FOR years students have familiarised themselves with GCSE exams during their time in secondary education – but before that students sat O Levels.
But when did this change in exams happen and what was the difference between them? Here's everything you need to know.
When did O Levels change to GCSE?
The GCE Ordinary Level, also known as the O-Level was abolished in 1987 and replaced by the General Certificate of Secondary Education (GCSE).
The change was made to create a national qualification for those who wanted to leave school at 16 without attempting A-levels or pursuing a university education.
The A* grade was added in 1994 in order to differentiate exceptional performance.
An O-level branded qualification is still awarded by Cambridge International Examinations in select locations.
In 2013, then education secretary Michael Gove unsuccessfully tried to bring back O-levels in English, maths, the humanities and science and old-style CSEs for less academic students.
What was the difference between them?
O-Levels are thought to have been harder than GCSEs and were predominantly exam-based.
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They had negative marking, meaning that students could be deducted marks for bad handwriting or factual errors.
O-Levels were also 'norm referenced' – meaning that only a set number of students could ever receive the highest grade.
GCSE exams on the other hand are more modular and also allow for re-takes and coursework submissions – and they place more emphasis on oral and practical skills.
How have GCSE's changed?
In 2017 the grading system was overhauled so that instead of using letters as had been the tradition, students would receive a number 1-9.
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This new system was the result of a long process of reform that began in 2011 with the national curriculum review in England.
In 2022, further changes were implemented following the coronavirus pandemic.
The main change is that exam boards for many GCSE subjects are publishing additional information on the topics will be covered during summer examinations.
This is was implemented in an attempt to maximise the fairness of assessments after the disruption caused by Covid-19 over the past two years.
The idea is that the extra information will help students to focus their revision more carefully.
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