Choices: Guidelines for GCSE {qualifications} in British Sign Language

Introduction

In 2018, the Department for Education (DfE) determined to introduce a GCSE in British Sign Language (BSL). DfE is chargeable for setting the curriculum necessities and topic content material for all GCSE {qualifications}, together with for brand spanking new GCSEs in BSL. In December 2023, after a public session, DfE printed topic content material for GCSEs in British Sign Language (BSL).

Ofqual is chargeable for how GCSE topic content material shall be assessed and for making certain that the evaluation preparations can assist legitimate and dependable outcomes. In December 2023, Ofqual confirmed its broad evaluation preparations for BSL, having consulted on them similtaneously DfE consulted on the topic content material.

Following detailed growth work, Ofqual launched an extra session on the detailed guidelines that an examination board would want to comply with when designing a GCSE qualification in BSL. 

The session was open for responses between 30 April and 25 June 2025, and obtained 30 responses. A abstract and evaluation of the responses has been printed similtaneously this determination doc.

Summary of selections

Ofqual has determined to implement all of the proposed circumstances, necessities and steering. In 3 locations, we’ve got made minor modifications to our wording in response to feedback from respondents to our session. These modifications enhance the readability of our regulatory paperwork however don’t have an effect on the substance of the necessities.

The necessities cowl the next:

• the language and accessibility of the assessments
• vocabulary and grammar
• prohibiting entry to dictionaries
• the usage of stimulus supplies
• the evaluation targets (wording and steering)
• types of non-exam evaluation (the construction, composition and conduct of the non-exam assessments)

Detailed choices

Language and accessibility of assessments

Having thought of the suggestions we obtained, we’ve got determined to make one small change to the precise wording of the steering, however in any other case implement our proposals as set out within the session. 

A few respondents stated that references to Sign Supported English (SSE) within the proposals ought to be eliminated on the grounds that SSE mustn’t kind any a part of the evaluation of BSL. For the avoidance of doubt, there isn’t a proposal for SSE to kind a part of the evaluation. SSE is talked about twice within the draft steering when clarifying when any type of sign-use could or might not be used as an affordable adjustment. This is as a result of, whereas SSE differs from BSL and isn’t considered a language in its personal proper, it does make use of BSL vocabulary and finger spelling. This signifies that it additionally has the potential to undermine the legitimate evaluation of scholars’ understanding and use of BSL if permitted as an affordable adjustment. We contemplate it necessary for the steering for GCSEs in BSL to obviously point out our expectations in relation to sign-use as an affordable adjustment. We have determined to retain the reference to SSE however have amended the wording to state “…the use of British Sign Language or other sign-based communication support such as Sign Supported English”. This shall be used for the steering that confirms sign-based cheap changes will not be permitted for assessments together with receptive, productive or interactive abilities (AO1, AO2, AO3). It can even be used for the steering that explains the circumstances when sign-based cheap changes could also be permitted for the standalone evaluation of the historical past of BSL (AO4).

One respondent noticed that the proposal to permit BSL as an affordable adjustment for the historical past of BSL part, relying on the examination board’s design choices, was not aligned with JCQ’s Reasonable Adjustments and entry preparations. This pertains to JCQ’s present coverage and necessities about the usage of signal language professionals, which state that college students could solely signal solutions “where it is possible to finger spell the answers or where the answers involve single words”. We don’t count on this present JCQ association to use to the brand new GCSE in BSL. The use of BSL as an affordable adjustment presents particular challenges on this GCSE and, for that reason, we’ve got set particular laws concerning the strategy that will or might not be taken. To assist the introduction of this brand-new qualification, we count on that the JCQ will want to evaluation its present preparations to make sure they appropriately accommodate the expectations and distinctive design necessities for the brand new GCSE in BSL.

Vocabulary and grammar

We have determined to implement all our proposed necessities and steering as set out within the session. 

The majority of feedback we obtained about our proposals on this space involved regional variations. We recognise and have given cautious consideration to the challenges introduced by regional variations. None of the responses to the session recognized an answer that might higher assist DfE’s topic content material necessities or guarantee legitimate, honest and dependable GCSE assessments than that set out within the draft necessities and steering. 

