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Abstract
The case for change in the post‐16 curriculum has been well established by both educationists and employers. While the ‘gold standard’ of A‐level is still defended by government, pressure for post‐16 reform has intensified as a result of (a) significant curriculum changes and teaching/learning approaches achieved through GCSE syllabuses, and (b) related recognition of a national need for higher recruitment in post‐16 education. This paper examines (a) a long‐established English A‐level syllabus which includes many features that characterise the ‘new’ GCSE modes, and (b) ways in which this syllabus may be seen to link with educational principles and practices that have been commended by the technical and vocational education initiative (TVEI).
I shall only ask them and not teach them and they shall share one enquiry with me; do you watch and see if you find me telling or explaining to them instead of eliciting an opinion. (Socrates, c.400 BC)