Today is results day for GCSE exams. There have been significant changes in the way that grades are recorded and reported, and many people are confused about the new system. Here is an extract from a report published today in the Evening Standard.
‘9 is the highest grade pupils can achieve in the new GCSEs and 1 is the lowest.
Grade 9 is the equivalent of a top A* in the previous marking system.
But, just 2 per cent of pupils are expected to achieve this in English and 3 per cent in maths.
Grades 9, 8 and 7 correspond with the current top grades of A* and A.
A grade 6 is the equivalent of a B while grade C is split between a “strong pass” at grade 5 and a “standard pass” at grade 4.
The Department for Education has claimed that the new system cannot be directly compared to the lettered marking system.
However, the current grade C and the bottom of grade 4 is a key point of correlation between the two.
What about the bottom end of the scale?
Grades D, E and F correspond to grades 1 and 2.
The lowest current grade G equates to the bottom of a grade 1.’
The summer holidays should be a wonderful time for children. Most of us will have memories of breaking up from school, with the holidays stretching before us. Although memories can be selective, I do recall that summer holidays were always sunny, and we did so much exploring and playing.
And children should enjoy the holidays. But research has shown us that there is a summer learning loss, which is defined as the loss of academic skills and knowledge over the course of the summer holidays. This loss in learning varies according to grade level, subject and family income. A common finding across numerous studies is that on average students score lower on standardised tests at the end of the summer compared with at the beginning of the summer.
Although there is variation between subjects, summer loss for all students is estimated to be equal to about one month. In Maths this loss can rise to about 2.5 months. The intervening period between the end of Year 10 and beginning of Year 11 can be particularly important as the preparation for national exams looms on the horizon.
Now I would be the last person to want to take away the enjoyment that students have away from the school environment. But perhaps on those occasional rainy days, or when they become bored despite the plethora of distractions, why not encourage them to boost their knowledge a little by watching a selection of video lessons?
My comprehensive series of video lessons for Key Stage 3 and iGCSE may be just the solution. Why not use the links below, visit my websites and investigate the possible options – retaining information and avoiding the summer learning loss can be simply the case of slipping a few videos into the long days of summer.
1. Remember to pace yourself through the exam – one mark per minute!
2. If you are provided with a data sheet, such as for Chemistry or Physics, make sure you use it!
3. If you’re doing a calculation question, are you expected to give the unit or is it already given? In many calculation questions, providing the correct unit is often worth the third mark.
4. Make sure you read the question carefully – if there is a graph or a table of data, what is it telling you? If data is provided then make sure that you use it in your answer.
5. How many marks is the question worth? Make sure you give enough points.
6. What is the command word used in the question? – describe, explain, calculate, etc. Do you understand what these command words are asking you to do?
All over the country thousands of students will be revising towards their exams that will be happening over the next few months. I receive so many emails asking the magic question – “What is the most effective revision technique?” I have to admit that I do not have the magic answer. Every student is unique, and every student must find their preferred way to revise.
One thing I do know, and that is the need to do something with the information you are trying to take in. I get so frustrated when my students tell me that they have been revising by ‘reading through their revision guides’. Retention by reading requires a photographic memory, and the proportion of the population with such ability is less than 2%, if that.
Eidetic memory (the technical term for photographic memory) is the ability to recall visual information, such as pages from books, magazines, and license plate numbers, in great detail after only brief exposure to it. It is found in early childhood (between 2% and 10% of that age group), it usually begins to fade after the age of 6, is only available for a small percentage of children between 6 and 12, and is virtually non-existent for adults.
So what does this mean for the 98% of the population without any photographic memory skills? It means that we have to develop techniques that enable us to retain facts, and this will invariably require us to use the information we have been given. I do not have definitive guidance as to effective revision techniques, but what I do have is 33 years of teaching experience!
I have put together a series of short videos that describe a number of techniques that I have found most effective. To access these videos just visit my website by clicking on the link below and sign-up!
