Debate contribution: CCEA GCSEs, AS Levels and A Levels

Debate contribution by Mr Paul Givan on 3 March 2026.

MLA

Mr Paul Givan

Party at the time

Democratic Unionist Party

Date

3 March 2026

Type

Debate contribution (made as a minister)

Business

Ministerial Statements

Heading

CCEA GCSEs, AS Levels and A Levels

Assembly identifier

Official Report component 5434487

Read the official Assembly record

Text

The concerns that the Member raises came through in the consultation process. When there is any change, people will have concerns. That was reflected in the teaching profession as well. For example, teachers were very much in favour of reducing the controlled assessment aspect and coursework, but parents and pupils were less so. There was a tension: on the one hand, you had professional practitioners saying, "We believe that there should be a change in the controlled assessment aspect"; but, on the other, there was a concern — it was perhaps a misunderstanding, but it was sincerely felt — among parents and pupils. There was even a tension in the consultation responses. My responsibility as a Minister is to consider those responses, listen to experts in Northern Ireland, examine what happens internationally and, ultimately, take decisions based on all that information. A consultation is informative in that process. I have listened and heard those concerns, and they are reflected in the approach that I have taken to A levels. The challenge to the Member and to those who want to retain the status quo — the Member did not indicate that he wants that — is that you then need to stand over the current system, which, in some schools, excludes young people in year 13 for upwards of 10 extra weeks because they are not in the classroom being taught. We need to realise that, for young people who struggle educationally and those who come from a more socially disadvantaged background, the time that they have in front of a teacher is the most critical time. If they are from a socially disadvantaged background, they will not get additional tuition outside school and may not get the additional support to complete coursework that is available to some families and, indeed, can be provided by other people who support that child. Therefore, what I am proposing will create greater equity and fairness, and there will be much higher levels of integrity when it comes to making sure that the work that is completed is authentic and properly measures pupils' performance. I have taken a balanced approach. I did not go down the route of England and go fully linear at GCSE or A level. Mr Baker is wrong: the Leaving Cert is fully linear. Coursework being included does not make it not linear. It is fully linear. Members need to familiarise themselves with the outworkings of the systems in other jurisdictions. This is a balanced approach. We have heard the concerns, and, in reflecting on those concerns and the pace at which this change will take place, I am giving significant lead-in time. It will not happen this September or the following September. It will be worked up by CCEA, the awarding body, and significant materials will be provided to schools. All the appropriate professional learning that is needed will take place, and we will be able to phase it in in a manageable way. However, if we continue to take the current approach, that means a high level of testing, a high level of anxiety for our young people and a high workload for teachers because of the excessive amount of content and controlled assessment. That would just be repeating the current doom loop that the profession, rightly, complains about and that pupils feel does not best serve their interests.

No. I absolutely do not expect lower outcomes. The research evidence shows very clearly that, in places where linear approaches have been implemented, there is no indication of any disadvantage to overall outcomes or to any specific cohort of pupils. Common beliefs about modular exams being easier are simply not supported by data. Such beliefs also misunderstand how GCSEs and A levels are awarded. CCEA sets awarding standards to ensure stability.

The principle of comparable outcomes is used by all major awarding bodies across the UK, including CCEA in Northern Ireland, and ensures fairness when specifications or assessment methods change. The goal of the comparable outcomes approach is to keep grade standards consistent over time so that GCSE or A-level grades mean the same regardless of when or how the exam was taken. By applying controls throughout the awarding process, CCEA and other boards ensure that changes in structure do not in any way distort achievement.

The Member highlights how we can create more time to develop important skills. Greater detailed knowledge on particular subjects gives you the ability to develop important skills such as critical thinking and teamwork. I recently attended a private industry event. It was Software NI's AGM, and part of the feedback that I got when I provided the update on the TransformED process was that there was agreement that, too often, we skim through subjects and get a surface-level, limited understanding. Often, our exams are a test of memory as opposed to a test of understanding. Being able to spend more time on fewer issues gives greater depth and knowledge. Industry believes that that is important. In answer to the Member's question, I believe that the changes will create more time and space for greater knowledge and understanding among young people in important areas that can be applied in various skills and sectors in Northern Ireland.

872 words. Text as published by the Northern Ireland Assembly.

Assessment

Not flagged

Jev’s structured answers

Assessed 21 October 2026 at 15:01 UTC by jev-1.13.0 (requested as typesafe/jev) under rubric 2026.10-r9, methodology 1.9.

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