Inequalities and the curriculum: young people’s views on choice and fairness through their experiences of curriculum as examination specifications at GCSE

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    This paper presents data that considers ways in which young people experience the curriculum through the lens of subject examination syllabuses (for GCSEs), their associated assessment techniques and structures and educational policies at national and school level concerning subject choice. Drawing upon an original qualitative dataset from a mixed-methods study of students’ views and experiences of GCSE from Northern Ireland (NI) and Wales, the paper explores students’ perceptions of choice and fairness in relation to studying various subjects at GCSE. Factors of importance are the subjects available to them through subject option selections at the school level and the ways in which GCSE courses are then administered. In relation to notions of choice and fairness, the paper considers how students see access to the curriculum moderated by national and school level decisions regarding the assessment of GCSEs; the extent to which assessment techniques such as tiering, controlled assessment and modularity, as well as school-level policy decisions about timing of entry to GCSEs (known as early entry) all combine to restrict students’ access to the full range of subjects and influence the ways in which they experience these subjects as curricula within their particular school settings.

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    DOI

    Original languageEnglish
    Number of pages18
    Pages (from-to)19-36
    JournalOxford Review of Education
    Journal publication date2018
    Issue number1
    Volume44
    Early online date12 Feb 2018
    DOIs
    Publication statusPublished - 2018

      Research areas

    • curriculum, inequalities, examinations, students’ views, GCSEs

    ID: 137335745