Recognising progress: ASDAN responds to proposal for new Level 1 English and maths qualifications

ASDAN has responded to the Department for Education’s proposals for new Level 1 English and maths qualifications primarily for 16 to 19-year-olds, drawing on our experience as an awarding organisation and the insight of members supporting learners across a wide range of settings. 

We welcome the ambition behind the proposals. For too many learners, English and maths have become associated with repeated resits and frustration. A new progression route, designed as a stepping stone to GCSE rather than a replacement, could create a different experience: one that rebuilds confidence, makes progress visible and prepares learners for meaningful next steps. 

Gareth Reynolds, ASDAN’s Director of Education and Impact, said:

‘“A well-designed Level 1 qualification has the potential to help break the cycle of repeated resit failure by providing a purposeful, confidence-building route that recognises meaningful progress, addresses foundational gaps, and supports progression to GCSE, further learning, employment and adult life. It must value achievement and progression, not simply final attainment.” 

Building confidence through success 

Many learners entering post-16 education bring more than gaps in knowledge. They may also carry negative experiences of English and maths, low confidence and a belief that these subjects are simply "not for them". 

For learners who have already experienced repeated GCSE resits, another attempt at the same approach is unlikely to deliver different results. What many need is time to rebuild foundations, experience success and develop confidence in their own ability. 

The proposed qualifications could provide that opportunity. By focusing on foundational learning and recognising achievement along the way, they could help learners re-engage with subjects that may have previously felt out of reach. 

Making progress visible 

A key strength of the proposals is the opportunity to make progress more visible. 

Too often, learners' efforts go unrecognised if they do not reach a particular grade. For those who have experienced English and maths as a repeated barrier, this can reinforce a sense of failure rather than achievement. 

ASDAN supports a carefully designed modular approach because it could help learners see progress in manageable stages. Smaller steps make it easier to identify strengths, address gaps in learning and celebrate achievement along the way. 

Visible progress helps learners understand that success is not simply about a final result. It is about recognising growth, building momentum and creating a clear pathway forward. 

We also believe that meaningful progress below the equivalent of GCSE grade 3 should be recognised. Learners start from different points, and significant achievement should not become invisible simply because it falls below a single threshold. 

Creating a more inclusive pathway 

The learners who could benefit from these qualifications are far from a single, uniform group. 

Many have experienced disrupted education, SEND, mental health challenges, exclusion, care experience or other barriers that have affected their learning journey. Others simply need more time and a different approach to secure foundational English and maths skills. 

A successful qualification must be designed with this diversity in mind. Learning should be accessible, relevant and connected to real-life contexts so that learners understand how English and maths to connect future study, employment and everyday life. 

ASDAN also believes there is a strong case for extending this opportunity beyond the proposed 16–19 age range. Similar needs exist among adult learners returning to education, many of whom face the same challenges around confidence, prior attainment and progression. 

A more coherent approach across age groups would help ensure that learners are not excluded from valuable progression opportunities simply because they are returning to learning later in life. 

Supporting meaningful progression 

The success of these qualifications will be measured by where they take learners next. 

Progression is about more than examination outcomes. It is about helping learners move into further learning, training, employment and greater independence with the confidence and skills they need to succeed. 

For that reason, the qualifications must be understood and valued beyond the education sector. If employers, parents and carers do not understand what learners have achieved, the qualification risks becoming another credential whose value is not fully recognised. 

Clear communication about the purpose of the qualification, the skills it develops and the progress it represents will be essential. Employers need confidence that learners who achieve these qualifications have demonstrated meaningful development in English and maths, alongside the confidence and readiness needed for further education, training and employment.

By focusing on confidence, visible progress, inclusion and progression, these proposals could help more learners move forward with greater confidence in their future. 

Find out more 

ASDAN creates practical, flexible and portfolio-based qualifications and certificated courses that help learners build confidence, develop core skills and prepare for their next steps.  

Our Personal Effectiveness Qualifications from Entry 3 to Level 3, and upcoming new project qualifications at Level 1 and 2 can complement wider curriculum pathways by supporting learners to recognise their progress and demonstrate what they can do.  

Get in touch to discover ASDAN’s offer and speak to one of our curriculum experts about the right course for your learners and setting.