Why oh why doesn’t somebody in government get hold of this ridiculous system? We need ONE examination route for each subject at compulsory level and the exams need to be hard. Then we can MEANINGFULLY COMPARE the academically able and those who are less able. Not being an academic is not a crime, the sooner a student can focus on their strengths the better the outcome. Lets sweep away this ridiculous ‘everybody passes’ culture.
Schools and teachers are not to blame for social immobility, disadvantage and poverty. This is a grass roots social problem, so blame can really only be apportioned in one direction – towards the Government; past, present and future.
There is an implication here that schools and teachers carry a bias. Teachers want to teach and they want ALL their pupils to succeed regardless of their social status. The suggestion that they can and should ‘do more’ for those with less is insulting to the profession.
The government needs to cut the red tape, unify the system and support teachers better instead of always making them the scapegoats for problems which are totally unconnected to the classroom.
Just read the table below and wonder at how this is going to pan out. Everybody will be totally confused from students through to employers and universities. Why can’t the government just admit that terrible mistakes have been made and rectify them. A* always was an idiotic idea – basically an admission that exams are too easy. And exams ARE too easy. Does anyone at the D of E understand what the terms ‘Examination’ and ‘Testing’ literally mean? Go back to A-E grades that everybody understands and make the exams hard. Surprise, surprise, only the top students will get top marks.
“The new approach will also mean:
- Broadly the same proportion of students will achieve a Grade 7 or above as currently achieve an A and A*
- For each examination, the top 20% of those who get Grade 7 or above will get a Grade 9
- The bottom of Grade 1 will be aligned with the bottom of Grade G”
We need PROPER vocational skills taught in schools alongside core subjects. Help the less academic gain vocational skills whilst still having the opportunity to study mainstream academic subjects.
We are being left behind by the rest of the world because our compulsory secondary education system is confused, complicated and not testing enough.
Standards have been dropping year upon year for decades, reflected in higher and higher ‘pass’ rates and a greater quantity of ‘top’ marks. Look at the attached Graph. O Level & GCSE Achievement 1953 -2009
(Source: House of Commons Library – Standard Note SN/SG/4252 – Social & General Statistics)
This lowering of standards has fed right through to Higher Education. Top Universities are finding that freshers do not possess the knowledge which their high marks should reflect. Mathematically heavy subjects are particularly badly effected. Engineering Undergraduates at top Universities often have to have extra lessons in Mathematics because their assumed and necessary knowledge of Mathematics is just not there.
This is because we have dumbed down our examinations.
There needs to be a revolution in the examination system and it needs to happen NOW.
Through Kensington & Chelsea Tutors I come across students from all over the world. I have been consistently shocked by how we are being left behind by other nations, particularly in the 11 – 16 age range. The difference is particularly noticable in Mathematics and Science where students abroad are tackling far more testing material than students of the same age in the UK.
Unless this changes the future looks bleak; we need reform to keep the UK competitive.
Surely this is a sensible policy? By reducing standards and allowing almost everybody to ‘pass’ their exams the government has entered into a world where the difference between students is being masked. Not everybody is an academic and that doesn’t matter. Every pupil should be given an equal chance. Gathering people of similar abilities together is surely going to make teaching easier and more efficient. It also introduces (DARE I say it) competition; something that we are surrounded by every day of our lives. Let’s not pretend it doesn’t exist. It’s hard enough taking my 8 year old son to football tournaments where everybody ‘takes part’ but nobody wins. God forbid that somebody should lose!?
Education expert Nevil Chiles, founder of online tuition platform Webtutornet and London and South East private tuition agency Kensington & Chelsea Tutors, gives his views on the GCSE changes announced today…..
Finally we seem to be moving back towards a system that actually TESTS students’ abilities but why, why, why change the grading system?? Eight to one?? Possibly a reaction against the unwillingness of Wales and Northern Ireland to endorse the changes?
Time and effort should be employed to make universal changes rather than creating a new grading system and a splintered infrastructure. Should we not be making the system simpler?
I wholeheartedly agree with a move towards more rigorous courses based on end of course examinations; it has been needed for years. Scrapping coursework is also long overdue.
As a History graduate I am delighted that pupils will be required to write essays instead of the nonsense short, pre-structured questions we have become used to.
