This year, more than ever, schools can make all the difference on results day

Last week we experienced the extraordinary turmoil around A Level results. In the face of the downgrading debacle, students now have the option to use the grades provided by teachers. Unfortunately that Government announcement came too late for many to take up university places this year.

Whether through inherent biases in the system, incompetency in those in charge of the process, or a mixture of both, the awarding of grades in a year when exams were not taken has become a farce. But while A level students, and their aspirations for their educational future have been caught in the middle of that farce, the same need not be true for GCSE students.

For most students, progression from GCSEs will be to sixth forms and FE colleges. It’s those sixth forms and colleges that have the power to make a difference on results day, despite the controversies that have led up to it.

At the time of writing I’m not exactly sure what grades year 11 (including my own son) will be getting on Thursday – those from Ofqual’s algorithm? the CAGs? The best of the two, or perhaps one this week and the other next? does anybody know?!*

Whatever is in those envelopes, school staff will know the grades that they gave students and are in the position to offer them their next educational opportunity. For GCSEs, this means that it’s schools that are in the position to tackle each of the iniquities – of disadvantage, school type, geography, and background- that arose for the A Level results. whatever the failures of the system set up to deliver grades this year, those failures don’t have to impact on the class of 2020.

It’s been an extraordinary year. Now, more than ever, students deserve access to the extraordinary individual futures that sixth form and college education can provide. Some schools have already announced their intention to provide this, I hope all will follow.

*Today (Wednesday 19/8/20) My son’s school notified parents that they would be emailing the highest grade for each subject out of the CAG and algorithm-generated grade.

Supporting learning: Study Skills

As part of my work in the education team at The Bodleian Libraries we have recently overhauled our resources to support the development of study skills.

In part this has been in response to feedback about our OxLibris programme which supports students researching for their Extended Project Qualification (EPQ). We support local schools in developing their students’ research skills and they visit us to access books, journal articles, and other texts not generally accessible outside of an academic library.

We also needed to respond to the COVID-19 pandemic. Because we were no longer open visitors (or anyone else), we needed to move the programme online so it was accessible to schools. This also allowed us to extend the reach of the resources beyond Oxfordshire.

In the first stage of this move, we have produced a set of five study skills guides. Although designed to meet the requirements of the EPQ these also provide useful guidance on researching for any project or essay.

The guides can be accessed on the OxLibris Study Skills page, in the ‘Online Resources’ section.

Effective online searches covers how to use advanced search engine tools effectively to refine your online research.

Evaluating online resources provides advice of assessing the quality of online sources of information, how to verify such information and how to spot fake news.

Effective note taking gives guidance on making concise research notes that focus on making connections between ideas using the Cornell notes system developed by Walter Pauk.

Avoiding plagiarism explains what plagiarism is and why it is taken so seriously. Drawing on guidance from the Joint Council for Qualifications (JCQ), this guide also explains how to avoid plagiarism in assessed work.

The guide to referencing explains how to cite sources of information used in work. There are two versions, one explaining referencing using the Harvard name-date style and the other using the recurrent number style.

Feel free to have a look at these guides and download them for use with your students. They are not for commercial use and copyright remains with The Bodleian Libraries.

I am currently working on a set of presentations on these topics designed for use either by teachers in class or for students working independently.

Acknowledgements

I am indebted to David Gimson and Lorna Robinson at Cheney School, Sophie Roach at Gosford Hill School, and Jackie Watson at Oxford Spires Academy for providing feedback on earlier drafts of these guides.

Computing, creativity and cheating

Creativity and coding

I believe that creativity is at the heart of computing. A couple of years ago I marked the passing of the creator of Logo, Seymour Papert with this post on his legacy. He created and promoted that computer language to foster creativity in students. The focus on creativity also drives many of the current generation of educational developers. Scratch, a free online scripting language allows all users, most of whom are children, to create and share stories, games, and animations. Created in 2007, Scratch now has more than 4.3 million users worldwide, mainly between the ages of 8 and 18, and nearly 7 million projects. It is used widely in UK schools and is many children’s first experience of scripting code instructions. Creativity is also a driving feature behind other computing innovations commonly used in UK schools such as the coding language Python, the Raspberry Pi and BBC Microbit.

