- About us
- About colleges
-
Corporate services
- Corporate services
- Mental health and wellbeing
- Data Protection/GDPR
-
Employment Services - college workforce
- Employment Services - college workforce
- Employment: How we support members
- Introduction & Employment Helpline
- Absence & Sickness Management
- Contracts and T&Cs
- Disciplinary, Capability & Grievance
- Employment Briefings Library
- Equality, Diversity & Inclusion
- General Employee Relations & HR Issues
- Holiday/annual leave related
- Industrial Relations
- ONS reclassification related guidance
- Pay & Pensions
- Recruitment
- Redundancy, Restructuring & TUPE
- Safeguarding/Prevent
- Workforce Benchmarking, Surveys & Research
- Governance
-
Projects
- Projects
- Get Involved!
- Projects: How we support members
- Resources
- The 5Rs Approach to GCSE Maths Resits
- Apprenticeship Workforce Development (AWD) Programme
- Creating a Greener London – Sustainable Construction Skills
- Erasmus+ EXPECT Project
- Digital Roles Across Non-digital Industries
- T Level and T Level Foundation Year Provider Support Programme
- The Valuing Enrichment Project
- Higher and Extended Project Qualifications
- OfS - Higher Education Social Prescribing Project
- Pears Foundation Youth Social Action Programme: Phase 2
- T Level Professional Development (TLPD) Offer
- T Level Curriculum Macro-Sequencing
- Contact the Projects Team
- DfE Multiply Capability Support Programme
- Creative Arts in FE 2024 – developing student voice through creativity
- Resources/Guidance
- Sustainability & Climate Action Hub
- Partnerships
- Honours Nomination
- Brexit
- Recruitment and consultancy
-
Events and training
- Events and training
- Events
- T Level & T Level Foundation Year Events
- Events and training: How we support members
- Network Meetings
- Annual Conference & Exhibition 2023 Resources
- Previous Events & Webinars
- In-House Training
- Senior Leadership Development Programme
- Introducing AoC's Early Career and Experienced Middle Managers Programme
- Sponsorship & Exhibition Opportunities
- Funding and finance
-
Policy
- Policy
- Meet the Policy Team
- Policy: How we support members
- Policy Areas
- Policy Briefings
- Submissions
- Policy Papers & Reports
- AoC Strategy Groups
-
AoC Reference Groups
- AoC Reference Groups
- Adults (inc. ESOL) Reference Group
- Apprenticeship Reference Group
- Technology Reference Group
- HE Reference Group
- 14-16 Reference Group
- Mental Health Reference Group
- 16-18 Reference Group
- SEND Reference Group
- WorldSkills Reference Group
- HR Reference Group
- Sustainability & Climate Change Reference Group
- EDI Reference Group
- Opportunity England
- Research unit
-
News, campaigns and parliament
- News, campaigns and parliament
- General and mayoral election resources
- Comms advice and resources for colleges
- AoC Newsroom
- AoC Blogs
- Work in Parliament
- AoC Campaigns
- Briefings
- Contact the Communications, Media, Marketing and Research Team
- Communications, media, marketing and research: How we support members
-
Equality, diversity and inclusion
- Equality, diversity and inclusion
- Equality, diversity and inclusion blogs
- AoC’s Equity, Diversity and Inclusion Charter
- Diversity in Leadership
- Black FE Leadership Group and AoC partnership agreement
- AoC's Equity Exchange
- Equality, diversity and inclusion: how we support members
- Equality, diversity and inclusion case studies
- Home
- News, campaigns and parliament
- AoC Newsroom
- Government announces U-turn on A Level and GCSE results - AoC responds
Government announces U-turn on A Level and GCSE results - AoC responds
Responding to the announcement from Ofqual that both A Level and GCSE students will be given their teacher grades, Chief Executive, David Hughes said:
"Many young people have had a torrid time since last Thursday, suffering all sorts of stress and worry. We therefore support this afternoon’s announcement to use Centre Assessed Grades/teacher grades because decisive and urgent action was needed, in the interests of thousands of students who found themselves at the bluntest end of the system. Moving to CAGs is a boost for those students and will allow them to progress in learning and into work. It will be a relief after days of anguish. At the same time, for students anticipating their GCSE results this Thursday it removes much of the anxiety and provides certainty.There were too many students being given grades below what they would probably have achieved, particularly for college students compared with their counterparts in independent schools. Because of that we urged Ofqual this morning to stop clinging onto a desire to minimise grade inflation as a way to maintain confidence in the qualifications system and make sure the grades were fair. CAGs helps us achieve that and is a small price to pay for after many students found themselves without a secure plan for the future. This is good for post-16 GCSE English and maths retake students whose prior achievements don’t give a good indication of their likely performance, as it means that the predictions of the teachers who know them best will stand.It is vital that information is provided speedily on how this decision will impact on higher education institutions, students wishing to apply through clearing and those who may have been rejected on their original grades. Colleges are looking forward to welcoming new and progressing students over the next few weeks and will continue to work with 16-year-olds to ensure all young people have a suitable place and that the transition to their next step is smooth and stress-free after a tough six months."
You can read the full statement from Ofqual here.