Comments on: The implications of the changes http://comment.ofqual.gov.uk/gcse-reform/making-the-current-gcses-linear/the-implications-of-the-changes/ This consultation covers the changes being made to current GCSE specifications in England. Fri, 04 Nov 2011 15:30:04 +0000 http://wordpress.org/?v=2.9.2 hourly 1 By: Steve http://comment.ofqual.gov.uk/gcse-reform/making-the-current-gcses-linear/the-implications-of-the-changes/comment-page-1/#comment-168 Steve Thu, 03 Nov 2011 23:42:28 +0000 http://comment.ofqual.gov.uk/gcse-reform/?p=10#comment-168 I'm in favour of scrapping modules. Why? As a maths teacher: - I find pupils suffer exam fatigue - There is too much valuable class time spent on revising and sitting external exams - Because they're doing them from year 9, they fail to grasp the importance of them and as a result don't do enough home study and revision in years 10 and 11 - the way marks/grades are awarded for modules it is too complicated for pupils, parents (and some teachers!) to understand. - with modules you don't get the benefit of looking back at work you did last year to get a better/deeper understanding of it before being examined on it. (e.g. once you've cracked some harder algebra, algebra you may have struggled with 18 months ago will be a breeze) As a parent: - my son misses out on indoor PE lessons as the hall is far too often in use for exams. Schools weren't designed/built for modular exams! I’m in favour of scrapping modules. Why?
As a maths teacher:
- I find pupils suffer exam fatigue
- There is too much valuable class time spent on revising and sitting external exams
- Because they’re doing them from year 9, they fail to grasp the importance of them and as a result don’t do enough home study and revision in years 10 and 11
- the way marks/grades are awarded for modules it is too complicated for pupils, parents (and some teachers!) to understand.
- with modules you don’t get the benefit of looking back at work you did last year to get a better/deeper understanding of it before being examined on it. (e.g. once you’ve cracked some harder algebra, algebra you may have struggled with 18 months ago will be a breeze)
As a parent:
- my son misses out on indoor PE lessons as the hall is far too often in use for exams. Schools weren’t designed/built for modular exams!

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]]> By: Julie Howes http://comment.ofqual.gov.uk/gcse-reform/making-the-current-gcses-linear/the-implications-of-the-changes/comment-page-1/#comment-164 Julie Howes Wed, 02 Nov 2011 20:56:39 +0000 http://comment.ofqual.gov.uk/gcse-reform/?p=10#comment-164 Having been around for a few years I have seen many changes to the way Mathematics is taught, what is taught and how it is assessed. I don't know about other subjects but have they too been subjected to so many changes? It was not too long ago that the recommendation was to fast track through the GCSE course, enter early then consider doing an AS module in KS4. Now the recommendation appears to be no early entry and that we concentrate all of our examinations into a 2 month period with no opportunity for students to lighten the load by entering for some examinations a few months earlier. In my experience, no matter how much emphasis you put on studying, how many times students are taught/reminded how to do something, how much pressure you place on students to perform in examinations, there will still be a large percentage of children that will never grasp certain concepts, never conquer exam nerves and will never be acedemic. There seems to be such an emphasis on how we are slipping behind compared to other countries yet has the government look at the whole picture? Do they strive to create a nation of acedemics? Surely pushing students to gain so many GCSE 'passes' will have a negative effect on the economy. Entry levels into further education will have to increase else too many students will fulfil the criteria. Is it perhaps better to look at why some children cannot grasp certain concepts and perhaps acknowledge that they are skilled in other ways that are equally valuable but perhaps not so statistically pleasing. A Doctor may well be more qualified than a farmer but does that make their contricution to the economy more valuable? I think not. Having been around for a few years I have seen many changes to the way Mathematics is taught, what is taught and how it is assessed. I don’t know about other subjects but have they too been subjected to so many changes? It was not too long ago that the recommendation was to fast track through the GCSE course, enter early then consider doing an AS module in KS4. Now the recommendation appears to be no early entry and that we concentrate all of our examinations into a 2 month period with no opportunity for students to lighten the load by entering for some examinations a few months earlier.

In my experience, no matter how much emphasis you put on studying, how many times students are taught/reminded how to do something, how much pressure you place on students to perform in examinations, there will still be a large percentage of children that will never grasp certain concepts, never conquer exam nerves and will never be acedemic.

There seems to be such an emphasis on how we are slipping behind compared to other countries yet has the government look at the whole picture? Do they strive to create a nation of acedemics? Surely pushing students to gain so many GCSE ‘passes’ will have a negative effect on the economy. Entry levels into further education will have to increase else too many students will fulfil the criteria. Is it perhaps better to look at why some children cannot grasp certain concepts and perhaps acknowledge that they are skilled in other ways that are equally valuable but perhaps not so statistically pleasing.

