any university that you can work independently, and shows a level of maturity which sets you apart from the usual applicant

What choices of subjects do I have?

Your choice of A Levels comes down to what you want to study at University or what your future career might be Some degree courses used to have a list of ‘facilitating subjects’ [subjects most commonly required or requested by universities to get onto a particular degree course]  and included subjects such as the sciences, maths, English literature, and geography etc. The list was designed to help you decide which subjects to take, but was seen by many as the only list of subjects to choose from, leading to students taking subjects that didn’t reflect their interests and narrowed the choice of subjects offered in schools and colleges To overcome the issue, the Russell Group launched an interactive website called Informed Choices The website is designed to guide you in choosing subjects better suited to your future degree course Remember this is not the only or definitive website, but a useful tool to help inform your A Level choices

The degree course I want to study doesn't list my A Level as their preferred subject. Why?

Not every university wants you to have studied your chosen subject at A Level There are plenty of subjects that are good at preparing you for university, but not actually needed to get onto that course Economics and psychology A Levels are not actually required to study for that degree Many subjects form part of a wider degree such as maths and physics for engineering or English and geography for architecture Universities want you to have the skills to write and study at the next level; to be a critical thinker and work independently whilst showing passion and perseverance

What are my choices then?

As of 2022, the top ten most popular A Levels are (in descending order of candidate entry): Mathematics Psychology Biology Chemistry History Sociology Art and design Business studies Physics Geography English literature (dropped significantly in 2022 from 3rd to 12th place)  (GCE-Trends-Summer-2022-v2.pdf ( jcq.org.uk )

The full list of UK A Levels available per exam board as of 2023:

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Written by Jacque Cartwright

Jacque graduated from the Open University with a BSc in Environmental Science and Geography before doing her PGCE with the University of St David’s, Swansea. Teaching is her passion and has taught across a wide range of specifications – GCSE/IGCSE and IB but particularly loves teaching the A-level Geography. For the past 5 years Jacque has been teaching online for international schools, and she knows what is needed to get the top scores on those pesky geography exams.

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A Level History Coursework Edexcel – A Guide

• Post author By admin
• Post date November 16, 2023
• No Comments on A Level History Coursework Edexcel – A Guide

This guide shows you how to plan, research and write A Level History coursework for Edexcel using ideas, resources, examples and structure. This coursework is weighted towards Assessment Objective Three (AO3) 15% and Assessment Objective One (AO1) 5%. This makes it substantially different from coursework assessed under AQA or OCR. For Edexcel coursework, the focus is on differing interpretations of the past and analysis of them, alongside your own view of the events.

A Level History Coursework Edexcel – Ideas, Examples and Resources

Question Format – The question that you decide to answer for the Edexcel Coursework will always use the following template.

• Historians have disagreed about [ the chosen question, problem or issue ].
• What is your view about [ the chosen question, problem or issue ]?

Thus, we can see that there are two parts to this coursework:

• Part 1 – dealing with the historian’s viewpoints which is (AO3) and worth 15%
• Part 2 – your own viewpoint which is (A01) and worth 5%  

Question Ideas, Example and Selection

There are two key points to consider when selecting a question, problem or issue for your coursework.

• Is there enough debate around this question? – There needs to be a scholarly debate around the question or issue. This means differing views on the question from different historians. This makes it easier to select appropriate works to analyse and compare.
• Can you access the appropriate resources? – You must use a minimum of three different key works as well as two supplementary works. Your three key works should hold opposing views about the question or issue. Let’s look at an example question to make this clear:

Historians have disagreed about the extent to which by 1924 the Russian people had exchanged one authoritarian regime for another. What is your view about the extent to which by 1924 the Russian people had exchanged one authoritarian regime for another?

• View 1 – Tsarist Rule was more authoritarian. (C. Hill argues this)
• View 2 – Bolshevik rule was more authoritarian. (R. Service argues this)
• View 3 – The regimes were equally authoritarian. (R. Pipes argues this)

This is the ideal example of having three viewpoints that would be spread across the historiographical spectrum. This helps us to engage with the historical debate and hit the following criteria for the coursework:

• analyse ways in which interpretations of the question or issue differ.
• explain the differences you have identified.
• evaluate the arguments, indicating which you found most persuasive and why.

You would then add to this a minimum of two supplementary works, (more is better) that would assist in helping you form your view and add weight to your analysis and arguments. Critically, you must be able to access all these resources to use them effectively in completing the coursework.  

Coursework Resources

• Library – school, local, college, university – you should be able to borrow appropriate works.
• Teacher – your teacher should be able to provide you with copies of appropriate resources to use.
• JSTOR – www.jstor.org – contains a large collection of journal articles from historical publications covering numerous topics. These will often engage in the historical debate by replying to opposing views.
• Purchase Books – many second-hand books are available to purchase at very cheap prices through Amazon or similar sites.

