My daughter's a level teacher just threatened

[LNSL]

not to even enter her for her a level exam. Seems a little harsh no? She's in the lower sixth. Got an E on a recent test, which I thought was decent enough.

What do you think to this?

Why? If there are documented mitogating circumstances, then the teacher is out of order. If she just CBA then she ought to step up or step out, really

I think the OP's previous post explains that it's through anxiety.

My son just got a U in his first 2 psychology essays. He was allowed to retake and got D and C. He underestimated the factual content and revision required and hasn't yet got used to the style required after a much more discursive style in English GCSE. I am hoping he'll get a C in the end. It's his weakest subject by far.

My lecturer at college told me that he wouldn't enter me for the exam in a bid to get me to buck my ideas up- it worked!

Psychology should be quite easy for her to learn how to achieve better.

It's quite a specific way of writing that can be learnt. And then to apply the formula of how to answer questions to each case study.

She may find it helpful to look at her exam board (I did OCR) and anything online to support her.

Ah, I did psychology a level way back in 2000. It was pretty much memorising stats and case studies. You need a good memory.

An E is woeful.

I suspect the teacher is using it as a kick up the arse, but if your daughter doesn’t improve then there is no point her taking the subject, and the school won’t want the bad grade on their books.

My children are a little older (eldest 30 and youngest 21) but I am really dispirited about the way in which some posters are talking about grades and piling pressure on. It is no wonder that we have a generation of stressed children. It's great to do well, but isn't it more important to understand the subject and what is happening here? I think psychology in particular can be a surprise for some as it has a high statistical content and methodological approach. The upside of this is that it lends itself to the specific approach that itsgettingweird and Chatterpie have described. I think OP that the question I would put to the teacher is to ask him/her what their assessment is about the reasons, and how they can help your daughter.

@Chatterpie

Ah, I did psychology a level way back in 2000. It was pretty much memorising stats and case studies. You need a good memory.

DD did psychology to AS level, and that was pretty much the type of stuff she had to learn.

I don't think it is too late to come back from this @LNSL. DD had to make a lot of notes from her textbook for homework, as well as answering set questions. With the right books and support she could improve her grades.

For the record, she hated psychology and dropped it after AS levels.

I remember doing Maths and Physics AS levels because I had achieved a A* and A at GCSE and really liked the subjects.

I was struggling from the beginning and was getting Es and Us in tests. I remember asking my teacher to drop maths but he said I would catch up.

I ended up getting a U in maths and an E in Physics at AS and had to redo the year because I didn’t want to take the E into my A level year and could only drop one subject.

So I’d ask if she enjoys the subject? Why does she think she got a low grade?

I would think they would have only been tested on what they have learn so far so what parts does she think she needs extra work on?

I don’t think it’s dire at this point to get an E but if she’s really struggling already it might be difficult to improve. If she didn’t revise as much as she could have for the test or generally understands the work then that’s different.

Some ahem, interesting thoughts here.

A levels are graded A* - E. These are all passes. Anything below an E is a U, ungraded.

A levels are not easy. Grades are different from when some of us took them - I got ABB which was the second best grade in the year at my all girls grammar school, which would look ok but far from amazing today. But AAA or above is, yes, still a tough ask.

MFL is mentioned by a pp - my subject, yes I had to write about several books but in English - you now write about a book and a film (or two books) in target language, and yes, do the research project for your speaking exam. It's not an easy exam.

Op I think what some (teachers) are saying is that the year 12 content is easier so to be scoring E on it doesn't bode well. DS2's maths teacher said he was getting A on the yr 12 content but overall he predicted him a B as yr 13 work is so much harder.

You say academics aren't everything - but of course they are vital in sixth form. Sadly teachers are teaching to pass an exam rather than to foster a love of learning. Wish it were different but hey.

@Ihatemyseleffordoingthis

" strongly suspect that they are worried about their league tables. This subject tends not to get grades any lower than a C."

An "outstanding" 6th form college up the road from me was found to have been "discouraging" anyone not getting excellent grades from being entered into mocks. The principal had to resign.

An E is not a great grade but it not a fail. In the current moment to threaten a student in this way is worth complaining about

For most schools -this is bollocks. We don't care about league tables we care about students doing their best.

I haven't read all the posts but the use of the term "threaten" to spell out consequences or possibilities should things not improve eg not entering or being asked to leave an a level course if you are failing it -is emotive language and not helpful. From the brief comments I've read- your daughter is in Year 12 -thus has missed nearly a whole year of schooling -including much of Year 11. Now in lockdown again -she is not submitting work of a high enough standard and suffering with anxiety. Sixth form and A Levels are not the answer to all post 16 choices. Yes, post 16 is compulsory but look at practical courses, a tutor, students must catch up on lessons missed -look at doing 2 a levels and spreading the load etc or a 3 year a level course etc.
The teacher has the reality of the student, anxiety, non attendance at lessons, poor results -these are not their sole responsibility. They can not do the work and magic results for them. Neither is anxiety for which the teacher can "allow" for in their marking etc. If a students has constant level D,D,D in tests and a C -and then has a panic attack day of the exam and medical anxiety we can go to the exam board with evidence etc. But it sounds like your daughter has missed a lot of work, already. Maybe the E was with positive marking or an easier test. Ours are standardised but there will be no AS Level at the end of this year -teacher assessment only and what are all the teacher assessments so far -if they are X,X,X,X,E,U,E -you have a problem no evidence for a grade.
Your daughter post 16 -her choices. And yours.

