Northern Ireland Education Reform: AS-Level Exams Scrapped and A-Level Changes (2026)

Bold claim: Northern Ireland’s exam system is about to be overhauled to reduce stress and modernize how students are assessed. But here’s where it gets controversial... the changes could reshape every student’s two-year path through A-Levels and GCSEs, and spark debate about fairness, workload, and the role of tests in learning.

Overview

• Current setup: AS-Levels in each subject are taken mid-way through the A-Level course and contribute 40% to the final grade.
• Proposed overhaul: AS-Levels would be scrapped. A two-year modular A-Level would replace them, divided into three distinct topics or exam sets. The AS label would disappear, though students could still take some tests at the end of Year 13. Full rollout is planned for September 2029.
• GCSEs: Most would be assessed at the end of the two-year course, with two papers typically determining the grade. Some subjects—English Language, Mathematics, and Single/Double Award Science—would include end-of-course exams during the course. The A*-G grading system would stay in place in Northern Ireland, unlike the 9–1 scale used in England.
• Exam timing specifics: The new A-Level would be two years long, with three exam sets. Exams at the end of Year 13 would account for 30% of the final grade, while those at the end of Year 14 would account for 70%. This is a shift from the earlier plan to have all exams at the end of the two-year course.

Why this reform?

• Education Minister Paul Givan argues the current system requires excessive testing. The reforms aim to reduce exam load, give students more time to explore and enjoy learning, and keep qualifications relevant and fair.
• The TransformED program drives these changes, seeking to rethink curriculum, assessment, and qualifications across Northern Ireland. A key goal is to move learning toward deeper understanding rather than rapid, broad coverage.
• The changes also respond to concerns about AI’s impact on take-home tasks and coursework. With AI capable of producing polished essays quickly, there’s a belief that reducing coursework could better reflect genuine learning.

What stays the same, what changes

• A-Levels: A two-year modular format remains, but the end-of-year splits and grade weightings have shifted. Students can sit some modules in Year 13, and those results would contribute a portion of the final grade. The remaining modules in Year 14 would form the majority of the grade.
• GCSEs: The plan largely maintains end-of-course examinations, with some exceptions for a few subjects. The grading scheme remains the current NI A*-G system, not the England-wide 9–1 scale. Coursework and practical components will be reduced and used only where essential, such as science-based experiments.

Public response and political context

• Sinn Féin’s Pat Sheehan criticized the minister, arguing the revised plan still removes AS-Levels as a standalone qualification and reflects proposals that public feedback already rejected. He also raised concerns about moving more GCSEs to end-of-course exams and limiting coursework.
• Givan defended the approach, noting the consultation influenced adjustments. He emphasized that the reforms place learning over testing and aim to alleviate workload and equity issues while addressing AI’s influence on assignments.

Key implications and questions for learners

• For students: A possible shift to fewer high-stakes, end-of-course exams in some subjects, with more assessment spread across Year 13 and Year 14. This could mean more time to learn deeply and fewer exams per subject.
• For teachers: A change in assessment design, with emphasis on modular knowledge and reduced coursework, potentially altering workloads and teaching approaches.
• For schools and parents: A need to adapt to a new qualification structure, timing, and grade calculations. Observers will watch closely how the changes impact stress, fairness, and future university admissions.

Controversial angle to consider

• Some argue that reducing coursework and increasing reliance on modular exams could narrow the definition of achievement to exam performance, while others say it better reflects sustained learning and reduces vulnerability to coaching for exams.

Question to readers

• Do you think this shift toward a two-year modular A-Level, with selective Year 13 examinations, will genuinely reduce stress and improve learning, or will it create new uncertainties for students and educators? Share your view in the comments.