A Level History Coursework Edexcel – How to Research and Write

Researching the Coursework – When researching our coursework we use the resource record form, which acts as a bibliography to the books, articles and online resources we are using. As we go through these resources we want to make notes that help us to identify the overall argument of the historian. Key quotes or passages should be noted down, alongside a reference. If we then use this material in our write up, we can add the appropriate footnote.

Writing the Coursework – When writing our coursework we need to be aware of the total word count as well as making sure that we hit all the assessment criteria. This means dividing up the 4000 words (maximum word count) effectively between the assessment criteria. An example structure to implement this is shown in the next section.

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 question.

Example from our question above – authoritarian regime would be defined as ‘a regime in which power is highly centralised and maintained regardless of popular support, with the use of repression and violence’.

Finally, you need to set out valid criteria by which the question can be judged.

Example from our question and definition above – we need to compare the Tsarist regime to the Bolshevik regime in terms of:

• Centralisation of power .
• Power maintained despite lacking popular support.
• Power maintained through repression and violence.

You should now have a complete introduction to the topic (1 paragraph)

Introduction to the debate by placing each of the key works in the historiographical debate. You can also place your supplementary works on the historiographical line here. (1 paragraph)

Set out the arguments in extended detail from the three key works. What are the historians’ views on this question? (1 paragraph)

Show how the arguments from each of the key works differ or are like one another. (1 paragraph)

Summary of the views of the key works. (1 paragraph)

Second Section – Explaining why the key works differ from one another (c. 1000 words)

Introduction – You need to set out three valid criteria to explain why the key works differ. Why is it that the historians’ arguments differ? There are several different potential criteria that could be used here: When was the work written? What sources and evidence did they use? Have they defined the key terms of the question differently? Have they defined the criteria to answer the question differently? Do they have different scopes of enquiry? What is the purpose of the work? What is the historians background and view?

Example from our question – The historians have defined the key term to answer the question differently – C. Hill has focused on authoritarian being defined as lacking popular support. R. Service is more focused on authoritarian being defined through repression. R. Pipes is mostly focused on authoritarian being defined as a centralisation of power.  

The historians have defined the key term ‘authoritarian’ differently. (1 paragraph)    

Paragraphs – This is where you use the criteria set out from the introduction to this section. You want one paragraph per item of criteria that we are judging the key works on.

Example from our question – one paragraph regarding how the historians have defined the key term ‘authoritarian’ differently.

Then you need to consider the three works in terms of the criteria set out for that paragraph. Show why there are differences in the key works regarding that criteria and how that leads the historian to arrive at their interpretation. Use evidence to support your points. (3 paragraphs – 1 for each criterion)

Conclusion – Brief conclusion that offers a summary of why the key works are different. (1 paragraph)

Third Section – Your own viewpoint on the question (c. 1000 words)

Brief introduction of your own viewpoint and line of argument that will be taken, remembering to re-instate the criteria by which the question can be judged . (1 paragraph)

Paragraphs that set out your own view on the question. This is where you should be using the criteria set out in your introductions. You want one paragraph per item of criteria.

Example from our question – one paragraph regarding ‘centralisation of power’.

Then you need to bring evidence and analysis to assess the criteria being judged. You can also use the key works and the supplementary works in this section to help you. (3 paragraphs – 1 for each criterion)

Conclusion that reaches a judgement on the question and follows your line of argument that has flowed throughout. (1 paragraph)

Fourth Section – Evaluation and Judgement of the key works and of the question (c. 1000 words)

Go through each of the key works and make a judgement on how convincing and valid the arguments from the historians are compared to the criteria. (3 paragraphs – 1 for each key work)

Form an overall judgement on the question and an overall judgement on which of the key works is most convincing. These should broadly align together. (1 paragraph)   

How To Improve Further at A Level History

Pass A Level History – is our sister site, which shows you step by step, how to most effectively answer any A Level History extract, source or essay question. Please click the following link to visit the site and get access to your free preview lesson. www.passalevelhistory.co.uk

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Cambridge international as & a level english language (9093).

• 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 and analysis.

Through their study, learners will develop an ability to read and analyse material, gaining further knowledge and understanding of English language features and issues. Learners will also develop the skills of writing clearly, accurately, creatively and effectively for different purposes and audiences.

Changes have been made to this syllabus for first examination in 2021 onwards. Please see the 2021-2023 syllabus for detailed information.

The syllabus year refers to the year in which the examination will be taken.

• -->2021 - 2023 Syllabus update (PDF, 163KB)
• -->2024 - 2026 Syllabus update (PDF, 136KB)

Syllabus support

• -->Support for English Language (PDF, 1MB)

Syllabus updates

We worked with teachers, subject expert panels and universities around the world to update our Cambridge International AS & A Level English subject group as part of our on-going review process. We have made some changes to the syllabus for examination in 2021, 2022 and 2023.

Many teachers told us that they offer more than one English subject from this group, so we have made some changes so that the syllabuses work together regardless of whether a student is studying one or more subject from this group. To make it clearer for teachers, we have separated this syllabus from our other English Cambridge International AS & A Levels.

How has the syllabus changed?