Problems with assessment

If we accept this central role of creativity, it follows that the assessment of computational thinking, and its practical output as novel solutions to coding problems, must take account of this. Unfortunately, in recent years the assessment of GCSE Computer Science coursework has been bedevilled by the appearance of programming solutions to the set problems on the internet. This has forced the exams regulator, Ofqual, to remove this element from the assessment. The current situation is that a programming task forms part of the course, but marks do not form part of the assessment, which is therefore based solely on terminal exam papers. Unfortunately this is an issue that occurs not just at GCSE, but at all levels of education.

Ofqual consultation

Ofqual are currently consulting on this issue for exams from 2020 onwards through a consultation document on the future of assessment for GCSE Computer Science. You can respond to the consultation document here.

I think that they have thought carefully about the pros and cons about different methods of assessment. I am disappointed, however, that there is not more explicit mention of creativity in Computer Science. Ofqual make a comparison with other subjects with a coursework element, such as design technology, but this seems to be in consideration of practical skills which, while important, are not the whole picture. I feel that what is missing is the role of creativity in the elements and practice of computational thinking.

Nevertheless, I think Ofqual have left the door open to a solution that will allow students to demonstrate creativity in their thinking. In enabling exam boards to issue pre-release material to candidates (in a similar way to creative subjects such as art), there is scope for students to think and prepare for a creative response to a particular context, without the details of the specific task being revealed. I hope that in the future, developments in technology will mean that creative computational thinking can be securely assessed in a way that more closely mirrors the reality of programming than the exam hall.

The consultation closes at 4pm on Monday 3rd December 2018. I would urge anyone involved in teaching computing to take some time to make a response.

Image: Pixabay

Clearing: a place where the sun shines through

Students receive their A Level and BTEC results this Thursday. For all who took exams there is the sense of relief that the long wait is finally over, for many jubilation that they got the grades they need for their dream course at university, but for some disappointment that they didn’t quite make it.

Well done to all those who found what they hoped for inside that envelope, but this post is for those who find things are less straightforward and who may want to enter UCAS clearing, the system that matches remaining places with students looking for a course.

It may seem that a door has closed in your face, but really clearing opens up a wealth of opportunities. Increasingly, many students are waiting for their results and applying through clearing – Clearing becoming route of choice.

I gained my university place through clearing and, looking back, it was one of the best things that could have happened. I ended up going to a University I had originally applied for, just on a different course. I got to spend my time studying a subject I still love today, over thirty years later. I made great friends and met a wonderful woman who later became my wife.

The fact that I’d gained my place through clearing made no difference once I got to University. After gaining my first degree it was no barrier to further study: I went on to gain a PhD.  I then went on to a fabulously rewarding career; no employer has ever been interested in my route into university, only the qualifications I gained.

I didn’t know any of that when I opened my A level results envelope in 1985 (yes, that long ago!), but what seemed like a bit of a disappointment at the time, in fact led to a world of opportunity.

Right now colleges are clamouring for you to be a student at their campus next month. Many will have unfilled places on courses and some will have reserved places for candidates from clearing. My advice to you is to see clearing as the opportunity it is – a place where the sun can shine through, enabling you to see a new path to your future.

