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numeracy, literacy or linguistic skills expected in a well-rounded education. Chapter
Three touched on the examining boards’ attempt to address this problem by devising a
General Studies A level. However, it was to be the regulatory body which replaced
the Schools Council in 1983 which initiated a variation on A levels.
A Committee-Designed Half-A-Level: the AS
The Secondary Examinations Council introduced the idea of ‘half A levels’ which
they named Advanced Supplementary (AS). Yet, once again, in precisely the same
manner as the Secondary Schools Examinations Council had expected the examining
boards to create A levels with a minimal design brief in the 1940s, the SEC too did
not consult the Boards about the new qualification’s design, but expected them to
produce it. In the following excerpt from the SEC’s Annual Report of 1985-1986, the
Council conceded that it had not provided adequate criteria for the Boards to follow:
The intention to introduce AS-Ievels for first examination in 1989 was formally
announced by the Secretary of State in March 1985. In response to this,
Examining Boards are currently developing syllabuses which are expected to
come before the SEC for approval in the autumn and winter of1986.
Council has already noted that the absence of clearly defined criteria for AS-
Ievels may pose difficulties and that some delicate but essential negotiations
may become necessary during the approvals period.
(SEC 1986: 14)
The slightly coy tone of this citation indicates that this body considered the Boards to
require delicate handling, but felt no obligation to involve them in creating criteria. It
is more reminiscent of the tone in which Virginia Wolf discussed dealing with her
difficult cook than that of a regulator dealing responsibly with experienced agencies.
The inherent weaknesses of the AS qualification soon became apparent. The
Secondary Heads Association pointed out that “...the current AS syllabuses [were]