I've had great year 12 students who have got the bare minimum at GCSE and excelled at A level and others that got level 9 in year 11 and bombed at a level.

The teacher is the professional -listen and discuss. But A Level entry is not an automatic right -poor attendance, failure to engage, submit work, take on board feedback and a whole host of other reasons -are reasons to consider removing the students from their a level course.

I once had a student sign up to sixth form and he put his feet up every lesson and did NOTHING. Attitude was "my parent insisted I did A Levels" -and I'm not doing -he didn't want to do it but go to college. He lasted 6 weeks and then after a few various interventions and chances to change he was given the boot.

I would talk to the teacher honestly and directly:

1. how many lessons have they missed
2. have they caught up on the work in those missed lessons
3. did they have a reason why they didn't attend -is attendance going to improve?
4. What work is currently outstanding? 5)What assignment are currently outstanding? 6)What are the tests / marks so far? including x for not submitted?
5. Can you support at home with resources? revision guides? tutor etc?
6. Can you review after half term and make a decision then?

Those sort of discussions with the teacher -and bypass the students -talk to the teacher direct.

My DD is year 12 and a lot of children are getting low grades in their assessments. Apparently it’s quite common at this stage but by they are supposed to improve by the time they actually do their A-Levels next year.

I don’t think an E is good grade for the final exam but we were told by the school it’s good at this stage.

I would ask to speak to the Chemistry teacher and ask if there was a genuine concern and what you can do to help.

Sorry I meant Psychology not Chemistry

How harsh everyone is.

I'd like to see there a level grades

Thanks to everyone for their comments and advice. I still think she can turn this around if she can attend lessons (online of course) and catch up on some work. Apparently she is expected to get a B in this subject, so obviously the E grade was way off what was expected.

@NoToMisogyny

An E isn’t really a pass. Everyone knows that.

I can't believe some of the comments on this thread. Of course E is a pass! It's just not a very good pass.

A levels, like GCSEs are designed to cater for students with a range of different abilities. They are not only for those who can get A*s and As.

Whether it is worth doing a subject in which you are likely to get an E depends very much on the circumstances, or course. Someone getting 3 Es won't get to Cambridge, but they will still have 3 A levels.

If the OP's daughter was in the upper 6th, no doubt she would be more concerned. As it is, especially given the start this cohort have had to their 6th form studies, I'd have thought that it was a bit early to suggest dropping the subject. Of course the teacher will have a much better idea of her ability and aptitude.

@LNSL

Thanks to everyone for their comments and advice. I still think she can turn this around if she can attend lessons (online of course) and catch up on some work. Apparently she is expected to get a B in this subject, so obviously the E grade was way off what was expected.

Honestly op, from what I remember of psychology a level it's mainly a case of memorising the text book. I don't think lessons were much more than going over the material.

She needs to read the textbook, take notes, read the notes, read the book again, make more notes, and memorise.

She’s only a term in and it’s not been a great start for any of them.
Give her time.

Chatteris is correct. Memorising the textbook is how DD achieved an A at AS level. And she isn't that great at essay writing.

The A-levels were reformed in 2015. So anyone taking the exams before then are talking about different qualifications.

OP if it is just this one test or have her scores always been low? If her anxiety is bad is school and a-levels right for her this year? Would a year out and then starting again in September be better? Or does she just need to really get her head into her school work?

Thank you TheLetterZ I wasn't sure when the reforms took place. My niece took 4 A levels when they were coupled with AS levels, so she basically took 4 half A levels in year 12 and 4 half A levels in year 13.

DD took 3 A levels in 2018 and sat 3 full A levels (the equivalent of 6 x half A levels)

It's common practice in selective schools to manage out pupils with insufficient grades. There was an article about a grammar doing this during y12 so they can look good in league tables.

Talk to your dd- did she revise the right topic? Did she revise? Was it her best or could she get higher if she sat the same test in a week? Sometimes there's one off annoying circumstances like the person sitting next to her constantly blowing their nose or something.

My dd is in y13 and doing psychology A-level and getting top grades but she did GCSE and learned the correct exam techniques which makes the world of difference. When the teacher goes over the test get her to take note of the important exam technique pointers. Memorizing the studies only goes so far.

Dd is planning to study psychology at a RG uni and needs AAB. You might want to look up the course you did and see what the requirements are now because chances are it will be higher.

Yes but what many universities say they need and what they will accept in practice are two very different things.

I gather some pretty low grades are accepted through clearing these days, (not thinking so much of 2020, which was obviously different) because many universities are looking to fill places and the number of 18yr olds has fallen.

Sorry, but the days are long gone where you could get a place in clearing with EED. I agree that what they take students with and what they say they want do differ but we are generally talking perhaps managing to get a place some where for a 3 year degree with CDD at worst. And gaining that place (unless those grades are a result of the now dwindling unconditional offers) would involve a lot of scrabbling around and stress on results days.