GCSEs 2018 (3)

[mmzz]

Following on from:
www.mumsnet.com/Talk/secondary/3113917-GCSEs-2018-2

Mmzz - I was trying to explain that to dh but even though he's an FE teacher he can't see how that would happen. I mentioned targeting the best teachers & revision sessions but how in practice do schools prioritise the Grade 4/5 borderliners over the 7/8 students that I can explain to dh.

(The conversation came up as our catchment school have appalling progress figures for its high achievers, only 50% of them get Grade 5 or above whereas a really high percentage of low achievers get Grade 4.

mmzz I don't find that surprising at all! Whilst I would be the first to say it is more important to ensure that as many DC as possible come out with a 4/5 than it is to push DC over the 7/8/9 boundary, the latter should be given some guidance and not just left to figure it out for themselves.

You know I've come to the conclusion that schools just concern themselves with figures. I.e oh we got 100% a-c or 4-9. But what they don't tell you is just how many got the a or the c/4/5. Pupils reaching their FULL potential especially at the top end seems way down in their criteria.

The progress 8 was supposed to sort this out. It looks like it hasn't succeeded, mainly because it relies on measuring progress from the KS2 SATS and thinks high performing was a level 5.

What annoys me is that the same teachers who are completely against selective schools are the individuals who will happily let more able DC fail to meet anything like their potential. Or who think meeting their potential means getting an A-A* (in old money).

Presumably though the teachers are doing everything in their power in lessons to help all the kids? So if they are teaching top set English they will be focussing their time on the 7-9 grades? Or are you saying that even in lessons the pupils aren't being told 'this is the sort of thing to do to get the really top marks'?

But if they are willing to do interventions for pupils in their unpaid for time such as after school, or half terms or Easter holiday surely it is reasonable that they focus interventions where it will have most future benefit for pupils, ie in getting lower set pupils a pass grade in preference to pushing a 7 to an 8 or an 8 to a 9?

The teachers tell the kids in lessons what is required for better marks, and top set lessons do include 7-9 advice. However, when they set work and Ds writes down an answer, DS has no idea if its wrong or right unless it matches the sample answer. The teachers won't look at the work the top set do, and they certainly don't mark it and offer feedback. So, unless DS's answer is the same as the sample answer, he's just guessing whether he is on the right track or not.

I'm not sure what's more common but I've always been a bit suspicious about the league tables and this kind of thing is a direct result.
I do know that at DS's school the top sets are pushed to get the 7-9 grades - Ofsted is focusing on progress across the board now and it was the reason the school got an Outstanding rating last year. If the schools are inspected and are only teaching what you need for grade 5, their next inspection will be a shock to them. The problem is that schools that got outstanding some time ago (and haven't been visited) are possibly complacent.

TeenTimesTwo I can only speak for DS's school(comp) and although he's in all top sets, the ability range is still very wide and so teaching is pitched to the lower end. I bought DS the CPG revision guides for science and when he compares this to the lesson it has highlighted the material that hasn't been taught or just not taught to the required depth, so if he didn't supplement his learning then no way would he be able to get a 7 let along higher.

Although I have to say the English Dept is fantastic but at the same time it highlights that none of the other departments come even close to what the English Dept are doing.

No doubt in a couple of years when teachers are more familiar with the syllabus and what the examiners are looking for things will improve but that's of little comfort to DC going through it now.

Our local school was in special measures for 4 years & has just reached the dizzy heights of Requires Improvement. its in the list of Worst 100.

Hence why my two don't go there.

Fair enough BlueBelle . I know our comp did revisions sessions for differing levels for things like English & Maths, but I didn't realise that the top set would have such a range.

mmzz - What is the point of having a teacher if they dont look at the work or give feedback ? How can DC get motivated without such feedback or have a desire to complete the work if it is not marked.

Sostenueto have emailed you!

TeenTimesTwo we live in quite a rural area which also qualifies DS for reduced offers due to the low numbers progressing to HE so probably explains the wide ability range.

Many thanks Bluebelle 123, I will have a look at the website

Thank you looseattheseams have replied!

I seem to have the opposite problem to most of you in terms of lots of support from school (revision classes 121 etc - most of teaching is level 7-9 A/A across the cohort because its a selective school where 70% + are expected to get A/A ) but I have a DD who is just content to pass her GCSE's even though she's very able.

I just wonder if not having a career focus goal has some impact - she likes DT/Physics and has expressed an interest in Forensic DNA and maybe teaching but there is no motivation to get those higher grades. ...I think I am starting to get DC motivation envy ....

@Teenmum60 well don't get it for DS! He wants the higher grades but thinks that the work required is always best done at some time other than now.

It is just about not understanding the world, isn't it? My DS and your DD aren't grasping that doors don't just swing open for you as and when you feel like going through them. You can make a difference by putting in effort and no one wants you working for them / going to their school / university if you are lazy, even if its clever, but lazy. DS just hasn't got that into his head yet.

I just dont get it....we are giving DD the best education we can get in our area - she is very much well liked by most of the teachers (comments like very understated in her reports and a pleasure to teach).

** sums up my DD - thinks that the work required is always best done at some time other than now.

Well! Got a phonecalls from HOE department! Apparently several other parents have fired off emails! My Dgds school has two halves of the year. So 2 top classes etc mirror image for each half etc because the year group has 8 forms, 4 in each half then the group divisions etc. It seems that only my dgds top set is not doing well. So she has decided to have a meeting with disgruntled parents and the teacher to see what can be done. In the meanwhile dgd has a one to one lesson every Friday till exams at lunchtime to assist her. So success! Lots of profuse apologies from hoe and also not happy with comment about getting a tutor, in fact, furious would best describe her reaction. Also she (hoe) tells me my DVD was only 2% off a 6 in mocks and said not to worry so much. I said why didn't teacher tell me that last night! So she said all will be sorted meeting after school Tuesday. So will have to trek the 37 miles to her school! ( worth it to see what happens)

@Sostenueto Maybe your school put the worst teacher in the top set. Maybe there is a solid logic to that, along the lines of giving the best resources to those who will most benefit from it (3s turned into 4s and 5s). Who knows?

It sounds though as that teacher is about to undergo her own intervention.

Gotta feel sorry for the teacher (briefly!)

Its good that the school listened and then acted, you must be pleased Sostenueto.

Sostenueto I like the sound of the head of English, though!

Yes pleased the school got back so quick and yes the hoe was really nice and put me at ease and calmed me down. I thought I behaved reasonably which makes a change as I usually go off on one!

Looseattheseams think I might have messed up reply to your email the reply may be under the title Cleo a helping paw! I'm no good with technology!