Various adaptations have been introduced for BTEC Level 1-3 qualifications. The adaptations depend on the usual assessment structure of the subject in question and so are more varied than those for General Qualifications. For more details about the different approaches, see the information and guidance section on Pearson's BTEC qualifications, where guidance about the relevant one can then be accessed.
Cambridge Nationals and Technicals
See information about the changes to Cambridge Nationals and Technicals, where further guidance can be found on the unit level adaptations for each qualification and changes for 2022 on each individual subject page.
GCSEs, AS and A-Levels
For full information of all the changes to assessments in 2022, including formula sheets in some subjects, see the government and Ofqual decisions document here.
The main adaptation being used in most subjects is to provide advanced information about the focus of the content of the exams by no later than 7th February 2022. In preparation for that, exam boards have provided summaries of what the format of this advanced information will be for each subject - see links below:
JCQ is the membership body for all these exam boards and it has provided a central, overall guidance document, which is for use alongside the individual boards’ subject specific guidance, and an FAQs document:
In GCSE history, ancient history, English literature and geography advanced information is not being provided, but instead, some topics or content have been made optional. This information was released at the start of the 2021/22 academic year, should have been sent to your head of department and made clear to you for teaching from the start of the year. If you are unsure about this, the information for each specification of the respective exam boards can be found on the relevant board’s website.
The government and Ofqual maintain the position that the plan is still for exams to go ahead. However, they have acknowledged that it is appropriate to have a contingency plan.
The key contingency arrangement is the collection of evidence of student performance throughout the course to enable teachers to award evidence-based grades should there be a need in the summer. Government and Ofqual have produced non-statutory guidance to help support the collection of this evidence, and to help ensure that evidence is being collected consistently across the country.
JCQ – the joint membership body for all the exam boards – has produced an FAQs document regarding the contingency arrangements.