• We have included a specific subject content section that sets out what students should study across the Cambridge International AS & A Level.
• After feedback from teachers, new content has been added within Paper 3 that focuses on the analysis and intrepretation of language data.
• We have increased the number of assessment objectives from three to five and have updated the wording so the expectations of each assessment objective is clearer.
• The levels of response mark schemes have changed based on feedback from schools to make sure we maintain valid and reliable assessments.
• Text and context
• Meaning and style
• We have added a list of command words and their meanings to help learners know what’s expected of them in the exam.

How has assessment changed?

• Changes to the papers have been made to update and retain the strengths of the current model. We are keeping the assessment model for English Language as a four component, exam only model.
• The A Level Paper 3 will have stimulus texts that will be accompanied by some quantitative language data, in graph and table form. This change is based on feedback from teachers who feel the skill of data analysis would be valuable for students and engage their interest.
• Language acquisition has been moved to Paper 3 from Paper 4 as this topic represents language analysis more than a language topic.
• English in the World - a new title for the current English as a global language
• Language and the self - a new topic that concentrates on the relationships between language and thought, and language and social identity. This change was made after consultation with centres, who felt the current topics in Paper 4 were not discrete enough.

When do these changes take place?

The updated syllabus will be assessed in June and November 2021, 2022 and 2023. It is also available in March 2021, 2022 and 2023 (India only). Please see the 2021-2023 syllabus above for full details.

Coming soon

We are developing a wide range of support to help you plan and teach the 2021-2023 syllabus. Visit our School Support Hub from April 2019 onwards.

Look out for our comprehensive support package to help you deliver the 2021-2023 syllabus including a Scheme of work, Example candidate responses and Specimen paper answers. There will also be Teacher and Learner guides from April 2019 onwards through our School Support Hub .

Endorsed resources

View the latest resources that are being developed for the Cambridge International AS & A Level English Language syllabus (9093).

Helps students gain an understanding of how language works for different audiences and purposes. Improve reading skills through analysis of different text types – from blogs to letters – and create imaginative, discursive and critical writing.

Read more on the Cambridge University Press website

Build skills and knowledge in a clear sequence and help students to apply skills to a range of language tasks, with up-to-date coverage of the syllabus topics and a stimulating range of international texts.

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A Student Guide: How to Reference for A Level Coursework

The below guide as to how to write references for A Level coursework uses the MLA citation style. This is of course not the only citation style and is not inherently better than others, but the key is to be consistent.

Italics Vs Quotation Marks

• If you are citing any complete work, for example, a novel, a volume of poetry, an anthology, a film, a TV series, a play, or a newspaper then you should cite that text using italics.
• For example, The Great Gatsby, The Norton Anthology of American Literature, Spring and All, Death of a Salesman, Hamlet, The Guardian, The Wire, Game of Thrones, Forrest Gump .
• But, if you are citing a work that is contained within another work, for example an individual poem, a television episode, an essay, a journal article, or a short story then you cite that using single quotation marks.
• For example, ‘The Red Wheelbarrow’, ‘The Death of an Author’, ‘The Love Song of J Alfred Prufrock’, ‘Sonnet 101’, ‘The One with the Candy Hearts’, ‘In the Penal Colony’.
• However, not every poem goes in quotation marks. It just depends if it was published within a volume or as a self-contained entity. For example, The Waste Land is in italics because it was published in book form. Paradise Lost is also in italics because it is a self-contained book and was not published within another work.
• Also, if a poem is titled the same as the volume that doesn’t matter. You would write: ‘Spring and All’ is contained within Spring and All .
• Finally, what do you do if a complete work is contained with a larger work, for example an anthology?
• For example, Death of a Salesman is contained within The Norton of American Literature .
• You need to go back to the original publication: Death of a Salesman was originally published as a self-contained work so it will always be in italics
• It doesn’t matter if Hamlet or The Waste Land is in an anthology; they will never be ‘Hamlet’ or ‘The Waste Land’.

Double Spaces

• Always double space
• Everything, other than footnotes, must be double spaced
• How to double space: highlight the text, right click, go to paragraph, go to line spacing, click on the drop down box and choose double.

Quotation Marks

• When quoting something, always use single quotation marks
• Double quotation marks are the American version
• So, ‘ The Waste Land is amazing’ not “ The Waste Land is amazing”.
• The latter is tantamount to writing color instead of colour
• If you are quoting within a quotation then you can use double marks. For example, Just above the writer wrote ‘According to Bob, The Waste Land is “an amazing poem that changed the tone of poetry forever”’.