Clearing Checklist

1. Wait until you have your grades. While UCAS open clearing early in July, universities can’t make an offer to you unless you know your grades.
2. Make sure you know how clearing works. UCAS explain it here: What is clearing?
3. Have your personal statement to hand as well as your grades and UCAS ID. You’ll need to be able to speak about yourself, not just your grades.
4. Do some research on colleges. You may want to go for an alternative course at a university that made you an offer, alternatively you may be phoning a uni you didn’t originally apply to. Either way, you will need to give a positive reason why you want a place there.
5. Similarly, research the courses on offer. You should be able to give a positive reason for doing that course and be able to say why it interests you.
6. Avoid reasons that will set alarm bells ringing for tutors. Examples are ‘My friend is going there’ or ‘My Dad thinks it’s a good idea’.
7. Be ready to explain why you got lower grades than you expected. Was it down to a particular topic? Did something happen that affected your performance? Show that you have reflected on this and remain positive about your subjects. Be ready to talk about what went well and areas of study you enjoy.
8. You need to make the call yourself. The university want to hear from you and learn about you, not your teacher or your mum!
9. Don’t worry about being nervous when you call, the tutor you speak to will be used to this, but do be prepared to speak clearly. Write out a sheet with key points and have this in front of you when you call.
10. If you get an offer, don’t forget to add this as a clearing choice in UCAS track. Only do this when the university give you permission.

Is now the right time?

You may also want to take some time to think about if this is the right time to go to university. Your friends may be going and your school or family may be encouraging you to go through clearing? But it’s a decision you need to make for yourself.

It may be that retaking some exams is right for you. Perhaps a gap year or employment will provide additional experience you can add to a future application. You may just want to take more time to think or get more advice.

Whatever you decide to do, make sure it’s your decision and what you really want. Best wishes for your chosen future!

Best wishes to everyone getting exam results this week: the long wait is nearly over!

Investing in Secondary PE: good for both health and academic success

In January, I wrote a post about the clear evidence for the link between regular physical exercise and improved academic performance by children in school.

Last month, the Youth Sport Trust (YST) published the report of its survey of UK secondary schools: PE Provision in Secondary Schools 2018. The report, based on a survey of teachers in secondary schools, highlights a worrying decline in Physical Education:

• Curriculum time for PE has declined over time, most markedly at KS4.
• Curriculum time for PE reduces as students move from KS3 to KS4, and beyond.
• The main reason given for the decline was that additional time was given to core subjects or EBacc subjects.

The YST report concludes that these findings confirm a continuing ‘spiralling downward trend’ in the curriculum time allocated to PE in secondary schools, and that the good work seen in primary schools was rapidly undone. Primary schools will welcome the continuation of the Primary PE and Sport Premium, but there is currently no equivalent financial incentive for secondary schools.

The report focuses on the negative impact this will have on students’ health, particularly in the light of the Government’s Childhood Obesity Plan which aims for an hour of physical activity a day; 30 minutes of which are in school. The average for KS4 quoted in the report equates to barely 20 minutes per day, most likely achieved in one or two sessions a week. While this is hugely important for the health of young people and the future impact of obesity on the NHS and other services, I believe that it will also be detrimental to academic performance in school. Research has shown that devoting curriculum time to physical exercise rather than having a detrimental effect on GCSE subjects, is in fact linked to improved performance by students in English, Maths and Science (Booth et al, 2014).

The YST report calls on the government and school leaders to do more to promote PE and the benefits of a healthy, active lifestyle. I think it’s also worth adding that we should take time to understand the research showing that what may appear to be an easy “quick fix” to meet academic performance targets is likely to be counter-productive.

Dear Santa… I’m writing again for Christmas 2017.

Dear Santa,

You may recall that I wrote to you last year with my wish list of educational gifts. I’m writing again this year with an update, even though some of my year 10 class tell me you don’t exist (don’t worry’ they’ll grow out of it).

You’ll notice that many of the things I asked for last year are still on my list. I’m not saying it’s your fault I didn’t get them last year and perhaps you think I wasn’t fully appreciative of the fidget spinners you left instead, but if you could see your way to one or two of these it would be really helpful.

A 25th Hour. I know you must be able to manipulate time, how else do you deliver all those presents in one night? All I’m asking is for 60 more minutes each day to help me fit it all in. I’ve tried to get the better of email, I’ve tried to plan for tomorrow, to plan for peak times, and do workload impact assessments, but it’s no good: there just aren’t enough hours in the day!

