PreprintCC BY 4.0arXiv
Transitioning from A-level to higher education physics courses: where are the knowledge gaps?
Abstract
Historical post-16 data for UK A-Level Physics, Maths and Further Maths are analysed to determine the relative popularity of A-Level exam boards. A curriculum mapping of the exam board specifications is implemented and compared against first year syllabi of undergraduate physics courses at high-ranked UK universities. Gaps in curricula are identified and recommendations are made to both university module designers and A-level exam board curriculum setters, with regards to remedial action and a reconsideration of included content.
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BibTeX
@misc{mackay2026transitioning,
title = {{Transitioning from A-level to higher education physics courses: where are the knowledge gaps?}},
author = {Paul Mackay and Oto-obong Inyang},
howpublished = {arXiv},
year = {2026},
month = oct,
doi = {10.48550/arxiv.2610.00175},
eprint = {2610.00175},
archivePrefix = {arXiv},
url = {https://arxiv.org/abs/2610.00175},
note = {CC BY 4.0},
}
RIS
TY - UNPB
TI - Transitioning from A-level to higher education physics courses: where are the knowledge gaps?
AU - Paul Mackay
AU - Oto-obong Inyang
PY - 2026
DA - 2026/10/01
PB - arXiv
DO - 10.48550/arxiv.2610.00175
UR - https://arxiv.org/abs/2610.00175
AB - Historical post-16 data for UK A-Level Physics, Maths and Further Maths are analysed to determine the relative popularity of A-Level exam boards. A curriculum mapping of the exam board specifications is implemented and compared against first year syllabi of undergraduate physics courses at high-ranked UK universities. Gaps in curricula are identified and recommendations are made to both university module designers and A-level exam board curriculum setters, with regards to remedial action and a reconsideration of included content.
ER -