We have additionally thought of the extent of specificity we should always impose on examination boards in relation to regional variations. Overly limiting the usage of regional variations may affect on examination boards’ use of current and/or genuine sources. Requiring examination boards to incorporate a number of areas variations of particular person indicators would seemingly improve the quantity of vocabulary college students should study significantly. The choices which might be most acceptable will rely on the matters and related vocabulary – in step with DfE’s vocabulary and grammar necessities – that an examination board chooses to incorporate. We stay of the view that examination boards ought to have some discretion to determine a proportionate strategy for his or her specs, which may see some however not all indicators being given extra regional variations.   

We have thought of whether or not it might be useful to make an modification to our use of the phrase ‘giving the meaning’ of indicators. However, we choose that it isn’t essential to take action. In the vocabulary and grammar necessities and the steering on prohibiting dictionaries (part under), we discuss with examination boards “providing the meanings of unfamiliar vocabulary in assessments”. This language is acquainted to examination boards, as it’s in step with that utilized in GCSE trendy overseas language {qualifications}. It refers to offering a definition or glossary for one thing that isn’t anticipated to be identified by college students taking the evaluation. It can be aligned with the wording used within the vocabulary and grammar necessities for the GCSE in BSL. In this part we additionally discuss with college students’ capacity to “infer plausible meanings of single signs”, which displays the exact wording utilized in DfE’s topic content material. We choose that the phrase is sufficiently clear and acquainted for examination boards. 

Access to dictionaries

None of the suggestions raised points or proof that prompted us to rethink our proposal, so we’ve got determined to implement the proposed situation as set out within the session.

Some respondents had been involved that the proposal meant college students wouldn’t be capable of entry a dictionary throughout educating and studying, which isn’t the case. The situation relates particularly to entry throughout assessments. Some respondents commented on the potential for dictionaries for use as examination assist for college students with reminiscence points. However, provided that college students shall be examined on their information and understanding of discovered vocabulary, entry to a dictionary would undermine the evaluation.  

Use of stimulus supplies

We have determined to implement all our proposed necessities as set out within the session. 

Responses had been usually supportive of our proposal, and largely mirrored issues we had set out in our session. One respondent targeted on whether or not tighter parameters ought to be launched for the character of stimulus supplies. We thought of this intimately each earlier than and after our session. We haven’t recognized a significant foundation to specify a selected variety of indicators or extract length that might be appropriate for all matters. Feedback to the session has not set out proof or proposals to alter this view. 

There are already detailed parameters in place when it comes to the DfE topic content material necessities, and examination boards shall be anticipated to develop assessments that present adequate protection of DfE’s vocabulary and grammar necessities. In addition, given the necessities for the way examination boards shall be anticipated to design assessments which might be accessible for college students, we don’t contemplate it acceptable to arbitrarily constrain their evaluation design decisions. We choose it necessary for examination boards to have some flexibility to create stimulus materials that shall be acceptable for the matters assessed and that allow college students to reveal what they know, perceive and may do.

The evaluation targets – AO3

We have determined to implement our proposal to take away the express reference to “placement” in evaluation goal 3. Assessment goal 3 (AO3) will now state:

While the vast majority of respondents (63%) supported the proposed modification, this was the proposal with the bottom settlement charge total. Respondents famous that “placement” is a vital side of understanding and utilizing the language. They additionally famous that “placement” is a generally understood time period. 

We recognise that “placement” is a vital grammatical characteristic of the language and haven’t proposed that that is faraway from the expectations. Rather, the proposal displays the truth that “placement” is already coated by the requirement of AO3 to reveal “accurate use of lexicon and grammar”. In the evaluation goal steering, we’ve got defined that the expectation for the correct use of grammar refers to all the detailed grammar necessities set out in DfE’s topic content material. In the steering we’ve got additionally particularly highlighted DfE’s reference to “location, handshape, movement and orientation”, which ensures the significance of “placement” is just not missed. While we recognise that “placement” is a well-recognized and well-used time period, provided that we want to align with DfE’s topic content material and never counsel any undue emphasis on one a part of the necessities over one other, we choose it acceptable to implement the up to date wording as consulted upon. 