A Doctor may well be more qualified than a farmer but does that make their contricution to the economy more valuable? I think not.

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]]> By: Graeme http://comment.ofqual.gov.uk/gcse-reform/making-the-current-gcses-linear/the-implications-of-the-changes/comment-page-1/#comment-155 Graeme Sun, 30 Oct 2011 15:34:33 +0000 http://comment.ofqual.gov.uk/gcse-reform/?p=10#comment-155 Apols to anyone who has already raised this point. My pupils follow a modular Mathematics GCSE, the total amount of maths they show through the various exams is greater than that in the linear scheme. The elephant in the room is of course, 'Do examinations show true long term learning/skills etc. or mearly that at the moment an examination was taken the candidate was capable of a particular grade' I think it's a mixture of the 2 dependant on the individual, but a modular system allows the pupil to demonstrate more knowledge, thus a return to the linear system is a lowering of standards, is that irony? Apols to anyone who has already raised this point.
My pupils follow a modular Mathematics GCSE, the total amount of maths they show through the various exams is greater than that in the linear scheme.

The elephant in the room is of course, ‘Do examinations show true long term learning/skills etc. or mearly that at the moment an examination was taken the candidate was capable of a particular grade’
I think it’s a mixture of the 2 dependant on the individual, but a modular system allows the pupil to demonstrate more knowledge, thus a return to the linear system is a lowering of standards, is that irony?

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]]> By: Jen http://comment.ofqual.gov.uk/gcse-reform/making-the-current-gcses-linear/the-implications-of-the-changes/comment-page-1/#comment-153 Jen Fri, 28 Oct 2011 15:42:12 +0000 http://comment.ofqual.gov.uk/gcse-reform/?p=10#comment-153 It is ridiculous to pull the plug on Modular courses after such a short space of time. As HOD of History it has made perfect sense to learn about one topic in Y10 and do an exam in it, then another in Y11. This has put us on alot more of a level playing field with other subjects, as the amount of content covered for our subject is huge as well as the high skill level. As part of the Ebbac should humanities and Languages not have the same re-sit system as core subjects? It is ridiculous to pull the plug on Modular courses after such a short space of time. As HOD of History it has made perfect sense to learn about one topic in Y10 and do an exam in it, then another in Y11. This has put us on alot more of a level playing field with other subjects, as the amount of content covered for our subject is huge as well as the high skill level. As part of the Ebbac should humanities and Languages not have the same re-sit system as core subjects?

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]]> By: Linzi http://comment.ofqual.gov.uk/gcse-reform/making-the-current-gcses-linear/the-implications-of-the-changes/comment-page-1/#comment-151 Linzi Thu, 27 Oct 2011 09:42:33 +0000 http://comment.ofqual.gov.uk/gcse-reform/?p=10#comment-151 Science can't cope with this amount of change, we are only just changing everything for the present y10's (late finalisation of specification, different controlled assessments, all written exams, extended QWC questions, longer exams, changes in content)and no modules will make it very hard for the triple science students, not only the 9 hours of science exams but all the other 10 subjects too, all in summer Y11. When it was all linear students didn't study for as many GCSE's and the expectations where much lower. The pressure on conscientious hard working students could be too much, for some with high target grades it is already so. Science can’t cope with this amount of change, we are only just changing everything for the present y10’s (late finalisation of specification, different controlled assessments, all written exams, extended QWC questions, longer exams, changes in content)and no modules will make it very hard for the triple science students, not only the 9 hours of science exams but all the other 10 subjects too, all in summer Y11. When it was all linear students didn’t study for as many GCSE’s and the expectations where much lower. The pressure on conscientious hard working students could be too much, for some with high target grades it is already so.

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]]> By: awm http://comment.ofqual.gov.uk/gcse-reform/making-the-current-gcses-linear/the-implications-of-the-changes/comment-page-1/#comment-150 awm Wed, 26 Oct 2011 17:23:56 +0000 http://comment.ofqual.gov.uk/gcse-reform/?p=10#comment-150 Why does this not also apply to MFL considering that this forms part of the Ebac? Surely all those subjects in the Ebac should be treated equally and introduced at the same time. Considering how much damage controlled assessment is making to language learning skills and teaching (whilst honing the ability to learn tracts and repeat them parrot fashion without understanding the how and why) the sooner that we lose controlled assessment and return to linear exams the better. Then we might just have the time to teach the requisite skills, vocabulary and those all important independent learning skills. MFL inclusion cannot come quickly enough and will help weaker pupils in the long term. Why does this not also apply to MFL considering that this forms part of the Ebac? Surely all those subjects in the Ebac should be treated equally and introduced at the same time. Considering how much damage controlled assessment is making to language learning skills and teaching (whilst honing the ability to learn tracts and repeat them parrot fashion without understanding the how and why) the sooner that we lose controlled assessment and return to linear exams the better. Then we might just have the time to teach the requisite skills, vocabulary and those all important independent learning skills. MFL inclusion cannot come quickly enough and will help weaker pupils in the long term.

