Editing GCSE (section)

==Structure and format==
Pupils usually take 7–11 GCSEs in [[Key Stage 4]]. The exact qualifications taken vary from school to school and pupil to pupil but all schools are encouraged to offer a pathway that leads to qualification for the [[English Baccalaureate]], requiring GCSEs in English literature, English language, mathematics, science (including computer science), a modern foreign or ancient language and history or geography.<ref name="gov eng2"/>

===Subjects===
The list of currently available GCSE subjects is much shorter than before the reforms, since the new qualifications in England all have core requirements set by the regulator, [[Ofqual]], for each subject. In addition there are several subjects for which only one board offers qualifications, including some that are available only in one country of the UK for that reason. The following lists are sourced from the exam board websites.<ref>{{Cite web|url=http://qualifications.pearson.com/en/qualifications/edexcel-gcses/about/first-teaching-from-2015-and-2016.html|title=First teaching from 2015 and 2016 {{!}} Pearson qualifications|website=qualifications.pearson.com|language=en-gb|access-date=2017-11-29}}</ref><ref>{{Cite web|url=http://qualifications.pearson.com/en/qualifications/edexcel-gcses/about/first-teaching-from-2017.html|title=First teaching from 2017 {{!}} Pearson qualifications|website=qualifications.pearson.com|language=en-gb|access-date=2017-11-29}}</ref><ref>{{Cite web|url=http://qualifications.pearson.com/en/qualifications/edexcel-gcses/about/first-teaching-from-2018.html|title=First teaching from 2018 {{!}} Pearson qualifications|website=qualifications.pearson.com|language=en-gb|access-date=2017-11-29}}</ref><ref>{{Cite web|url=http://wjec.co.uk/qualifications/levels/gcse/#linked-quals-section|title=WJEC GCSE Qualifications|website=wjec.co.uk|language=en|access-date=2017-11-29}}</ref><ref>{{Cite web|url=http://www.aqa.org.uk/qualifications|title=Qualifications|website=aqa.org.uk|language=en|access-date=2017-11-29}}</ref><ref>{{Cite web|url=http://www.eduqas.co.uk/qualifications/|title=Qualifications|website=eduqas.co.uk|language=en|access-date=2017-11-29}}</ref>

====Core subjects====
These are the requirements for achieving the [[English Baccalaureate]] headline measure in league tables, from 2017 onwards.<ref name="uk gov bacc">{{cite web |author=Department for Education |title=English Baccalaureate: eligible qualifications |url=https://www.gov.uk/government/publications/english-baccalaureate-eligible-qualifications |website=UK Government |access-date=7 September 2019 |date=15 March 2019}}</ref> Other subjects, especially religious studies, citizenship studies, computer science and physical education are compulsory in the majority of secondary schools since these subjects form part of the [[National Curriculum for England|National Curriculum]] at [[Key Stage 4]].

* '''English'''
** English Language and English Literature
* '''Mathematics'''
* '''[[GCSE Science|Science]]'''
** Sciences (Biology, Chemistry, Physics and Computer Science) or Combined Science 
* '''Languages''': one GCSE in a modern or ancient language
**'''Modern languages''': Arabic, Bengali, Chinese (Cantonese), Chinese (Mandarin), French, German, Modern Greek, Gujarati, Modern Hebrew, Irish (only in Northern Ireland), Italian, Japanese, Panjabi<!-- DO NOT CORRECT TO "Punjabi". "Panjabi" is the spelling used by the exam board -->, Persian, Polish, Portuguese, Russian, Spanish, Turkish, Urdu, Welsh (only in Wales)
** '''Ancient languages''': Classical Greek, Biblical Hebrew, Latin
* '''Humanities''': 
** History or Geography (or both)

====Other subjects====
* '''Sciences and Mathematics'''
** Astronomy
** Geology
** Psychology
** Statistics
* '''Humanities and Social Sciences''':
** Ancient History
** Citizenship Studies
** Classical Civilisation
** Religious Studies 
** Sociology
* '''Business and Enterprise''':
** Business Studies
** Economics
* '''Design and Technology''':
** Design and Technology
** Electronics
** Engineering
** Food Preparation and Nutrition
* '''Arts''':
** Art and Design
** Dance
** Drama
** Film Studies
** Media Studies
** Music
* '''Other''':
** Physical Education