Invisible goal posts. Many children respond well to sporting analogies and I’d like a way to help explain how the new GCSE grades work. We could play a match where we know that there are goalposts, but aren’t allowed to know exactly where they are. Players can take shots at the end of the field and then, after the final whistle has blown, we can reveal where the goalposts were (adjusting them to allow only a few player’s attempts to count) and only then reveal the final score. If that isn’t possible, may I have the game I hear some schools are playing called ‘invent the goalposts’ where they just make them up. They’re not real, but they offer the illusion of comfort. Failing that, how about a unicorn?

A new Progress 8 coefficient. Yes, I know I get a brand new one each year, but it just doesn’t seem to be working properly. What I’d really like is a progress measure that measures progress and doesn’t get caught up in whether a school has got enough pupils doing particular qualifications.

A basket. Last year I asked for a bucket, but since then baskets seem to be the in thing, and it seems that in English schools nowadays, everyone has to have their baskets (or buckets) full. The trouble is, I can’t seem to find one I want. It’s called the ‘Really useful qualifications that help individual students fulfil their career aspirations, progress in life and become productive, responsible citizens within an egalitarian compassionate society‘ basket of qualifications. If you could help with my search for this, that would be fantastic.

An understanding of the delegated SEND budget. Sorry, but I still don’t get this. I have tried to understand how this funding works, but however hard I think about it, it doesn’t seem to make sense. The bible was of some help: Jesus apparently fed 5000 people with a few loaves and fishes. This seems to equate closely to the funding model, but even in this example there is no explanation of what to do when more people turn up, undergo a lengthy assessment process, have their needs identified in an EHCP, and then the school receives additional funding of… well, nothing.

A self-help guide to being a better teacher. I really need this because there just isn’t anyone who has advice on this. Literally whole minutes can go by with complete silence from the DFE, Ofsted, Ofqual, external advisors, politicians of every hue, think tanks, pressure groups, parents, pundits in the media, taxi drivers, and the lady behind me in the queue in Sainsbury’s telling me how to do my job better.

A ticket to Shanghai. I’ve been hearing a lot about how well pupils do in Shanghai, particularly in maths, so I’d like to take a trip there. Hopefully I’ll be able to bring back some useful things: some resources and teaching methods yes, but also generous non contact time, a millennia-old appreciation of the value of learning, consistently high parental engagement, and an ingrained universal cultural respect for the status of teachers, which also make up the full package.

Mousetrap. You know, the board game with lots of plastic bits that my Mum said would only get lost. This maybe doesn’t have much to do with education, but I put it on my Christmas list each Year through the 1970s. Thought I’d give it another go.

Thanks Santa, I’ll leave a mince pie, a nip of single malt, and a carrot for Rudolf by the fireplace as usual.

Merry Christmas,

Rodger

What’s on your list to Santa?

Picture credit: www.freepik.com

New Specification A Levels – Waiting for the First Results

This post was originally written the week before the 2017 A Level exam results were released (hence the reference to 17th August on the image). I then updated it with the postscript once the results were published. I also re-posted my post on UCAS clearing.

I teach psychology (among other things) and last year I wrote about the Summer 2016 AS exams which were then the first test of the new specification, my teaching of it and interpretation of the assessment criteria. You can read that post here.
  

This year we’re waiting for the first results for the full two-year Advanced Level exams. While we had a good experience with AS, all those concerns about the first run-through of a Specification are still in my mind as I wait for the Advanced psychology results: 

1. How will my students perform in the actual exams as opposed to our own assessments based on specimen materials?
2. Will performance nationally vary widely from the usual norm, with a large consequent adjustment of grade boundaries (either up or down)?

  

1. Performance in the actual exams

One of the reasons I opted for the AQA specification was the support this board offered for the new specification including sample assessments, Mark schemes and commentaries. The last time the specification changed the actual exam papers had contained some questions very different in style from the somewhat sparse sample papers. Support from AQA in advance was much better this time, there hadn’t been the same differences in the AS papers, nor were they in the A Level exams this Summer.

