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Document outlining 8 examples of good practice at key stage 3 seen during Ofsted's survey work for the report 'Key stage 3: the wasted years?'
Ofsted survey report investigating whether key stage 3 is providing pupils with sufficient breadth and challenge.
Ofqual's study into variability in GCSE results for individual schools and colleges from 2012 to 2015.
Results of our annual survey of heads of schools, teachers, general public, parents, students, employers and higher education institutions.
A post-research quantitative review of the sample assessment materials developed by exam boards as part of our GCSE maths research.
Research into the teaching of multiplicative reasoning and pupil attainment.
The outcome of 4 research studies looking at assessment difficulty and problem-solving in GCSE mathematics sample assessment materials.
The attainment of young people aged 19 in the 2013 to 2014 academic year.
An update to our GCSE maths research programme which explores features of the sample assessment materials developed by exam boards.
Revised statistics on the achievements of young people at the end of key stage 4 in the 2013 to 2014 academic year.
These reports review how GCSE and A level qualification providers are chosen and how the qualifications market might change due to reform.
February 2015 final progress report on meeting the recommendations in Professor Wolf’s independent review of vocational education.
Pupil attainment at state-funded schools in the 2013 to 2014 academic year.
Information on the number of incidents of malpractice in the GCSE and A level in summer 2014 in England, Wales and Northern Ireland.
Provisional statistics on the achievements of young people at the end of key stage 4 in England in the 2013 to 2014 academic year.
Reports on the economic benefits of these qualifications since 2010.
This publication presents the number of entries by subject for GCSE and Level 1/Level 2 certificates (also known as IGCSE) in England.
Information on the number of entries and late entries in GCSE and A level in England, Wales and Northern Ireland.
Special consideration is the procedure for making adjustments to the marks of candidates who have not been able to demonstrate attainment because of exceptional circumstances.
Access arrangements in exams allow students with particular requirements to perform to their best ability.
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