=== Northern Ireland (CCEA) ===
* Agriculture and Land Use
* Business and Communication Systems
* Child Development
* Construction and the Built Environment
* Contemporary Crafts
* Digital Technology
* [[Further Mathematics#England|Further Mathematics]]
* Government and Politics
* [[Health and Social Care]]
* [[Home Economics]]
* Hospitality
* Irish
** Irish
** Gaeilge
* Journalism in the Media and Communications Industry
* Learning for Life and Work
* Leisure, Travel and Tourism
* Motor Vehicle and Road User Studies
* Moving Image Arts
*Short Course Religious Studies

=== Wales (WJEC/CBAC) ===
* Information and Communication Technology
* Built Environment
* Digital Technology
* Health and Social Care and Childcare
* Mathematics{{dash}}Numeracy (Double Award)
* Mathematics and Numeracy
* Applied Science (Single or Double Award)
* Welsh (compulsory in Welsh schools):
** Welsh Language (first language)
** Welsh Literature (first language)
** Welsh Second Language

===Grades and tiering===

GCSEs are awarded on a graded scale and cross two levels of the [[Regulated Qualifications Framework]] (RQF): Level 1 and Level 2. These two levels roughly correspond, respectively, to foundation and higher tier in tiered GCSE qualifications. Level 1 qualifications constitute GCSEs at grades G, F, E, and D or 1, 2, and 3. Level 2 qualifications are those at grades C, B, A, and A* or 4, 5, 6, 7, 8, and 9.

The tiering of qualifications allows a subset of grades to be reached in a specific tier's paper. Formerly many subjects were tiered, but with the mid-2010s reform the number of tiered subjects reduced dramatically, including the removal of tiering from the GCSE English specifications. Untiered papers allow any grade to be achieved. Coursework and controlled assessment tasks are always untiered.

In the past mathematics qualifications offered a different set of tiers, with three. These were foundation tier at grades G, F, E, and D; intermediate tier at grades E, D, C, and B; and higher tier at grades C, B, A, and A*. This eventually changed to match the tiers in all other GCSE qualifications.

The evolution of grades and a rough comparison between them are as follows:
<!--This template shows a comparison table of grades between the GCSE, CSE, and O-Level, which is replicated on the pages for these other qualifications. Please make edits at the "Template:GCSE grades" page, not in-place.-->
{{GCSE grades}}

====Letter grades====
When GCSEs were introduced in 1988 they were graded on a letter scale in each subject: A, B, C, D, E, F and G being pass grades, with a U (unclassified) below that, which did not qualify the pupil for a certificate. These grades were initially set such that a GCSE grade C was equivalent to an O-Level grade C or a CSE grade 1, though changes in marking criteria and boundaries over the years mean that this comparison is only approximate.

Infrequently, X and Q grades are awarded. X indicates that a course was not completed and therefore an appropriate grade cannot be calculated. The Q (query) grade is a temporary grade that requires the school to contact the examining body. These two grades are usually provisional and are replaced with a normal grade once any issues have been resolved. X grades are also sometimes used for other purposes on rare occasions, such as to indicate that an examiner found offensive material or hate speech within a pupil’s answers. In some cases this may lead to the pupil losing all marks for that paper or course. These grades are most common in subjects that cover ethical issues, such as biology, religious studies and citizenship.

In 1994 an A* grade was added above the initial A grade to indicate exceptional achievement, above the level required for the A grade.

Under the letter grade scheme, foundation tier papers assess content at grades C to G, while higher tier papers assess content at grades A* to C. In foundation-tier papers, pupils can obtain a maximum grade of a C, while in a higher-tier paper they can achieve a minimum grade of a D. Higher-tier candidates who miss the D grade by a small margin are awarded an E. Otherwise the grade below E in these papers is U. In untiered papers pupils can achieve any grade in the scheme. This scheme has been phased out in England, but remains in Wales and Northern Ireland. In Northern Ireland the A* grade has been adjusted upwards with the introduction of the numerical scheme in England, such that an A* is equivalent to a new English grade 9. Northern Ireland also added a C* grade to line up with the grade 5 in the English grading. Pupils in Northern Ireland studying for GCSEs with any of the English exam boards are awarded grades based on the 9–1 system as opposed to the A*–G system.

