A Level Digital Technology – AS & A2 Analysis (2024/25)

Introduction

After my first year teaching A Level Digital Technology, I’m beyond chuffed with the outcomes. It feels like being back as the king of progress 👑 by guiding a class to achieve results that not only exceed national benchmarks but also transform their next steps in life. Most importantly, every student avoided the stress of resits and can now move confidently into their chosen futures. This journey has been about more than grades; it’s been about making a genuine difference in the lives of these learners.

AS Level Outcomes (2024)

The AS cohort demonstrated a solid foundation, with the majority of students achieving grades B–C, and two securing an A. This placed the group broadly in line with UK expectations at this stage, though without an exceptional profile. The course was brand new to me and also the school with only 1 interation cycle completed since its inception. Furthermore, I had one student who fell below a C, who I advised not to resit as I worked out the weight of A2 is far greater to place all the efforts into instead.

A2 Level Outcomes (2025)

By the end of A2, the group achieved exceptional results well above national standards:

• 75% of students attained an A* grade, compared to just 10.6% nationally.
• 100% of students achieved A*–C, compared with 76% nationally.
• No student fell below a C, whereas nationally around 24% do.

This demonstrates not only strong attainment but also a transformational level of progress from AS to A2.

Progression (AS → A2)

Analysis of individual trajectories highlights remarkable improvement:

• Several students progressed from C or below at AS to A* at A2.
• Predicted grades at the end of Year 12 were conservative (mostly C/D), yet all but one student exceeded these significantly, often by 2–3 grades.
• The class shows clear evidence of value added through teaching and curriculum design.

Value-Added Analysis (CAT4 Baseline → A2 Outcomes)

When outcomes are compared with students’ CAT4 baseline scores:

• The majority performed in line or above expectation, with students across a wide range of CAT4 profiles achieving top grades.
• One student with a lower baseline (CAT4 <100) achieved a B at A2, representing clear above-expected progress.
• A single outlier performed below trend, achieving a grade lower than their baseline suggested. This highlights a possible need for targeted support around engagement, confidence, or exam technique.

Strengths

• Outstanding attainment, particularly at the highest grade boundary.
• Evidence of significant value-added progress between AS and A2.
• Curriculum and teaching strategies support students in exceeding national benchmarks.

Areas for Development

• Address the factors behind isolated underperformance (below baseline expectations) to ensure all learners reach potential.
• Recalibrate internal prediction models, which proved overly cautious and underestimated eventual outcomes.

Next Steps

• Continue to embed teaching strategies that enable exceptional progress from AS to A2.
• Strengthen early intervention and mentoring for students who show signs of underperformance relative to their baseline.
• Review prediction processes to better reflect student potential, supporting aspirational target-setting.