What are Linear A-levels?

RGS is one of a small number of elite schools which take A-levels as two year (or linear) courses, rather than as two separate modular courses. This means that, unlike in most schools, most of our students sit no exams in the Lower Sixth (Year 12), but take all their A-level modules in the Upper Sixth (Year 13). (See note below for exceptions.)

This system has the following advantages:

students receive between six and eight weeks more teaching over two years through not having to prepare for and sit AS exams in the Lower Sixth;
students are able to grow into their subjects gradually over a two year period, without being faced with constant hurdles;
students avoid the treadmill of having to sit public examinations every six months from the Fifth Form onwards;
when they sit AS papers in the Upper Sixth, students are more mature and have a greater understanding of the subject-matter through A2 content, giving them a significant advantage over other candidates;
the greater synoptic content in the new A2 exams is more manageable, and the chances of achieving the new A* grade will be improved.
stress levels throughout the Lower Sixth year are reduced, and students have more time for extra-curricular activities;
students have time for reflection and independent study, preparing them better for study at university.
For some university applications, there is an A Level points score, or tariff, which gives points values for A Levels. For example, an A grade at A Level is worth 120 points, a B grade at A level is worth 100 points and so on (an AS grade is worth half the equivalent A Level grade). Therefore students taking 4 subjects to A2 level are at an advantage when applying to university.

Universities have given their support to a linear approach: it enables a more effective development of skills and knowledge free from excessive concentration on the narrow confines of exam preparation and it avoids the development of an unhelpful retake culture with its utilitarian approach to learning.

The recent Nuffield 14-19 Review, an influential study of what Higher Education admissions staff and lecturers look for in applicants, concluded that:

“……An over-emphasis on (assessment) leads to a highly instrumentalised and surface approach to learning among students, and to assessment burn out. (Teachers need) more time ….. to work with students to ensure that they are developing a deeper understanding of the subjects that they are studying, thereby
fostering deep commitment to courses.”

“……The focus on modular assessment leads to the development of a ‘modular mind’, where learners are not fully aware of the utility of ideas developed in one place in a course for thinking in another area.”

“…… Narrow accountability based on exam success and league tables needs to be avoided. This leads to spoon feeding rather than the fostering of independence and critical engagement with subject material. Learners who may have achieved academic success by such means at A Level… are increasingly coming
into Higher Education expecting to be told the answers. They struggle to cope with the more independent and self-directed style of learning expected by higher education tutors.”

Our aim is to develop thinking skills and to encourage academic stretch and creativity. The linear approach helps us to achieve this.

Note: The exceptions are compulsory coursework units (e.g. in Art and Music), practical examinations (e.g. Drama) and subjects in which no January exams are offered (e.g. Latin and Greek and one paper in Classical Civilization). Those studying Further Mathematics may also take some AS Maths units in the Lower Sixth.

Other points to note:

Coursework for either AS or A2 may be completed and submitted at any point during the two years, at the discretion of each Head of Department. The same applies to practical and oral examinations.

If it is considered to be in a student's best interests to cut back to 3 A2 subjects, the parents, the Head of Sixth Form and the relevant Head of Department will discuss this with the student. This decision will be made after the Upper Sixth January exams. However, please keep in mind that, due to the assessment arrangements for individual subjects, it may not be possible to drop a particular subject after January in the Upper Sixth.