• Cascade the information back to the department. Focus your teaching on what makes the most difference.

• Share information with students so they know what they have to do and what they have achieved so far
• A simple ‘traffic-light’ system allows all students to feel a sense of achievement – whatever their target level
• Monitor regularly – at least after every completed unit of work
• Use the data to help you make adjustments to the programme and to fine tune your delivery grid if necessary.

*Edexcel will be supplying a free template for this in January.
    

• Each unit can be retaken only once – so don’t waste that opportunity
• Allow sufficient time for lessons to be learned from the first attempt.

• The linear route means maximum teaching time but more pressure for students at the end of their course
• Early examined elements give you valuable feedback about potential progress and any problems
• A modular approach gives students and staff valuable feedback and builds confidence as UMS marks add up.

• Refer to the units in your teaching to build familiarity
• Focus on the forthcoming units in your department meetings so everyone is prepared
• Make sure that staff are familiar with the new marking criteria and hold standardisation meetings well in advance.

• Consider differentiated pathways for particular groups – some may do better with a modular structure, others with a linear programme
• A common unit to start with gives you time to decide between GCSE English and English Language and English Literature
• Make sure key dates are highlighted – then remind everyone well in advance of deadlines!

• Look at all available specifications – involve other department members too
• Draw up a list of plus and minus points for each one – perhaps using a common grid to clarify
• Make a list of questions you still need to answer – delegate who will find out the answers
• Finally – choose the best fit for your department.