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]]> By: Isabel http://comment.ofqual.gov.uk/gcse-reform/making-the-current-gcses-linear/the-implications-of-the-changes/comment-page-1/#comment-127 Isabel Thu, 20 Oct 2011 12:32:23 +0000 http://comment.ofqual.gov.uk/gcse-reform/?p=10#comment-127 As Science HoD i think the suggested changes are frustrating and far too radical. We currently offer triple award Science to a large proportion of our cohort (25%), am i right in thinking that without a modular option they would have to essentially sit nine exams in the final exam series? If this isn't the case then i can only assume that the syllabus is going to change AGAIN to have one final exam for each discipline. We are adjusting to the new changes for our current yr10 (40% etc...)which has involved significant modifications to the exam timetable and teaching sequence - more change is not necessary, especially on such a short time scale!!! As Science HoD i think the suggested changes are frustrating and far too radical. We currently offer triple award Science to a large proportion of our cohort (25%), am i right in thinking that without a modular option they would have to essentially sit nine exams in the final exam series? If this isn’t the case then i can only assume that the syllabus is going to change AGAIN to have one final exam for each discipline. We are adjusting to the new changes for our current yr10 (40% etc…)which has involved significant modifications to the exam timetable and teaching sequence – more change is not necessary, especially on such a short time scale!!!

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]]> By: Jan http://comment.ofqual.gov.uk/gcse-reform/making-the-current-gcses-linear/the-implications-of-the-changes/comment-page-1/#comment-102 Jan Mon, 17 Oct 2011 09:41:01 +0000 http://comment.ofqual.gov.uk/gcse-reform/?p=10#comment-102 Please can someone confirm whether students will be able to re-sit more than once? So - a student taking GCSE English may start the course in Y9,complete the CAs, and then take the exam at the end of Y10, and re-sit in Nov of Y11 if necessary. Would they then be allowed to re-sit in the Summer of Y11 too? And the Nov of Y12? Is there any limit? Please can someone confirm whether students will be able to re-sit more than once? So – a student taking GCSE English may start the course in Y9,complete the CAs, and then take the exam at the end of Y10, and re-sit in Nov of Y11 if necessary.
Would they then be allowed to re-sit in the Summer of Y11 too? And the Nov of Y12? Is there any limit?

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]]> By: Mark http://comment.ofqual.gov.uk/gcse-reform/making-the-current-gcses-linear/the-implications-of-the-changes/comment-page-1/#comment-94 Mark Thu, 13 Oct 2011 15:32:26 +0000 http://comment.ofqual.gov.uk/gcse-reform/?p=10#comment-94 I believe many teachers commenting here have justified concerns on behalf of their students; however are not taking account of the wider societal impact of modularisation. The year-on-year improvement in student grades, whilst down to a number of factors, including improved teaching methods, is seen as an indicator of 'easier' taught content or assessment. One of the aspects of this is multiple re-takes which were not available to previous generations, which modular assessment affords the opportunity of. I am not saying this theory is 100% correct, but certainly employers and universities are seeing some glaring gaps in students' skill sets, compared to 10 or 20 years ago. I believe many teachers commenting here have justified concerns on behalf of their students; however are not taking account of the wider societal impact of modularisation.

The year-on-year improvement in student grades, whilst down to a number of factors, including improved teaching methods, is seen as an indicator of ‘easier’ taught content or assessment. One of the aspects of this is multiple re-takes which were not available to previous generations, which modular assessment affords the opportunity of.

I am not saying this theory is 100% correct, but certainly employers and universities are seeing some glaring gaps in students’ skill sets, compared to 10 or 20 years ago.

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]]> By: Jeff McQuone http://comment.ofqual.gov.uk/gcse-reform/making-the-current-gcses-linear/the-implications-of-the-changes/comment-page-1/#comment-91 Jeff McQuone Wed, 12 Oct 2011 10:42:29 +0000 http://comment.ofqual.gov.uk/gcse-reform/?p=10#comment-91 Here at WNC college we teach the single science GCSE, a 1 year course. The students, many are coming back into education after starting a family or career change etc, sit Physics and Chemistry in March and currently get a second chance to do any they get less than a grade C on alongside taking the Biology exam in June. For this type of student I suspect that these changes will mean that more will need to retake in November and this may stop them from progressing to their next course. Here at WNC college we teach the single science GCSE, a 1 year course. The students, many are coming back into education after starting a family or career change etc, sit Physics and Chemistry in March and currently get a second chance to do any they get less than a grade C on alongside taking the Biology exam in June.
For this type of student I suspect that these changes will mean that more will need to retake in November and this may stop them from progressing to their next course.

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