ABSTRACT
Reforming A levels is difficult because they are the dominant qualification in the English qualifications-led education and training system. They have been around for over 50 years, are highly politicized, have been used for selection to university and have been referred to by successive governments as the ‘gold standard’. A levels, however, have not remained unchanged over the last half century and have been internally adjusted to meet the needs of new types of learners and to respond to the development of new bodies of knowledge (Young and Leney, 1997). At the same time, the programmes of study that have been formed out of A levels have not changed significantly with most advanced level learners embarking on a three A level programme.
