This article focuses on teaching and learning in general upper secondary education for 16- to 18/19-year-olds, which is usually referred to as ‘post-16’ or ‘sixth form’ education.

Curriculum, subjects, number of hours 

There is no statutory national curriculum for this phase of education : the curriculum is characterised by subject specialisation and choice.

Students in post-16 education are generally free to take any combination of subjects offered by the school or college. They are, however, expected to follow a study programme which links to training, employment or higher education; is tailored to their prior attainment; and usually includes one or more substantial qualifications.

A Levels and AS Levelsare the most common qualifications taken by young people aged 16 to 18/19 in full-time education, and A Levels are the most common qualification for entry to higher education.

A Levels and AS Levels are single-subject qualifications available in a wide range of subjects; most are general (academic), although some applied subjects are available. Students typically take three or four subjects at AS Level in Year 12 (age 16-17) and continue with two or three of these subjects to A Level in Year 13 (age 17-18).

Subject content specifications for A Level and AS Level qualifications, outlining the knowledge, understanding and skills to be acquired, are published by the Department for Education (DfE).

In post-16 education, any student who did not achieve a high grade GCSE in English and / or maths must also continue the study of these subjects, and work towards an approved qualification. This is usually a GCSE or an approved qualification, such as a Functional Skills qualification.

Functional Skills qualifications are below the level of GCSEs. They aim to equip students with the practical skills and confidence in English and maths which they will need for further study or employment.

Revised Functional Skills qualifications are being introduced from September 2019.

As a result of the reforms, guided learning hours (GLH) (the time when students are under the guidance of a teacher, tutor or lecturer) for each Functional Skills qualification will increase from 45 to 55 hours. The reforms to these qualifications aim to improve their rigour and relevance; ensure that they better meet employer needs; and increase comparability between the Functional Skills qualifications offered by the different awarding organisations.

Study programmes in this phase are expected to ensure breadth and depth, without limiting learners’ options for future study or work. They are also expected to give young people the opportunity to gain knowledge and experience of the workplace. Guidance for schools and colleges on how they can do this is provided in the Government’s careers strategy (published in December 2017), and in accompanying guidance for schools and separate guidance for sixth-form and further education colleges.

Time allocation/number of hours 

Indicative teaching time for post-16 qualifications is specified on Ofqual’s Register of Regulated Qualifications. It is described in terms of guided learning hours (GLH) and total qualification time (TQT). Guided learning hours are hours under the guidance or supervision of a teacher, lecturer or supervisor, while total qualification time includes GLH and the hours a learner is expected to spend in preparation, individual study and assessment. The GLH for an A Level is 360 hours; for an AS Level it is 180 hours.

Reform of A Levels and AS Levels 

A Levels and AS Levels were reformed during the period 2015-2018. The reforms introduced changes to both subject content and assessment, and aimed to increase the rigour of the qualifications. They included:

• a focus on linear, end-of-course assessment, to replace assessment at the end of units or modules
• the ‘uncoupling’ of AS Levels from A Levels – previously the modular AS Level qualification contributed 50% to the final grade of the full A Level; AS Levels are now standalone qualifications assessed at the end of the course
• an increased focus on externally marked, written examinations, which have become the default form of assessment; other types of assessment are now used only where they are needed to test practical skills.

Prior to the reform of AS / A Levels, study programmes were introduced for students in post-16 education in 2013. 16- to 18/19-year-olds are required to follow a broad study programme, which includes one or more substantial qualifications and / or preparation for employment, and is tailored to their needs and career goals. Study programmes followed from the recommendations of the 2011 Review of Vocational Education: the Wolf Report. For further information on the planning and delivery of post-16 study programmes, see the Government’s advice for providers; and for more information on AS / A Level reform, see this House of Commons Library briefing from March 2017.

Teaching methods and materials

Decisions about teaching methods and materials are a matter for individual schools, colleges and teachers / lecturers. They are, however, made in the context of national frameworks and guidance.

Teachers working in a school sixth form, for example, are expected to meet  the Teachers’ Standards. These state that they must:

• set high expectations which inspire, motivate and challenge students
• promote good progress and outcomes by students
• demonstrate good subject and curriculum knowledge
• plan and teach well-structured lessons
• adapt teaching to respond to the strengths and needs of all students
• make accurate and productive use of assessment 
• manage behaviour effectively to ensure a good and safe learning environment
• fulfil wider professional responsibilities.

The Teachers’ Standards were developed in 2011 by the Department for Education.

Teachers, lecturers and trainers working in further education colleges also follow Professional Standards. They aim to support them to maintain and improve standards of teaching and learning, along with outcomes for learners. The Professional Standards include the following common expectations of teachers and trainers.

• They are reflective and enquiring practitioners.
• They draw on research as part of evidence-based practice.
• They maintain high standards of ethics and professional behaviour which support learners.
• They are subject and/or vocational specialists.
• They are committed to maintaining and developing their expertise to ensure the best outcomes for learners.

They were published in 2014 by the Education and Training Foundation (ETF) , which supports the improvement of teaching, learning, leadership and management in the further education and skills sector.

Textbooks and materials/equipment 

All teaching materials are selected by schools and colleges and there are no prescribed textbooks for students.

Textbooks are produced by commercial publishers and do not require government approval. Schools and colleges do, however, pay attention to qualification specifications set by awarding organisations when selecting textbooks to use.

Schools may not usually charge for the cost of materials, books, or any other equipment used by pupils.

There are no guidelines on homework or on the use of technology. Schools and colleges decide on the nature, frequency and amount of homework, reflecting the age and stage of students, their needs and the school’s / college’s ethos. All schools and colleges have a range of ICT tools available for use by teachers / lecturers and students.

Article last reviewed April 2021.