How to Cite within an Essay

• It is essential that any work that you make use of within the essay is cited appropriately and accurately.
• You are using the MLA style, which means you do not cite with footnotes, but rather parenthetically.
• Footnotes can still be used in your essay, but they would be discursive, which means they can add information that is relevant, but does not fit in the main body of the essay. Do this sparingly.
• So, each time you quote from any text, whether it is the primary text or an article, you insert a page reference in brackets next to that quotation
• For example: When Faulkner writes that the sun was ‘glistening’ (106) he accentuates its beauty.
• If you are analysing one specific passage and quoting from it frequently within a short space in your essay then just reference the final quotation. For example, When Faulkner writes that the sun was ‘glistening’ and that it was like a ‘jewel’, which had been ‘pocketed in the sky’ (106) he accentuates its beauty.
• If it is not clear where the quotation is from either because you do not state the writer in the main body or because you reference more than one text from that writer include this information parenthetically. For example, just as the sun was ‘glistening’ (Faulkner 106) so too Eliot describes the moon as ‘shining’ (334).
• The idea is that a reader would be able to look at your quotation and know the author and text (both usually evident in the main body of the essay) and also page number (cited parenthetically) and then look at the relevant entry in the bibliography and as such find the full and precise reference.

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.
• For example, Emerson, Ralph Waldo. The Collected Works of Ralph Waldo Emerson ed. by Alfred R. Ferguson et al. (Cambridge: Harvard University Press, 1971)
• Frost, Robert. ‘The Pasture’, Frost: Collected Poems, Prose, & Plays , ed. by Richard Poirier & Mark Richardson (New York: Library of America, 1995)
• Eliot, TS. ‘The Love Song of J. Alfred Prufrock’, The Complete Poems & Plays , (London: Faber & Faber, 2004)
• Faulkner, William. Light in August . (London and New York: Vintage, 2002).
• If you are citing a journal article then use the following format: Surname, forename. Name of article using ‘’. Name of journal using italics. Issue number. Publication date. Page numbers of the article within the journal.
• For example: Brinkman, Barth. ‘Scrapbooking Modernism: Marianne Moore and the Making of the Modern Collage Poem’. Modernism / modernity . 18.1. (2011). 43-66.

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Travel and Tourism 9395 AS and A Level Past Papers

12/01/2023 : travel and tourism 9395 october november 2022 past papers of a levels are updated., 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 schemes, resource booklet, FAQ’s , Teacher’s resources and a lot more. Past papers of Cambridge International AS and A Level Travel and Tourism (9395) are available from 2002 up to the latest session. It’s the guarantee of PapaCambridge that you will find the latest past papers and other resources of Cambridge International AS and A Level Travel and Tourism (9395) before any other website. All the content offered here is absolutely for free and is provided in the most convenient way so that you don’t face any issue.

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Cambridge International AS and A Level Travel and Tourism (9395) Yearly Past Papers

Cambridge International AS and A Level Travel and Tourism (9395) is suitable for both Cambridge International A Level candidates and for those seeking a more specialised study of this subject. This syllabus encourages learners to appreciate the scale and importance of the travel and tourism industry in the world and recognise the positive and negative impacts the industry may have on people, environments and economies. 

Learners discover that the travel and tourism industry is dynamic in nature and how the industry responds to change: for example, external factors such as changing consumer needs and expectations, developments in ICT. The syllabus encourages learners to develop practical and technical skills relevant to the industry, enabling them to deal with a range of complex situations and problems.

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If you don’t want to mess around here between notes, slides, ebooks etc and just want to have past papers of Cambridge International AS and A Level Travel and Tourism. Check out : Cambridge International AS and A Level Travel and Tourism Past Papers. PastPapers.Co only has past papers available to give you clean and smooth experience for browsing past papers. Get Travel and Tourism 9395 Past Papers  here.

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Yes, a learner’s best AS Level result can count towards their A Level.

Can learners take dictionaries into the examination?

Learners are not allowed to take any dictionaries into the examination.

What support materials are available?

• Specimen Question Papers and Mark Schemes
• Past Question Papers and Mark Schemes
• Coursework Guidelines

All the above are available from on the  School Support Hub .

Is International A Level equivalent to UK A Level?

Yes, the International A Level is equivalent to a UK A Level.

How many hours contact time do you recommend for AS/A Level?

Over a two-year A Level course, approximately 360 guided learning hours would be sufficient. For the AS Level this would be reduced to approximately 180 hours.

Can you suggest any websites that could be used as teaching aids?

Teachers with access to the  School Support Hub  will find a resource list including suggested useful websites. There is also a discussion forum for Travel and Tourism on this site, which allows teachers to discuss the teaching of Travel and Tourism and to share any useful sites or resources with each other.

If there is only one candidate at my centre taking 9395, how can they complete the coursework which involves teamwork?

If there is only one candidate at your centre taking paper 2 they will still need to fulfil the criteria of the coursework to get full marks. There are a few options:

• Ask other students in related subjects (such as business studies) at the centre to be involved in the organising and running of an event
• See if there is another centre nearby that you could collaborate with
• Ask staff/teachers to take up a role in the organisation and running of the event

Can learners carry forward their coursework mark for Paper 2?

From 2020 candidates can carry forward their coursework mark for paper 2. An overview of the entry options available for 9395 is below. To confirm what entry options are available for a syllabus, refer to the Cambridge Guide to Making Entries for the relevant series.