====Numerical grades (2017 onwards)====
Since 2017 in England (and in Wales and Northern Ireland on qualifications from the English-based awarding bodies) most GCSEs have been assessed on a nine-point scale, using numbers from 9 to 1, and a U (unclassified) grade for achievement below the minimum pass mark. Under this system 9 is the highest grade and is set above the former A* classification, equivalent to the new Northern Irish A* grade. A grade 8 is also equivalent to an A*; however, the grade 9 is the top end of the A*. The former C grade is set at grade 4 (known as a "standard pass") and grade 5 (considered a "strong pass") under the numerical scheme. 

Although fewer qualifications have tiered examinations than before, the tiering system still exists. At foundation tier the grades 1, 2, 3, 4 and 5 are available, whilst at higher tier the grades 4, 5, 6, 7, 8 and 9 are targeted. Students who take the higher tier and miss the grade 4 mark by a small margin are awarded a grade 3. Controlled assessment and coursework tasks are untiered. The youngest person known to have achieved a grade 9 is Ellie Barnes, who achieved the grade in Mathematics aged eight.<ref>{{Cite web|url=https://www.wigantoday.net/education/top-gcse-success-ellie-despite-her-age-680671|title=Top GCSE success for Ellie despite her age|website=wigantoday.net}}</ref><ref>{{cite news |last1=Wolstenholme |first1=Maxine |title=Bolton News |url=https://www.theboltonnews.co.uk/news/17866112.home-schooled-ellie-8-achieves-top-mark-gcse-maths/}}</ref><ref>{{cite news |last1=Mutch |first1=James |title=Leigh Journal |url=https://www.leighjournal.co.uk/news/17856810.home-schooled-ellie-8-achieves-top-mark-gcse-maths/}}</ref>

====Results====
[[File:GCSE results 2016.pdf|thumb|[[Infographic]] from [[Ofqual]] showing statistics about GCSE entries in 2016. 5.24 million people took a GCSE in that year.]]

GCSE results are published by the examination board in August for the exam series in April to June of the same year. They are usually released one week after the A-Level results, on the Thursday that falls between 20 August and 26 August. The examination results are released to centres (schools) prior to the release to candidates and the public. Examination results are released by the Joint Council for Qualifications (JCQ), which represents the main GCSE awarding organisations. Some boards and schools release results online, although many still require pupils to attend in person to collect their results from the centre at which they sat the exams.<ref>{{cite web|url=http://www.edexcel.org.uk/studying/onlineresults/|title=Edexcel's online results service|access-date=2008-07-27|publisher=[[Edexcel]]|archive-date=26 July 2008|archive-url=https://web.archive.org/web/20080726154018/http://www.edexcel.org.uk/studying/onlineresults/|url-status=dead}}</ref>

In England these results then go on to inform league tables published in the following academic year, with headline performance metrics for each school. Owing to COVID-19, pupils who were supposed to sit their GCSEs in 2020 and 2021 were awarded qualifications based on predicted grades from their teachers. Traditional exams, however, have been taken since the summer of 2022.

