ABSTRACT
The pattern of sixth form education is becoming more diverse, but the difference is not great enough to suggest that the dominance of ‘A’ level has been seriously affected. The main advantage claimed for having no prescribed sixth form curriculum but only external examinations is, like that for having no written constitution, flexibility. Each student can make up for himself the pattern of examination subjects which best suits his own interests and career intentions; and subjects which are hated can be dropped. One disadvantage is that, if the examinations are left dominant without any countervailing force from prescribed curriculum or syllabuses, the ‘backwash’ effect of examining methods on teaching methods is greatly increased. Teachers have also come to love the examination system because it improves their relations with their pupils by putting them ‘on the same side’, in an alliance against the examiners.