Resubmitting moderated coursework from 2020 onward

From 2020, we are changing our policy on the re-submission of moderated coursework. You will no longer be able to resubmit moderated coursework for a future series.

From 2020, if a candidate would like to re-sit the syllabus and take forward their coursework mark, you will need to enter them for an option that includes the coursework component as a carried forward mark. To help you to do this, we have created new entry options for Cambridge International AS and A Level Travel Tourism (9395). These new entry options allow candidates to carry forward their AS coursework as a single component.

An overview of the entry options available for 9395 is below. To confirm what entry options are available for a syllabus, refer to the Cambridge Guide to Making Entries for the relevant series. This guide is available from the 'Support Materials' section of  Cambridge International Direct.

An overview of the entry options available for 9395 from 2020 onward

Candidates for Cambridge International AS Level certification take Papers 1 and 2. Candidates may either:

• take Papers 1 and 2 in a single exam series, or
• carry forward their mark for Paper 2 to a future series, subject to the requirements set out in the Cambridge Handbook.

Candidates who have received Cambridge International AS Level certification and wish to continue their studies to the full Cambridge International A Level qualification may:

• carry forward their AS marks and take Papers 3 and 4 in the exam series in which they require certification, or
• carry forward their mark for Paper 2 and take Papers 1, 3 and 4 in the exam series in which they require certification.

Candidates taking the full Cambridge International A Level qualification at the end of the course take all four papers in a single exam series. The Cambridge International AS Level forms 50 per cent of the assessment weighting of the full Cambridge International A Level.

For more information and materials on this syllabus, please visit our School Support Hub  here .

📑 Update(s):

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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Which A-Levels Don’t Have Coursework?

Megan Isaac

Almost 800,000 students took A-Levels in 2022 and many of them had A-Level coursework. Below we outline some of the benefits and challenges of A-Level coursework and give you a list of subjects which don’t have any coursework if you’re set on avoiding it!

A-Level coursework is a component of some A-Level subjects that allows students to demonstrate their knowledge and skills in a particular subject through practical or research-based projects. Coursework can be very rewarding for students. It requires planning, research, and execution of the projects, which helps to develop important skills such as time management, research skills, and project management. In addition to the practical skills, coursework also gives you the opportunity to demonstrate your understanding of the subject in a more authentic and holistic way. It allows you to apply your knowledge and skills in a real-world context, which can be more engaging and meaningful than traditional exam-based assessments. A longer period of work which you develop slowly may also suit you more than exams which can be stressful in timed conditions.

However, coursework also has its challenges, and many students prefer an exam-based A-Level. Coursework can be time-consuming and stressful, and it requires a lot of self-discipline and organisation to complete. In this article we outline which A-Levels don’t have coursework so you can make the decisions for your A-Levels which are best for you. But it is important not to base your A-Level decisions on coursework alone, have a look at our recent article on choosing your A-Level subjects for some more advice.

#1. Maths and Further Maths

The assessment for A-level Maths and A-Level Further Maths is entirely exam-based, there is no coursework component. Students will sit three exams, one for each of the pure mathematics, applied mathematics and statistics.

Both subjects are highly respected and rigorous qualifications that are widely recognized by universities and employers. They are both two-year courses that typically cover topics such as calculus, algebra, geometry, and statistics. Students are required to have a strong foundation in mathematics, typically having achieved a good grade in GCSE Mathematics.

The course is divided into two main parts, pure mathematics and applied mathematics. Pure mathematics focuses on algebra, calculus, and geometry, while applied mathematics deals with mathematical models and methods used in various fields such as physics, engineering, and economics.

#2. Economics

A-Level Economics is another subject which does not have any coursework, instead students will sit three exams, one for each of the microeconomics, macroeconomics and one on a contemporary topic of their choice. It is a two-year course that provides students with a comprehensive understanding of economic theory and its application to real-world issues. It covers a wide range of topics, such as microeconomics, macroeconomics, international trade, and economic history. Students are typically required to have a good grade in GCSE Mathematics as the course includes mathematical models and calculations.

The course is divided into two main parts: microeconomics, which deals with the behaviour of individual consumers and firms, and macroeconomics, which deals with the performance of the economy as a whole. Students will learn about economic concepts such as supply and demand, elasticity, inflation, and unemployment, as well as the role of government in the economy.

#3. Business

A-level Business is a two-year course that provides students with a comprehensive understanding of business theory and its application to real-world issues. It is an entirely exam-based course, with no coursework component. The course is designed to provide students with an understanding of how businesses operate, how they make decisions and how they respond to changes in the environment.

The course is divided into two main parts: business studies and accounting. Business studies covers topics such as marketing, human resources, operations and strategy. Accounting covers topics such as financial statements, budgeting, and financial analysis. Students will learn about business concepts such as market research, the marketing mix, and financial ratios, as well as the role of government in the economy.

