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n July and August, millions of students around the world aged 15–18 received their Advanced Placement (AP), International Baccalaureate (IB) Diploma Programme (DP)/Career Programme
(CP), GCSE/IGCSE, A/AS level, O level, T level and vocational and technical qualifications (VTQ). Results days are the culmination of hard work in the
previous 12–24 months. Congratulations to everybody receiving their results. Outcomes are also the result of all the knowledge,
experiences, influences and care received across students’ entire school careers. Success starts in the critical early years, as Sally Robinson explores with renowned early years educationalist, Pam Mundy, who advocates for the importance of child-centred care and education. The approach echoes the current deepening focus on student wellbeing, plus the diversity of subjects and pathways evident in this year’s exam results as awareness grows that a tech-enabled future requires a more human-centric education, different skills, knowledge and resources. All these influences underscore the importance of not
just final grades, but also of holistic education that includes sound transitions care and support for international families, being part of a community, and cultural and global awareness. Exam boards and regulators too are keen to highlight how they are supporting learner-led flexibility and choice through their range of pathways while maintaining rigorous standards. Ultimately, the focus is on as much the education journey as the destination and outcomes.
UNPACKING THIS YEAR’S BRITISH CURRICULUM PASS RATES Irrespective of the final qualification, what unites students sitting final exams this year is how Covid-19 has remained a feature of their preparations. This year saw an almost full return to pre-pandemic norms – this was the final year British curriculum students will have had formulae sheets for maths, combined science and physics for example. However, most students were affected by the intention to continue to ‘glide path’ grade boundaries and pass rates back to pre-pandemic rates. Top GCSE grades (7–9) in England rose marginally
from 2023 after the previous years’ highs. In Wales and Northern Ireland, top grades, which tend to account for a higher proportion than in England, fell. In Wales, this fall was to slightly above 2019’s figure. For Northern Ireland, the fall was sharper to match 2019. At IGCSE, exams body Cambridge International Education does not publish its pass rates, recognising the diversity of schools and students taking its exams internationally. In Scotland, National 5s, Highers and Advanced
results mirrored the trend seen for top grades in Northern Ireland and Wales to register slight falls. Nevertheless, as in the rest of the UK, record numbers of students in Scotland were able to progress and secure their first- place university. The results are remarkable for the scale of students’ achievements and educators’ focus on student wellbeing
and individualised learning. While IB programmes lend themselves to this more easily, at GCSE and A level, schools have been offering extra options in non-core subjects, like electronics, through extra-curricular clubs and enrichment. There is also flexibility in course length to dovetail with international students’ needs, especially if they are looking to study at university overseas. Statistics from Cambridge International Education
confirm this. There was double-digit growth in the number of students sitting its IGCSE, O, A and AS level exams this year. This included continued strong take- up of traditional core subjects, like maths, sciences and English, as well as for its newer future-facing subjects, like environmental management (up 36%) and marine science (up 26%). The figures cement both the popularity of an international education and the widening and enduring appeal of British curriculum-based approach. Comparing 2020 to today, 59% more students
internationally are entering Cambridge exams says Rod Smith, group managing director for international education at Cambridge. “It’s a really positive message about the value of international education in today’s world and in the face of today’s global challenges choosing an international education to help them thrive in an ever- changing world.” In the UK at King’s Ely, 25 international students
studied its one-year IGCSE programme, which runs alongside the school’s thriving GCSE and A level pathways this year. More than two-thirds of IGCSE results were grades 9–6. “Our IGCSE students arrive in England in September and just seven months later they are successfully sitting their IGCSEs in an education system they have never experienced before,” said Matthew Norbury, director for international students at King’s Ely. “Every year I remain humbled by their achievements.” Among fantastic results internationally were
Singapore’s 186 Tanglin Trust School students, where 91% of grades were A*–B equivalent (9–6). Commenting, Chris Seal, head of senior school, said students “can be very proud…and these results are a testament to their willingness to learn and develop as young people”. On A level results day, across the UK 27.6% of all
grades were A* or A this year – slightly up on 2023. UK university admissions body Ucas noted 82% of students secured their first-choice university. Students at Cardiff Sixth Form College, Cambridge, a leading boarding
“ BE IN NO DOUBT: INTERNATIONAL STUDENTS ARE WELCOME IN THE UK. AND WE WILL DO EVERYTHING WE CAN TO HELP THEM SUCCEED.” EDUCATION SECRETARY BRIDGET PHILLIPSON
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GLOBAL EDUCATION CURRICULUM
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