One respondent prompt the evaluation goal ought to be reworded to require “appropriate use” relatively than “accurate use” of vocabulary and grammar. The expectation for “accurate use” displays DfE’s topic content material expectations, and is in step with equal evaluation targets in GCSE French, German and Spanish, in addition to English language. 

The evaluation targets – evaluation goal steering

We have made 2 minor modifications to the wording of the proposed evaluation goal steering for AO2 in response to suggestions from respondents. We have determined to implement the rest of the proposed steering as set out in our session.

We acknowledge the potential incongruity of utilizing the time period ‘utterances’ when it’s extra generally related to spoken phrases or vocal statements. We have determined to replace the AO2 steering to deal with this. Rather than stating “where British Sign Language utterances are meaningful”, it now states, “where Learners’ use of British Sign Language is meaningful”.

We additionally acknowledge that whereas the proposed AO2 steering confirms that the time period “signed text” is outlined within the topic content material, the steering doesn’t state that “signed sentence” can be outlined by DfE. We agree it might be useful to make this clear. The AO2 steering has been amended to state “‘Signed text’ and ‘signed sentence’ are defined in DfE’s subject content, Annex A, paragraph 9”. 

Two feedback associated to choices which have already been made concerning the evaluation targets. We have thought of the extra suggestions supplied on these factors however haven’t seen proof that might require us to make modifications. 

In relation to AO1b and the expectation to reveal understanding of interactive BSL, this displays DfE’s topic content material requirement for college students to develop, and be assessed on, the flexibility to work together in BSL. To genuinely work together and have a dialog in BSL, college students might want to use each their receptive and productive abilities and, as such, each ought to be acknowledged and rewarded. As acknowledged in our earlier choices, we recognise the interaction between marks for comprehension and manufacturing in non-exam evaluation (NEA) duties. The extent of this, and any potential challenges, will fluctuate relying on the small print of the precise evaluation duties. We count on, nevertheless, that examination boards can design appropriate duties that permit college students to be rewarded for the standard of their signed responses, whereas additionally figuring out (and appropriately rewarding) how properly they’ve understood the precise particulars of the dialog. 

The construction, composition and conduct of the NEA

We have determined to implement the proposed necessities for the NEA as set out in our session. 

There had been some totally different views concerning the weightings for every NEA part. Some respondents prompt there ought to be a decrease weighting for the BSL Portfolio given the potential to rehearse this, and others prompt a better weighting. Some commented that the upper weighting for the Interactive Assessment was acceptable given it checks college students in a dwell interactive scenario. On steadiness, there was no conclusive proof {that a} totally different strategy to that which we consulted on could be preferable.

One respondent queried the inclusion of a conversational activity in each NEA elements, and particularly within the BSL Portfolio given that is prone to be rehearsed and a dialog is inherently an interactive activity. We recognise this level and word that the principle evaluation of a pupil’s interactive ability shall be throughout the Interactive Assessment. We choose it essential, nevertheless, to retain this conversational aspect throughout the BSL Portfolio. We contemplate that eradicating this from the BSL Portfolio would cut back the chance for college students to point out what they know and may do. In addition, there should be a adequate quantity of evaluation to cowl the DfE content material necessities, together with the requirement to work together in structured and unstructured eventualities, and the vary of vocabulary and grammar necessities. The assessments should additionally assist differentiation of scholars throughout the complete 9 to 1 grade vary. We word that the expectations for this part had been in any other case positively obtained. We have determined to not make any modifications.

Another respondent queried the requirement for recorded proof to seize any sound in the course of the evaluation. They famous that this might discriminate towards centres or examination boards which might be made up solely of deaf individuals, and as a substitute it is likely to be acceptable to make use of technical instruments to point out if any sound or speech happens within the movies. We perceive this level pertains to entry preparations within the examination board when it comes to checking for irregularities within the evaluation. We contemplate it essential to make sure that the recorded proof supplied to the examination board displays a full account of what takes place in the course of the evaluation. This will embrace searching for reassurance concerning the lack of interference from any speech in the course of the evaluation and enabling the examination board to contemplate all obtainable proof when marking college students’ performances. We don’t contemplate that technical instruments will essentially present the identical stage of reassurance, however an examination board could select to make use of these along with receiving the complete audio-visual recording, ought to they want.