==== 1988–2018 ====
{| class="wikitable"
|+ Grades awarded (percentage)<ref>{{cite web|url=http://www.bstubbs.co.uk/gcse.htm |title=GCSE National subject grade percentages |publisher=Bstubbs.co.uk |access-date=2013-06-17}}</ref>
|-
!
! A*
! A
! B
! C
! D
! E
! F
! G
! U
! A*+A
! A*–C
! entries
|-
|1988
| rowspan="6" {{N/a}}
|8.4
|12.8
|20.7
|19.3
|16.6
|12.5
|6.3
|3.4
|8.4
|41.9
|5,230,047
|-
|1989
|9.9
|13.8
|21.9
|19
|15.8
|11.2
|5.6
|2.9
|9.9
|45.6
|5,132,998
|-
|1990
|10.8
|14.4
|22.5
|18.7
|15.3
|10.6
|5.2
|2.5
|10.8
|47.7
|5,016,547
|-
|1991
|11.4
|14.7
|22.4
|18.6
|15
|10.5
|5.3
|2.2
|11.4
|48.5
|4,947,593
|-
|1992
|12.3
|15.3
|22.9
|18.6
|14.7
|9.9
|4.7
|1.6
|12.3
|50.5
|5,028,554
|-
|1993
|12.5
|15.9
|23.1
|18.6
|14.2
|9.3
|4.4
|1.8
|12.5
|51.5
|4,968,634
|-
|1994
|2.8
|10.2
|18
|21.8
|18.7
|13.7
|9.3
|4.1
|1.5
|13
|52.8
|5,029,599
|-
|1995
|3.2
|9.9
|17.8
|22.1
|18.6
|14
|9
|3.9
|1.5
|13.1
|53
|5,431,625
|-
|1996
|3.4
|10.3
|18
|22.3
|18.6
|13.4
|8.7
|3.8
|1.5
|13.7
|54
|5,475,872
|-
|1997
|3.6
|10.5
|18.1
|22.3
|18.7
|13.3
|8.5
|3.6
|1.5
|14.1
|54.4
|5,415,176
|-
|1998
|4.1
|10.6
|16.5
|23.6
|18.6
|13.2
|7.6
|3.5
|2.3
|14.7
|54.8
|5,353,095
|-
|1999
|4.4
|10.8
|16.9
|23.7
|18.7
|12.7
|7.5
|3.3
|2
|15.2
|55.8
|5,374,751
|-
|2000
|4.6
|11.2
|17
|23.8
|18.4
|12.5
|7.2
|3.2
|2.1
|15.8
|56.6
|5,481,920
|-
|2001
|4.9
|11.2
|16.9
|24.1
|18.3
|12.1
|7.1
|3.3
|2.1
|16.1
|57.1
|5,632,936
|-
|2002
|5
|11.4
|17.4
|24.1
|18.1
|12
|6.7
|3.2
|2.1
|16.4
|57.9
|5,662,382
|-
|2003
|5.1
|11.6
|17.3
|24.1
|17.7
|11.7
|6.8
|3.3
|2.4
|16.7
|58.1
|5,733,487
|-
|2004
|5.6
|11.8
|17.3
|24.5
|17.3
|11.3
|6.6
|3.2
|2.4
|17.4
|59.2
|5.875,373
|-
|2005
|5.9
|12.5
|18
|24.8
|17.3
|10.5
|6
|2.8
|2.2
|18.4
|61.2
|5,736,505
|-
|2006
|6.3
|12.8
|18.3
|25
|17.3
|10.2
|5.6
|2.6
|1.9
|19.1
|62.4
|5,752,152
|-
|2007
|6.4
|13.1
|18.6
|25.2
|17.2
|9.8
|5.3
|2.4
|2
|19.5
|63.3
|5,827,319
|-
|2008
|6.8
|13.9
|19.8
|25.2
|16.6
|9.1
|4.7
|2.3
|1.6
|20.7
|65.7
|5,669,077
|-
|2009
|7.1
|14.5
|19.9
|25.6
|16.5
|8.5
|4.4
|2.1
|1.4
|21.6
|67.1
|5,469,260
|-
|2010
|7.5
|15.1
|20.6
|25.9
|15.9
|7.8
|4
|1.9
|1.3
|22.6
|69.1
|5,374,490
|-
|2011
|7.8
|15.4
|21.7
|24.9
|15.1
|7.8
|4.1
|2
|1.2
|23.2
|69.8
|5,151,970
|-
|2012
|7.3
|15.1
|21.7
|25.3
|15.9
|7.7
|4.1
|1.9
|1
|22.4
|69.4
|5,225,288
|-
|2013
|6.8
|14.5
|21.5
|25.3
|16.6
|8
|4.1
|2
|1.2
|21.3
|68.1
|5,445,324
|-
|2014
|6.7
|14.6
|21.9
|25.6
|16.3
|7.6
|3.8
|2.0
|1.5
|21.3
|68.8
|5,217,573
|-
|2015
|6.6
|14.6
|22.1
|25.7
| 16.4
| 7.6
| 3.7
|1.9
|1.4
|21.2
|69
|5,277,604
|-
|2016
|6.5
|14.0
|21.4
|25.0
|16.9
|8.3
|4.2
|2.1
|1.6
|20.5
|66.9
|5,240,796
|-
|2017
|7.1
|14.2
|20.6
|23.5
|16.8
|9.3
|4.7
|2.3
|1.5
|21.3
|65.3
|3,694,771
|-
|2018
|7.0
|14.7
|21.8
|23.4
|15.2
|8.5
|4.5
|2.7
|2.2
|21.7
|66.9
|860,246
|}
'''Source''': Joint Council for General Qualifications via [http://www.bstubbs.co.uk/gcse.htm Brian Stubbs].
<br />
'''Note''': In the final year DES statistics for O-Levels are available, and across all subjects, 6.8% of candidates obtained a grade A, and 39.8% achieved grades A to C.