Actually making pupils think instead of just pass is a giant leap forward if they are true to their word. Just reading that students will be required to read WHOLE books as if that is something of a move forward is an unbelievable indictment of the present system.
I praise Education Minister, Elizabeth Truss for finally telling the truth and echoing what I’ve been saying for a long time:
“But we do need to start competing against those top performing countries in the world because for too long we’ve pretended that students results are getting better when all that’s been happening is the exams have been getting easier and it’s been a race to the bottom between the exam boards and we need to stop that happening now.”
What needs to happen is that the planned changes need to be implemented as soon as possible but PLEASE with an alphabetic grading system and let’s wave goodbye to the nonsense of A*.
We then need to go further and do a wide-reaching review of course content and sweep away the multiple exam board system. One subject, one examining body. Only then can we have a meaningful comparison of standards within a given pier group.
KEEP CALM AND CARRY ON!
Private tutors reveal their top ten exam and revision tips
“Keep calm and carry on” is one of the overriding pieces of advice to UK students currently in the midst of GCSEs, A Levels and end-of-year exams from a survey undertaken in May of 500 private tutors.
The eponymous World War 2 poster message, which has become a widely recognised part of popular culture iconography in recent years, is just one of ten ‘tips’ offered by tutors attached to online private tuition platform Webtutornet and Kensington and Chelsea Tutors to help guide students through the stressful ordeal of revision and examinations.
The ten tips are as follows:
1) Stay calm and don’t panic whether you’re in the midst of revision or within an examination environment
2) Get a life balance during the exam period by eating well and getting plenty of sleep with early nights. Aim to get up every morning even when you have no exam!
3) Create a revision plan that involves a clear structure of 40 minutes on and 10 minutes off. Continual intervals from study are essential to learning. One day of revising flat out will negatively affect the following days so spread activity out evenly.
4) Go through past exam papers on a timed basis during revision and try to understand what the examiner is looking for
5) Read the question and answer the question! It may seem obvious but ensure your answers are concise, relevant and clearly structured. Your opinion counts but isn’t enough on its own. You need to demonstrate your knowledge of a subject.
6) Do the questions you find easiest first. Don’t attempt to do them in the order in which they appear on the paper.
7) Read as much as possible whether relevant or irrelevant to your exams. Reading is a form of brain training that will help with revision and your levels of concentration during an exam.
8) Avoid long meandering sentences as nine times out of ten these will act against you. Keep your sentences short and sweet.
9) Towards the end of your exam, if you have time, reread all of your answers. You are bound to come across a mistake of some description and this is the easiest way to improve marks at the last minute
10) Understand how the marking works for each question and find the marks scheme on the exam board’s website. There’s no point spending lots of time on questions that offer few points to the detriment of more rewarding ones.
Nevil Chiles, who founded Kensington & Chelsea Tutors in 2002 and Webtutornet in 2012, commented: “The tips we received from the tutors surveyed make for interesting reading and undoubtedly reveal that a calm and organised approach to both revision and exams will reap dividends.
“This is the most stressful time of the year for hundreds of thousands of students of all ages and it’s therefore important to prepare in the right way,” added Nevil who has personally interviewed and vetted over 2000 tutors in the past 11 years.
Here’s my take on this recent story that appeared in the national media
Summer-born need exam score boost
Are there really people sitting around thinking up this nonsense? Can you imagine the arguments? When would the cut off date be? How would it be quantified? Some things in the world are not perfect; there are probably only a limited number of parents who think about the academic year when producing children!
There is no doubt that somebody born on September 1st is likely to be at an advantage in comparison to a child born on August 31st however grade inflation is a ridiculous, divisive answer.
It would be fair to cite birth dates as a mitigating circumstance but grade changing is an unworkable answer. If younger children are struggling they should be helped and encouraged by their teachers. Do we tell younger students they don’t have to try so hard and older ones that their hard work will be less well rewarded.
Does an argument based on such spurious evidence as this carry any weight?
“More than 60% of September-born pupils achieve five A* to C grades, compared with less than 54%”
Is it me or is that not virtually the same?
“August-born students are also around two percentage points less likely to go to university when they leave school, one percentage point less likely to attend a leading university and one percentage point less likely to complete a degree.”
We are also told younger children, “… are more likely to start smoking younger than their relatively older peers.”
Give me strength!!!.
FOLLOW NEVIL ON TWITTER @webtutornet / @kandctutors