There were quite a few widely-reported errors in exams this season, and more recent reporting of the possible impact on students, for example this article from The Guardian on ‘the stress of sitting new untested exams’. Whether or not there were more mistakes than usual, this publicity does seem to have shaken the confidence of many students in the exams process itself.  

Although there were no errors in AQA psychology papers, one thing my students did have to contend with was errors in their brand new text books, particularly first print runs of first editions. I’ve seen this before when publishers rush to get texts out for new specifications. There are often mislabelled images, errors in tables, or inaccuracies in the indexing (i.e. mistakes arising in the production of pages, rather than the authors’ text) but this time there seemed to be several factual errors. Much as it gives my ego a boost to be able to show through reference to primary sources that I was right and the textbook was in error, it doesn’t help students (except perhaps to question everything) and shakes their confidence in their reference materials.

  

2. Will performance vary nationally with unpredicable consequences?

This is a question we will only be able to answer when the results are out. As I wrote in by post about the AS results, such probes have occurred in the past when new specifications have changed, most notably in 2011 (DFE, 2012). This did not seem to be the case for the 2016 AS exams, although more A grades were awarded in psychology. Hopefully this is an indication that Ofqual are on the ball and ensuring a smooth transition between specifications so that students sitting the first year of a new exam will not be penalised.

Nevertheless, whatever the speculation, it’s the actual results that matter. So, like my year 13 students, I’ll be awaiting the A level results a little more nervously than usual this year. I’ll also be hoping that their results, and everyone else’s, will be a true indication of each student’s performance.

  
Postscript – 18th August 2017

It’s seems that now the results are available that there was not wide variation nationally compared with the 2016 results (see this Ofqual infographic), although the media made much of the fact that more boys than girls received top grades.  A* and A grades for the new A levels were slightly down on 2016, with Ofqual stating the changes reflected differences in prior attainment. The proportion of top grades in (unreformed) languages increased as had been previously agreed to counter skewing of results by native speakers. I find it interesting that Ofquals analysis focussed on the top grades.

As for psychology, the proportion of A*/A grades fell 0.3% to 18.8%. There weren’t any shocks as far as the results of my own students went, although a couple did a bit better than I predicted and a couple missed out on a grade. It’s a small number to draw valid conclusions from, but if there was a theme, I think it was that those who worked hard did well, irrespective of their starting point, which must be a good thing.

Ten tips to avoid exam stress (revisited)

Exam season looms large on the horizon and we teachers must balance appropriate motivating of our students with awareness of likely stress or anxiety.

I wrote an earlier version of this post in April 2016. In 2017 there seems to be even more uncertainty, for teachers and students alike. In the new GCSEs we can’t guide students with any real certainty as to which grades they will achieve. For A levels, it’s the first time any of the new Advanced exams have been set, and only the second for new AS qualifications. Such uncertainties are likely to add to the anxiety of some students. Teachers need to be especially careful not to project our own worry on to those we teach.

Here, then, I am revisiting ten helpful things students can do to keep motivated and stay healthy too. The list originates from an (old specification!) A level psychology task I gave my students to do when they studied a unit on stress. The aim was to use what they had learned to write advice for fellow students. I have developed it over the years and this latest version is influenced by advice from our School Health Nurse, the NHS, and the charity Mind. 