=====2018–present=====
{| class="wikitable"
|+ Grades awarded (percentage)<ref>{{cite web|url=http://www.bstubbs.co.uk/gcse.htm |title=GCSE National subject grade percentages |publisher=Bstubbs.co.uk |access-date=2018-09-08}}</ref>
! colspan="14" |England
|-
!
! 9
! 8
! 7
! 6
! 5
! 4
! 3
! 2
! 1
! U
! 9–7
! 9–4
! entries
|-
|2018
|4.3
|6.5
|9.5
|13.2
|16.8
|16.6
|17.6
|9.5
|4.4
|1.6
|20.3
|66.9
|4,609,830
|-
|2019
|4.5
|6.7
|9.4
|13.4
|16.6
|16.4
|17.3
|9.5
|4.5
|1.7
|20.6
|67.0
|5,070,481
|-
|2020
|6.3
|8.1
|11.5
|14.8
|17.4
|17.8
|14.2
|6.8
|2.7
|0.4
|25.9
|75.9
|5,214,030
|-
|2021
|7.4
|9.1
|12.0
|14.5
|17.1
|16.8
|12.1
|6.8
|3.2
|1.0
|28.5
|76.9
|5,236,858
|-
|2022
|6.6
|8.5
|10.9
|14.7
|17.4
|14.9
|13.0
|8.5
|4.0
|1.6
|26.0
|73.0
|5,219,550
|-
|2023
|4.9
|7.1
|9.6
|14.0
|16.6
|15.6
|16.0
|9.3
|4.9
|2.0
|21.6
|67.8
|5,422,613
|-
|2024
|5.0
|7.1
|9.6
|13.6
|16.6
|15.5
|16.3
|9.3
|5.0
|2.0
|21.7
|67.4
|5,677,940
|-
! colspan="14" |Wales
|-
!
!A*
!A
!B
!C
!D
!E
!F
!G
!U
!
!A*+A
!A*–C
!entries
|-
|2018
|6.1
|12.0
|19.0
|24.1
|16.6
|9.8
|5.1
|3.6
|3.7
|
|18.1
|61.2
|268,435
|-
|2019
|6.1
|11.8
|19.6
|24.9
|15.8
|9.7
|5.5
|3.8
|2.8
|
|17.9
|62.4
|289,502
|-
|2020
|10.8
|14.1
|22.3
|26.1
|14.0
|6.7
|3.3
|2.3
|0.4
|
|24.9
|73.3
|296,002
|-
|2021
|13.5
|14.7
|22.0
|23.1
|12.0
|7.0
|3.5
|1.7
|1.5
|
|28.2
|73.3
|322,712
|-
|2022
|10.8
|13.9
|20.3
|23.2
|13.0
|8.1
|4.7
|3.3
|2.7
|
|24.7
|68.2
|304,582
|-
|2023
|8.7
|12.6
|19.6
|23.6
|14.0
|9.0
|5.4
|3.9
|3.2
|
|21.3
|64.5
|293,368
|-
|2024
|6.5
|12.2
|19.7
|23.3
|15.0
|10.0
|5.8
|4.1
|3.4
|
|18.7
|61.7
|309,170
|-
! colspan="14" |Northern Ireland
|-
!
!A*
!A
!B
!C*
!C
!D
!E
!F
!G
!U
!A*+A
!A*–C
!entries
|-
|2019
|8.1
|23.3
|20.0
|16.2
|14.1
|9.3
|4.3
|2.2
|1.2
|1.3
|31.4
|81.7
|140,065
|-
|2020
|12.4
|24.6
|23.5
|13.7
|15.2
|5.9
|2.8
|1.1
|0.5
|0.3
|37.0
|89.4
|140,840
|-
|2021
|14.9
|25.6
|21.5
|13.3
|13.8
|5.1
|2.9
|1.3
|0.7
|0.9
|40.5
|89.1
|144,755
|-
|2022
|12.6
|25.2
|24.1
|17.5
|10.4
|5.1
|2.5
|1.2
|0.8
|0.6
|37.8
|89.8
|142,617
|-
|2023
|10.6
|24.8
|22.1
|16.8
|12.3
|7.2
|3.2
|1.6
|0.8
|0.6
|35.4
|86.6
|145,250
|-
|2024
|8.3
|23.4
|20.1
|16.1
|14.1
|9.4
|4.1
|2.3
|1.3
|0.9
|31.7
|82.0
|152,369
|}