A-level French is a two-year course that provides students with an in-depth understanding of the French language and culture. It is an entirely exam-based course, with no coursework component, but note that there is often an oral exam. So whilst this is not coursework, it is not your classic written exam. The course is designed to improve students' communicative skills in French, as well as their understanding of the culture of French-speaking countries. The course covers topics such as grammar, vocabulary, translation, and literature. Students will also explore the culture, society, and politics of French-speaking countries.

#5. Psychology

A-level Psychology is a two-year course that provides students with an understanding of the scientific study of the mind and behaviour. It is an entirely exam-based course, with no coursework component. The course covers a wide range of topics such as cognitive psychology, developmental psychology, abnormal psychology, and research methods.

Students will learn about key psychological theories and research, as well as how to design and conduct psychological research. They will also learn about the practical applications of psychology in areas such as mental health, education and criminal justice.

#6. Sociology

Sociology is another subject which has no coursework, just exam-based assessment. It is a two-year course that provides students with an understanding of the scientific study of human society and social behaviour. The course covers a wide range of topics such as social inequality, culture and identity, crime and deviance, and research methods.

Students will learn about key sociological theories, concepts and research, as well as how to design and conduct sociological research. They will also learn about the practical applications of sociology in areas such as education, work, family, and crime.

#7. Spanish

Like French, A-Level Spanish does not have any coursework, just a combination of written and oral exams. A-level Spanish is a two-year course that provides students with an in-depth understanding of the Spanish language and culture. The course is designed to help students improve their communicative skills in Spanish and gain a deeper understanding of the culture and society of Spanish-speaking countries.

During the course, students will cover a wide range of topics such as grammar, vocabulary, translation, and literature. They will also explore the culture, society, and politics of Spanish-speaking countries. The assessment for A-level Spanish is entirely exam-based, there is no coursework component. Students will sit three exams, one for each of the listening, speaking and reading and writing. These exams are usually taken at the end of the second year of the course.

It's a challenging course, but it is also incredibly rewarding. Not only will you improve your Spanish language skills, but you will also gain a deeper understanding of the culture and society of Spanish-speaking countries. Plus, it's a great opportunity to open doors for future travel, study or work abroad, and to improve your employability. You will come out of the course with a great set of skills and a new perspective on the world!

#8. Accounting

Like many other maths-based subjects, A-Level Accounting does not have any coursework. A-level Accounting is a two-year course that provides students with a comprehensive understanding of financial accounting and its application to real-world issues. It's designed to teach students how to analyze and interpret financial statements, as well as how to prepare them.

During the course, students will cover a wide range of topics such as financial statements, budgeting, and financial analysis. You'll learn about accounting concepts such as double-entry bookkeeping, debits and credits, and financial ratios. It might sound like a lot of numbers and figures, but it’s a very interesting and engaging course. You'll develop your analytical and problem-solving skills, and learn how to apply accounting theory to real-world issues. Plus, it's highly valued by universities and employers, as it's relevant to a wide range of careers such as finance, business, and management. By the end of the course, you'll have a great set of skills that will be useful in your future career.

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#9. Ancient History

Unlike its more popular counterpart History, Ancient History does not have any coursework. But students who take both Ancient History and History may have the option to take an Ancient History topic for their A-Level History coursework.

During the course, students will cover a wide range of topics such as ancient societies, political systems, and cultural achievements. They will also study key historical figures and events and learn about the methods used by historians to study the past.

#10. Arabic

Like many other language A-Levels, Arabic has no coursework and is entirely exam-based. A-level Arabic provides students with an in-depth understanding of the Arabic language, culture and society. The course is designed to help students improve their communicative skills in Arabic, as well as their understanding of the culture and society of Arabic-speaking countries.

During the course, students will cover a wide range of topics such as grammar, vocabulary, translation, and literature. They will also explore the culture, society, and politics of Arabic-speaking countries.

#11. Biology

Most A-Level Biology specifications have no coursework, just written exams at the end of the course. Biology provides students with an in-depth understanding of the scientific study of living organisms and their interactions with the environment. The course is designed to help students develop a critical understanding of the natural world, as well as the ability to analyse and interpret scientific data.

During the course, students will cover a wide range of topics such as cell biology, genetics, ecology, and physiology. They will also study key biological concepts and theories and learn about the methods used by scientists to study living organisms.

#12. Chemistry

There is no coursework in A-Level Chemistry , however, your performance during practicals will be assessed. A-level Chemistry is a two-year course that provides students with an in-depth understanding of the scientific study of matter and its properties. The course is designed to help students develop a critical understanding of the fundamental principles of chemistry, as well as the ability to analyze and interpret scientific data.

During the course, students will cover a wide range of topics such as atomic structure, chemical bonding, thermodynamics, and organic chemistry. They will also study key chemical concepts and theories and learn about the methods used by scientists to study matter.

#13. German

Like the other languages, A-Level German doesn’t have coursework but may have an oral exam. It provides students with an in-depth understanding of the German language, culture and society. The course is designed to help students improve their communicative skills in German, as well as their understanding of the culture and society of German-speaking countries.

