Gcses

When Boris Johnson talked about trusting teachers, I suspected that the government must be desperate. Trust is not a word I have head much in my 25-year teaching career. I am no longer trusted to go into a GCSE exam hall to look at the paper that my class is sitting in case I somehow manage to undermine the integrity of the exam. But that was 2019. This morning Gavin Williamson confirmed that this year, it will come down to me and my colleagues in school. There will be no exam papers, no external markers, and certainly no algorithms. Before the pandemic we weren’t even trusted to mark coursework for

We have to talk about the schoolgirl who was disqualified from a GCSE exam on the grounds that she had made ‘obscene racial comments’ about Islam. This bizarre incident is being chalked up to overzealous wokeness on the part of some GCSE examiners. But it’s more than that. It tells us a bigger story about 21st-century Britain and the creeping criminalisation of any questioning of Islam. Too many institutions now believe it is their role to monitor and even punish anti-Islam ‘blasphemy’. The girl — Abigail Ward — is 16 years old and a strict vegetarian. In her GCSE Religious Studies exam she wrote some critical comments about halal meat.

The Department for Education (DfE) published its finalised data on the 2018 GCSE results last week, revealing that, for the second year running, white pupils are doing worse in English secondary schools than any other ethnic group. According to the new Progress 8 measure, which assigns a score to GCSE entrants based on how much progress they’ve made between the ages of 11 and 16 relative to children of similar abilities, Chinese pupils do the best, with a score of 1.08, Asians are second (0.45), then blacks (0.12), mixed race (-0.02) and, bringing up the rear, whites (-0.10). What that score means is that on average white children are behind

A paper published last week in an academic journal called npj Science of Learning attracted an unusual amount of press attention. It looked at the GCSE results of 4,814 students at three different types of school — comprehensives, private schools and grammars — and found that once you factor in IQ, prior attainment, parental socio-economic status and a range of genetic markers, the type of school has virtually no effect on academic attainment. Less than 1 per cent of the variance in these children’s GCSE results was due to school type. I should declare an interest, since I was one of several co-authors, along with the distinguished behavioural geneticist Robert

The amount of nonsense being talked about the new GCSEs in English and maths, whereby exams have been graded 9-1 rather than A*-G, is astonishing. The new grading system is ‘gibberish’ and will cost young people jobs, according to the Institute of Directors. The NSPCC thinks greater differentiation at the top end, with 9 being worth more than A*, will take a terrible toll on children’s mental health, while Mary Bousted, the General Secretary of the Association of Teachers and Lecturers, says the new system is ‘inherently ridiculous’. ‘To put 1 at the lowest and 9 at the top when the grades go alphabetically in a different order from A*

The Education Policy Institute (EPI) has just published a report looking at the attainment gap between disadvantaged and non-disadvantaged 16-year-olds in England — and the news is not good. While the gap has narrowed by three months since 2007, it is still 19.3 months. That is to say, it is as if disadvantaged pupils have received 19.3 months less schooling than their peers by the time they take their GCSEs. For the persistently disadvantaged, i.e. those who have been eligible for free school meals for at least 80 per cent of their school lives, the gap is 24.3 months. Most people’s instinctive reaction to this news will be frustration and

Picture the scene: an Englishman loudly-ordering food in a Parisian restaurant. The waiter rolls his eyes at the customer’s stubborn commitment to soldiering on in English, and everyone in the-vicinity has the good grace to look suitably embarrassed. This may sound like a tired 1970s stereotype. Except, tragically, it’s just as likely to serve as a prophecy for our future. Three quarters of the UK’s residents are unable to hold a conversation in any language other than English. This reluctance — or lack of interest — is echoed in this summer’s academic results. This year the number of entries to French GCSE exams fell by 8.1 per cent compared to 2015,

Congratulations to all those free schools who got their GCSE results this morning. We don’t yet have the full picture, but early reports are good. Top marks to Tauheedul Islam Boys’ High School in Blackburn, a free school that opened in 2012. Ninety-five per cent of its pupils achieved five A* to C grades in their GCSEs, including English and maths, a metric known as ‘5A*–CEM’. To put this in context, last year’s 5A*–CEM national average was 56.1 per cent. Another school that has done well is Dixons Kings Academy in Bradford. It was one of the first 24 free schools to open in 2011 – it was originally called

Every year without fail, as the trees start thinking about losing their leaves, the papers are full of the same photographs and the same stories. The pictures are of groups of teenagers grinning triumphantly — hugging one another or throwing their exam results in the air in joy. What we have just experienced is exam results week; or, to be precise, results fortnight: first A-levels and then, one week later, GCSEs. GCSEs lead to A-levels, A-levels to university (and yet more exams) — and then at the end of it all? Well, that’s the next obstacle. But for parents, as well as children, the endless tests can be incredibly confusing.