===Assessment types===
====Modular and linear GCSEs====
In the past, many GCSE qualifications used a modular system, where some assessment (up to 60% under the "terminal rule") could be submitted prior to the final examination series. This allowed for students to take some units of a GCSE before the final examination series, and thus gave indication of progress and ability at various stages, as well as allowing for students to resit exams in which they did not score as highly, in order to boost their grade, before receiving the qualification. Various qualifications were available as both modular and linear schemes, and schools could choose whichever fit best for them.

Under the [[Conservative Party (UK)|Conservative]] government of David Cameron, reforms were initiated which converted all GCSEs from 2012 (for assessment from 2014) to de facto linear schemes, in advance of the introduction of new specifications between 2015 and 2018 (for first assessment from 2017 to 2020). These new rules required that 100% of the assessment in a GCSE be submitted in the final examination series, at the same time as applying for certification of the full qualification.<ref name="edexcel.com">{{cite web|url=http://www.edexcel.com/Aboutus/press-room/press-releases/Pages/ks4-announcement.aspx|title=GCSE reforms|website=Edexcel.com|access-date=14 June 2015}}</ref><ref>{{cite web |title=Changes to A levels |url=http://www.education.gov.uk/nctl/examsadmin/news/archive/a00217355/alevels |url-status=dead |archive-url=http://webarchive.nationalarchives.gov.uk/20140430095946/http://www.education.gov.uk/nctl/examsadmin/news/archive/a00217355/alevels |archive-date=30 April 2014 |access-date=14 June 2015 |website=Education.gov.uk}}</ref><ref name="ocr.org.uk">{{cite web|url=http://www.ocr.org.uk/qualifications/gcse-and-a-level-reform/gcse-reform/|title=Latest news and information on the GCSE reform programme – OCR|website=Ocr.org.uk|access-date=14 June 2015}}</ref> The examination boards complied by modifying the syllabi of the remaining GCSE qualifications to remove modular components.<ref name="edexcel.com" /><ref name="ocr.org.uk" /><ref>{{cite web|url=http://www.edexcel.com/quals/gce/gce15/Pages/default.aspx|title=Edexcel A levels|website=Edexcel.com|access-date=14 June 2015}}</ref>

====Coursework and controlled assessment====
In some subjects, one or more controlled assessment or coursework assignments may also be completed. These may contribute either a small or large proportion of the final grade. In practical and performance subjects, they generally have a heavier weighting to reflect the difficulty and potential unfairness of conducting examinations in these areas.