As a biology teacher for over 30 years I know how difficult it is to measure transpiration rates in plants using a potometer. They are notoriously difficult to set up, and getting reliable class results is a real challenge. I was therefore very pleased to come across this video from the National Science Learning Centre. In the video you will be shown how to set up a demonstration potometer and also one for class use. Just click on the link below:
I have just received an update from Pearson about their intended changes to Edexcel InternationalGCSE qualifications. Here is a summary of their information:
– the first exam series for the revised Science International GCSEs will be the May/June 2019
– the grading system will change to the new 9 – 1 being used for GCSEs
– the specifications should be available in May this year for those who wish to teach over 3 years starting in September 2016
– a new “Science (Single Award)” will be available for those who want a qualification worth one GCSE. This will be a reduced version of the content of Science (Double Award).
I will continue to update you as and when I receive new information from the examination boards but in the meantime please don’t hesitate to get in touch should you require any further explanation.
All of my ‘Course in a Box’ resources will be upgraded to mirror the examination board changes as soon as we receive the final specifications. Don’t forget that you can access all of my free resources by accessing my site at:
This is a question that I get asked so many times by my students, and to be honest I have never really been able to give a definitive answer – until now! On December 30th the International Union of Pure and Applied Chemistry (IUPAC) announced the official recognition of elements Uup, Uus and Uuo with atomic numbers of 115, 117 and 118 respectively. As yet the elements have not been named, but what this means is that the seventh row of the periodic table is now officially full.
These elements are synthesized by slamming lighter nuclei into each other and tracking the decay of the superheavy elements that were subsequently produced. These new elements may only exist for a fraction of a second, but that’s sufficient to get official recognition!
One of the key items in my ‘iGCSE Course in a Box’ is the talking paper. Schools at the forefront of educational innovation are increasingly using the walking, talking exam as a means of increasing student confidence and exam performance. A walking talking exam involves a teacher going through a particular paper with the students, one question at a time, displaying a scanned copy of the projector and pointed out the key elements of the question.
The teacher may emphasise command words, or the need to take a look at a diagram first and assimilate the necessary information before going on to the question. For example, students need to understand that diagrams are there for a reason – to help them answer the question.
With my Talking Papers I have taken these ideas to the next level. I have made recordings of individual questions with my own narrative in which I describe the ways in which the sections should be tackled, and then I talk through the answers, explaining where marks were given by the examiner.
Feedback from users of my Talking Papers has been incredibly positive. You too can also access the Talking Papers by following the link below and then clicking on the ‘Complete Course in a Box’ link.
After six months of continuous effort and late nights I am really pleased to announce my latest video product – the complete iGCSE Physics Course. Alongside my existing Biology and Chemistry video courses this now means that the science suite is complete! Have a look at the new course by following the link below and clicking on the ‘Physics’ tab:
I have now produced about 75 videos, with each one being between 15 and 20 minutes long. A quick calculation would suggest that I have created over 4,500 individual Powerpoint slides. Each video takes between 6 – 8 hours from initial idea to final rendering, so that’s a lot of time invested in my courses.
What’s kept me going is the fact that I actually enjoy what I do. I’ve been a teacher for over 30 years, and I still get a buzz whenever students enjoy my presentations and want to know more. Without this continual feedback I doubt if I could ever maintain the effort to finish the videos. But I have finished them, and I’m really proud of what I have created. See what you think …………
After many hours of slide production and video recording the GCSE Physics Course is now nearing completion. I’m working on the last section, and I will then be releasing the Physics alongside the Biology and Chemistry components.
The entire course will represent the culmination of hundreds of hours of work, and over 5000 individual slides.
My main site www.igcsesciencecourses.com will be updated to accommodate the Physics videos, and there will be special deals including possible licence agreements so that educational establishments will be able to share all the videos with their students for a one-off annual payment. I hope to also extend my Udemy courses to include both the Biology and Physics components – it’s amazing how the Udemy membership has grown, and I now have over 2000 subscribers.
So watch this site for further updates, and be one of the first to receive the complete video series for Biology, Chemistry and Physics.