The letters on A-level reform illustrated perfectly the range of views on the subject from both teachers and higher education (Letters, July 30). The natural conclusion to draw is that different students require different courses and different ways of being examined.

The UK arm of Cambridge Assessment (OCR) designs and examines modular courses while our international arm (CIE) designs and examines linear courses - such as international A-levels and the Cambridge Pre-U - and makes them available in the UK. The rationale behind the existence of both of these approaches relies on our research into modular and linear exams - the latest report was covered in The TES (“Modular exams no less stressful than ‘all or nothings’”, July 16) and is available on our website.

Our 150 years’ experience tells us that one size cannot fit all. Although the Education Secretary has expressed a preference for linear A-levels, he has also stated that he does not believe that the Government should be designing qualifications and that HE should play a leading role. The coalition Government is clearly committed to choice in education (see the Academies Act) - one would expect it to commit to choice in this field as well.

Simon Lebus, Group chief executive, Cambridge Assessment.