In the past, these were available in a variety of subjects, including extended writing in English, the sciences, business, and foreign languages; practical assessment in the sciences and technology subjects; and speaking assessments in languages. Since the 2010s reform, the availability has been cut back, with mostly only design and technology subjects and performing arts retaining their controlled assessment contributions. In English language, the spoken language assessment has been downgraded to an endorsement which is reported separately on the English certificate, not contributing to the grade. The English spoken language assessments are set throughout the course and assessed by teachers. Students can be awarded a Pass, Merit, Distinction or Not Classified. In the sciences, practical exercises are a required part of the qualification, but are not directly assessed; they are only endorsed by a teacher's statement.

The balance between controlled assessment and examinations is contentious, with the time needing to be set aside for coursework sessions being seen as a burden on the school timetable. However, the use of controlled assessment allows for the marking of some work outside of examination season, and can ease the burden on students to perform well on the day of the examination.

===Exceptional and mitigating circumstances===
For pupils with learning difficulties, an injury/repetitive strain injury (RSI) or a disability, help is offered in these forms. These may not necessarily be diagnosed, depending on the context.

*Extra time: the amount depends on the severity of the learning difficulty, such as [[dyslexia]], disability, injury or learning in English as a second language provided that the pupil has been studying in the UK for no more than 2 years. This tends to range from 5% to 50%, although most commonly is at 25%. To qualify for 25% extra time, a student must show evidence of at least 2 below average standardised scores of 84 or less, or one below average (84 or less) and one low average standardised score (between 85 and 89). Extra time may also be provided to students with an [[Special education in the United Kingdom|EHCP]] (Education, Health, and Care Plan), provided that it has necessary evidence to show this could be required. Students are not required to use all of this time, and are allowed to finish the exam at any point during the extra time.
*[[Amanuensis]]: somebody (typically known as a scribe) types or handwrites as the pupil dictates; this is normally used when the pupil cannot write due to an injury or disability. This can be quite tight{{dash}}students have to dictate correct punctuation. This requires centre-based evidence from the SENDCo of the school.
*A word processor (typically Exam Write-Pad): this is used by pupils who have trouble writing legibly or who are unable to write quickly enough to complete the exam. This must be the student's typical or one of their typical ways of working and requires centre-based evidence.
*A different format exam paper{{dash}}examples of this may include Braille for students with visual impairment, colour pointers for students who have colour blindness of some form, large print for those with visual impairment, and different coloured paper (typically blue) for those with dyslexia. This only requires centre-based evidence, as a student without these difficulties would not benefit from these formats.
*A reader: a teacher or [[exam invigilator]] can read out the words in the exam paper, but they cannot explain their meaning. This is used most often with severely dyslexic students who cannot read questions effectively enough, and is commonly used in conjunction with amanuensis, as most students requiring this will lack writing ability as well.
*A different room: due to evidence from the centre, students may be placed in small rooms. This most commonly occurs in cases of rest breaks and extra time, where students will finish later than other candidates, and have this so as to not be disturbed by most students leaving the exam before them. All exam rooms are covered by separate dedicated invigilators.
*Rest breaks: these are optional breaks requiring centre-based evidence as the student's normal way of working. A student with rest breaks does not need a diagnosis of a disability, and is often used for medical reasons such as migraines which prevent students from focusing for periods of time, and anxiety attacks, meaning a students may not be able to work for periods of time. Students typically receive rest breaks at a ratio of 1:6 with exam time. These breaks can only be taken within this time, and cannot exceed it. Students receive the time they spent in the rest break back through a later finish time and are not required to take all of the allocated rest break time.

Any of the above must be approved by the examination board. Other forms of help are available with the agreement of the examination board, but the above are the most common.

If a student is ill or an unforeseen circumstance occurs that may affect their performance in an examination, they can apply for special consideration from the examination board. The procedures vary depending on how much the student has completed, but in the case of sitting an examination, they may receive a percentage increase on their grade to reflect this, or a consideration of their coursework and other assessment alongside their predicted grades, to calculate a fair grade based on their other attainment.