#14. Physics

Similar to other sciences, A-Level Physics doesn’t have any written coursework but performance in practicals may be assessed. A-level Physics is a two-year course that provides students with an in-depth understanding of the scientific study of matter, energy and their interactions. The course is designed to help students develop a critical understanding of the fundamental principles of physics, as well as the ability to analyze and interpret scientific data.

During the course, students will cover a wide range of topics such as mechanics, waves, electricity and magnetism, and nuclear physics. They will also study key physical concepts and theories and learn about the methods used by scientists to study the physical world.

Check your specification for this one as there have been some changes in recent years and it may vary between exam boards!

#16. Politics

A-Level Politics is entirely exam-based with no coursework, but the exams are very essay-heavy. It is a two-year course that provides students with an in-depth understanding of the political systems, governance, and political ideologies. The course is designed to help students develop a critical understanding of the political world, as well as the ability to analyse and interpret political concepts and issues.

During the course, students will cover a wide range of topics such as democracy, political ideologies, and international relations. They will also study key political concepts and theories and learn about the methods used by political scientists to study politics

#17. Religious Studies

A-Level RS doesn’t have coursework, just exams at the end of the second year. It is a two-year course that provides students with an in-depth understanding of different religions, belief systems and their impact on individuals and society. The course is designed to help students develop a critical understanding of religion and belief, as well as the ability to analyse and interpret religious texts, concepts and issues.

During the course, students will cover a wide range of topics such as theology, philosophy, and ethics of major world religions. They will also study key religious concepts and theories, and learn about the methods used by religious studies scholars to study religion.

Final thoughts

A-Level coursework can be daunting, but don’t be put off if your favourite subject has some. If you want to choose an A-Level with coursework but feel like you may struggle with coming up with an idea, the research or writing process, have a chat to one of our expert A-Level tutors who has received an A* in the subject themselves. They have been through the process themselves and can give you all the best tips and advice first-hand as well as helping guide you through your ideas and writing process.

Quick note: We have tried our best to cover all of the A-Levels which don’t have coursework in this article, but make sure to check the details of your exam board in case there are any changes.

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Written by: Megan Isaac

Megan recently graduated from Oxford University, achieving a first class degree in PPE. She has has six years of tutoring experience, teaching a range of subjects at GCSE and A-Level, as well as helping students with their applications to university including Oxbridge.

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BTec results explained: How pass, merit and distinction compare to A-levels

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.

How do BTec results compare to A-levels?

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:

• Distinction* (D*) which is the equivalent of a A* at A-level.
• Distinction (D) which is the equivalent of a A at A-level.
• Merit (M) which is the equivalent of a C A-level.
• Pass (P) which is the equivalent of an E at A-level.
• Near pass (N) which is a pass the course overall but not each individual unit

How many Ucas points are my BTec grades worth?

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:

• Distinction* – 56 Ucas points (equivalent to A* in A-levels)
• Distinction – 48 Ucas points (equivalent to A in A-levels)
• Merit – 32 Ucas points (equivalent to C in A-levels)
• Pass – 16 Ucas points (equivalent to E in A-levels)

How are BTec grades calculated?

BTec grades are worked out on a points system.

GCSE and A-Level results remind us children specialise too soon - in subjects they hate

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.

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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:

Maths and English

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.

• More on A-level results day:
• A-level results 2024: Top grades up in England
• Reaction: How resilience in the face of disruption defined this year’s A-level cohort
• Sir Ian Bauckham: Ofqual chief raises concern over region’s A-level performance
• Trends: 8 key trends in this year’s A-level results

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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• Education, training and skills
• School curriculum
• Key stage 5 (AS and A Levels)
• Key stage 5 exam marking, qualifications and results

Guide to AS and A level results for England, summer 2024

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 .

Centre type results

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.

Cumulative percentage outcomes by centre type – grade A and above 

Percentage of candidates awarded grade A and above in all subjects combined by centre type, 2019, 2023 and 2024

Centre variability 

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.

Equalities analyses 

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.

Grade boundaries 

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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• New Zealand Certificate in Animal Care (Companion Animals) (Level 3)
• International Students
• International Study Programmes
• Animal Health
• Animal Care (Companion Animals)

Programme outline

You will gain the skills and knowledge to work in a role assisting with the care of companion animals (cats, dogs, rabbits, rodents, and birds), in a variety of settings such as pet stores, animal rescue centres, pet grooming, animal day care, kennels and catteries etc.

Graduates will have the skills, knowledge, and attributes to assist with the care of animals under limited supervision.

More detail about this qualification

This programme is delivered by blended learning i.e., face to face and online learning. This means some of your lessons may be delivered via Moodle (our online learning platform), which will require you to have a computer and internet access at home.

You will be required to attend two on-campus days a week. In 2025 this will be Monday and Tuesday.

Course related costs

The following costs are approximate. Confirmed costs and details on where to purchase your uniform will be sent out prior to the programme's start date.

• Uniform and shoes: $100
• Placement travel costs: these will vary depending on where you live and where your placements are.