Ten tips to beat exam stress

1. Get Organised. Make sure you know what exams you have, what kind of questions they will have and when they are.
2. Manage your time. Your time is precious, so make the best use of it by drawing up a revision timetable. Make sure you build in breaks between sessions.
3. Stay In control by sticking to your plan and using it to review what you have achieved and what is coming next.
4. The right Environment. Work somewhere that is light, has enough space and is distraction-free. Music may be OK (you’ll know what works for you) but visual input from TV, screens & social media will just distract you. 
5. Boost your confidence. Use a revision journal, recall things that have gone well in the past and visualise your success.
6. Eat Healthily and stay hydrated. Avoid ‘energy’ drinks: they may give the illusion of alertness but actually impair your performance (that’s why you never see an advert saying ‘Drink Red Bull: it helps you revise.’ Because it doesn’t.
7. Get enough sleep; don’t stay up late revising, a tired brain does not work well, either at the time, or the next morning.
8. Friends & family. Let them know you have exams and need to revise. Keep in touch during those breaks you planned into your revision.
9. Avoid life changes. Now isn’t the time To start a new relationship or plan to run away to the circus (however tempting that may seem).
10. Understand your body and the signals it sends you. Recognise that signs of exam nerves like ‘butterflies in the stomach’ a dry mouth, or sweaty palms are nothing to worry about. They are just symptoms telling you that your body preparing for action. 

We include a version of this list in the revision advice we give to students and share it with parents through our school newsletter. This year we have also run special sessions on tackling exam anxiety this year which have proved popular. 

Students can get more help and advice on student life from the Student Minds website and  these pages on the Mind website where you can also download a PDF document. Advice directed at parents and carers can be found on this area of the NHS Choices website.

I hope you found this post useful. Please feel free to use and adapt it as you wish. I’d be interested in which resources other schools use.

Dear Santa… An education wish list

Dear Santa,

I know this is your busiest time of year, but amidst running your workshop, feeding your reindeer, checking your list (twice), and delivering all those toys, would you be kind enough to have a look at my school wish list? These are just suggestions; I certainly don’t expect everything, but some progress on one or two would be really helpful.

Invisible goal posts. Many children respond well to sporting analogies and I’d like a way to help explain how the new GCSE grades work. We could play a match where we know that there are goalposts, but aren’t allowed to know exactly where they are. Players can take shots at the end of the field and then, after the final whistle has blown, we can reveal where the goalposts were (adjusting them to allow only a few player’s attempts to count) and only then reveal the final score.

A new Progress 8 coefficient. I know I had one of these last year, so it isn’t very old, but it just doesn’t seem to be working properly. What I’d really like is a progress measure that measures progress and doesn’t get caught up in whether a school has got enough pupils doing particular qualifications.

A bucket. To be honest I’m not sure how I feel about buckets. I know they can be useful – you probably have one hanging off the back of your sleigh to clear up after the reindeer -and it seems that in English schools nowadays, everyone has to have their buckets full. The trouble is, I can’t seem to find the bucket I want. It’s called the ‘Really useful qualifications that help individual students fulfil their career aspirations, progress in life and become productive, responsible citizens within an egalitarian compassionate society’. If you could help with the search for this, that would be fantastic.

An understanding of the delegated SEND budget. My role at school is now focussed on inclusion and I have tried to understand how this funding works, but however hard I think about it, it doesn’t seem to make sense. The bible has been of some help: Jesus apparently fed 5000 people with a few loaves and fishes. This seems to equate closely to the funding model, but even in this example there is no explanation of what to do when more people turn up, undergo a lengthy assessment process, have their needs identified in an EHC Plan, and then schools receives additional funding of… well, nothing. 

A ticket to Shanghai. I’ve been hearing a lot about how well pupils do in Shanghai, particularly in maths, so I’d like to take a trip there. Hopefully I’ll be able to bring back some useful things: some resources and teaching methods yes, but also generous non contact time, a millennia-old appreciation of the value of learning, consistently high parental engagement, and an ingrained universal cultural respect for the status of the teaching profession, which also make up the full package.

Mousetrap. You know, the board game with lots of plastic bits that my mum said would only get lost. Not educational maybe but I put it on my Christmas list each Year through the 1970s. Thought I’d give it another go.

Thanks Santa, I’ll leave a mince pie, a nip of single malt, and a carrot for Rudolf by the fireplace as usual.
What’s on your list to Santa?

Picture credit: www.freepik.com