It may sound unintuitive that an increase in testing can ultimately reduce workload for teachers and increase pupils’ learning, but it is worth considering. Increasingly, primary schools, secondary schools and MATs are adopting standardised tests across the school to support informed teaching and save time. Here are just 3 reasons why…
Thanks to John Dabell for this article.
‘Improving Mathematics in Key Stages 2 and 3’ is the latest report from the Education Endowment Foundation (EEF) and presents sharp, intelligent and actionable guidance to support “great maths teaching” in primary and secondary schools.
The guidance is relevant to all pupils but in particular to those children who fall below their expected level of mathematics achievement. The report adopts the premise that it is essential to see maths as a pump rather than a filter in the pipeline of education but this can only be achieved through tapping into what works and is supported by research.
A vital enabler in the strengthening of teaching, learning and assessment is good access to relevant evidence; this report can help guide teachers towards this as its key focus is to promote a culture of evidence-led best practice.
What are access arrangements?
According to the Joint Council for Qualifications, ‘access arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working.’ Schools can apply for 25% extra time in GCSE exams by applying for access arrangements, and usually the SENCo and/or the specialist assessor working within the school will process the applications online.
How can you apply for extra time and who is eligible?
In order to award extra time the school must assess the needs of the pupil based on one of the following documents:
- Statement of Special Educational Needs relating to secondary education, or an Education, Health and Care Plan, which confirms the candidate’s disability; or
- Assessment carried out no earlier than the start of Year 9 by an assessor confirming a learning difficulty relating to secondary/further education.
Pupils across the UK received their GCSE results today and overall, the number of top grades and ‘pass’ rates have dropped across a range of subjects.
This year the overall UK pass rate (A*-C or 9-4) has fallen from 66.9% to 66.3%, and the proportion of entries achieving top grades (A*-A or 9-7) have fallen to 20%.
From August 2017 GCSE students in England will be examined using more challenging papers, designed to match the exams of their peers in high-performing education systems around the world.
Changes to the qualifications are designed to ensure that young people will leave school with the skills they need to succeed in the workplace or further study. The new GCSEs will be awarded using a new number grading scale, rather than the traditional letter scale, running from 9 to 1 (with 9 as the highest grade) rather than from A* to G. Continue reading →
Pupils across England, Wales and Northern Ireland received their A level results today and overall, pass levels have fallen slightly but top A and A* grades are up. A-level entry numbers remained stable, whilst the number of AS-level entries dropped significantly. Find out more about trends in entry level numbers here.