Entry requirements

Open Entry, if the delegated authority is satisfied that the applicant has the capability to complete the requirements of the programme.

International applicants are required to have an IELTS score of 5 (general or academic) with no individual band lower than 5 from one test taken in the preceding two years, or an equivalent described in NZQA Rules.

In addition to meeting the requirements for admission all applicants must complete a health declaration and declaration of any criminal conviction to ensure fitness to practice prior to acceptance into the programme.

*Convictions of any offence may not necessarily exclude applicants from enrolment. Any decision is made on a case-by-case basis at the discretion of the delegated authority.

Selection processes may apply where the number of applications exceed the number of available places.

How to apply

Complete the health and criminal conviction declaration form and save to your computer so you can attach it when you complete the online application.

Do you have enough time?

To check which study options best fit your lifestyle, try our handy time calculator tool

Give yourself credit →

Use the knowledge you already have to fast-track your qualification. Workplace-learning, volunteering, professional development, other provider qualifications and online courses can be recognised as prior learning and put towards your qualification. Start by getting in touch with us , or find out more here .

Whitireia and WelTec are a business division of Te Pūkenga - New Zealand Institute of Skills and Technology .

Last updated: 15/8/2024

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What to Know About Ukraine’s Cross-Border Assault Into Russia

The incursion caught Russia by surprise and signified a shift in tactics for Kyiv after more than two years of war with Russia.

• Share full article

By Andrew E. Kramer Constant Méheut Kim Barker Anton Troianovski and Cassandra Vinograd

Ukraine pressed ahead with its offensive inside Russian territory on Sunday , pushing toward more villages and towns nearly two weeks into the first significant foreign incursion in Russia since World War II.

But even as the Ukrainian army was advancing in Russia’s western Kursk region, its troops were steadily losing ground on their own territory. The Russian military is now about eight miles from the town of Pokrovsk in eastern Ukraine, according to open-source battlefield maps . The capture of Pokrovsk, a Ukrainian stronghold, would bring Moscow one step closer to its long-held goal of capturing the entire Donetsk region.

That underscored the gamble Ukraine’s army took when it crossed into Russia: throwing its forces into a daring offensive that risked weakening its own positions on the eastern front.

Whether that strategy will prove advantageous remains to be seen, analysts say.

On the political front, the offensive has already had some success: Ukraine’s rapid advance has embarrassed the Kremlin and has altered the narrative of a war in which Kyiv’s forces had been on the back foot for months.

Here’s what to know about Ukraine’s cross-border operation, which President Biden said last week was creating a “real dilemma” for the Russian government.

What happened?

Ukrainian troops and armored vehicles stormed into the Kursk region of western Russia on Aug. 6 , swiftly pushing through Russian defenses and capturing several villages.

Held by Ukraine

as of Aug. 13

Sverdlikovo

Sievierodonetsk

Area controlled

Zaporizhzhia

Sea of Azov

Ukrainian incursion

Source: Institute for the Study of War with American Enterprise Institute’s Critical Threats Project

By Veronica Penney

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• Provisional T Level results

Introduction

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.

Headline facts and figures - 2023/24

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). 

Explore data and files used in this release

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

Data catalogue

Browse and download open data files from this release in our data catalogue

Data guidance

Learn more about the data files used in this release using our online guidance

Download all data (ZIP)

Download all data available in this release as a compressed ZIP file

About these statistics

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’):

• Design, Surveying and Planning for Construction
• Digital Production, Design and Development
• Education and Early Years

Seven T Level courses were introduced in September 2021 in the following pathways: 

• Building Services Engineering for Construction
• Healthcare Science
• Onsite Construction
• Digital Support Services
• Digital Business Services

Six further T Level courses were introduced in September 2022 in the following pathways:

• Design and Development for Engineering and Manufacturing
• Engineering, Manufacturing, Processing and Control
• Maintenance, Installation and Repair for Engineering and Manufacturing
• Management and Administration

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:

• an overall grade for the T Level, shown as pass, merit, distinction or distinction*
• a separate grade for the core component, using A* to E
• a separate grade for each occupational specialism, shown as pass, merit or distinction
• confirmation that they have completed an industry placement

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. 

Scheduled revisions to data

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.

Updating provisional data for 2023/24

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.

T Level roll out

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 results

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. 

Core component results

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%).

Occupational specialism results

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.

Industry placement completion

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%. 

T Level retained and assessed rates

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.

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) . 

Help and support

Methodology.

Find out how and why we collect, process and publish these statistics.

Official statistics in development

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:

• managed impartially and objectively in the public interest
• meet identified user needs
• produced according to sound methods
• well explained and readily accessible

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:

16 to 18 Accountability Data and Development team

Press office.

If you have a media enquiry:

Telephone: 020 7783 8300

Public enquiries

If you have a general enquiry about the Department for Education (DfE) or education:

Telephone: 037 0000 2288

Opening times: Monday to Friday from 9.30am to 5pm (excluding bank holidays)