Equalities affect evaluation

Throughout the session, probably the most prevalent themes from respondents was the need to see preparations that may assist college students with extra entry wants linked to different sensory or bodily disabilities. In explicit, respondents raised queries about how the qualification shall be tailored for college students with visible impairments or those that would not have adequate guide or facial dexterity. Some prompt that the usage of different types of communication ought to be permitted, similar to hands-on BSL or visible body BSL. While these are examples of how signal language will be tailored to accommodate different disabilities, DfE’s topic content material for this GCSE in BSL relies on British Sign Language, which is a visual-spatial language. It units expectations for the usage of the 2-handed guide alphabet and non-manual options. Alternative types of the language wouldn’t allow college students to reveal the precise expectations of the topic content material. 

As such, and as set out on this session and the coverage session, we’ve got not recognized changes that may be made for college students who will not be capable of work throughout the parameters of the language. This is as a result of the qualification should stay a dependable indicator of what every pupil can do in relation to the precise expectations of the topic content material. 

However, this doesn’t essentially imply that each one college students who’ve some sensory or bodily disabilities shall be fully unable to entry the qualification. The examination boards are required to make cheap changes the place this won’t have an effect on the safety and integrity of the evaluation. We count on that in some circumstances there shall be changes that examination boards could make.

Due to the compensatory nature of a GCSE, any pupil who takes the qualification could properly be capable of entry a variety of marks. For instance, a pupil who has some restricted guide dexterity could discover that they aren’t capable of entry all the marks for technical accuracy (AO3), which accounts for 20% of the full marks. However, they can successfully reveal their capacity to speak in BSL (AO2), and totally present their receptive abilities (AO1) and their information of the historical past of BSL (AO4). It may additionally be potential for a pupil to be granted an exemption from a part of the qualification if that is essentially the most acceptable. 

Respondents additionally commented on different entry wants, similar to dyslexia, the place college students may want extra time. As set out within the coverage session, examination boards should already make cheap changes for disabled college students to supply a good alternative for them to reveal the required information, understanding and abilities. These preparations are in place and properly understood by each colleges and schools and examination boards, and would proceed to use simply as they do for all different GCSE {qualifications}. 

The responses to the session didn’t determine any equality impacts that we had not already thought of or which change our view concerning the appropriateness of the proposed laws.

Regulatory affect evaluation

Respondents made a variety of feedback about potential prices and burdens, and plenty of provided useful strategies to handle these. Frequently, these factors associated to the introduction and supply of this new GCSE in BSL extra usually, relatively than as a direct results of the precise proposals. For instance, the significance and problem of getting adequate suitably certified academics and assessors, and acceptable sources. 

One respondent commented on the necessity to have prime quality audio-visual gear and digital storage options. They recognized the necessity for appropriate IT interfaces between examination boards and centres to make sure the switch of evaluation supplies and proof is environment friendly. This arises from the proposed requirement for audio-visual proof of each NEA elements to be submitted to the examination board. While we recognise the affect of this requirement, we choose it essential to make sure examination boards have adequate and related proof of scholars’ assessments. This is especially related provided that examination boards will assess and decide marks for college students based mostly on the audio-visual recordings. The expectation for such recordings is in step with NEA necessities in different GCSE and A stage topics, together with GCSEs in French, German and Spanish, English language, and performance-based topics similar to drama and dance. 

One respondent (an examination board) commented on the extra prices of recruiting, coaching and deploying visiting examiners. The proposed necessities present for centres to request a visiting examiner for the Interactive Portfolio, in the event that they assume this shall be in one of the best pursuits of their college students. The default place, nevertheless, is that the assessments shall be delivered in centres by academics of the qualification. While we recognise there shall be a price concerned for examination boards to supply visiting examiners, if requested, we contemplate it necessary to make sure centres are supplied with proportionate assist to ship the assessments. We choose that the requirement to supply visiting examiners, when requested, is just not unreasonable. 

The responses to the session didn’t determine any regulatory impacts that we had not already thought of or which change our view concerning the appropriateness of the proposed laws.