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Private candidates are students who study independently, are home schooled or enrol with a distance learning provider, to be prepared for GCSE, AS and A Level examination. The numbers of private candidates have grown significantly in recent years.  Private Candidates circumvent the school educational system.  They choose to do so for many reasons which may include bullying, health issues, exclusions, mental health.   

Private candidates sit their GCSE, AS or A Level exams privately and must register with a private candidate examination centre in England approved by AQA, Edexcel Pearson, OCR, WJEC as well as Cambridge Assessment International

Most Private candidates register with examination centres near home if possible, for convenience and accessibility.  Schools which have spare capacity during the exam series, will allow private candidates to sit their examinations at their centre, but the schools’ primary responsibility remains to its cohort.

In March 2020, the government cancelled June examinations.  The alternative? Students will receive a predicted grade.  OFQUAL set out a system by which this will be done for pupils in the UK studying towards GCSE, AS and A Levels in schools.  Teachers will decide the predicted grades for their pupils and together with and Heads of Centres agree on the rank according to strict guidelines laid down by OFQUAL.  The process is fairly straightforward, as students’ records for written assessments, mock examinations and attainment data going back several years, is readily available within the school and easily accessible to teachers. 

On the other hand, for a private candidate, no such data or evidence exists within the private examination centre.  There is precious little for the Head of Centre to draw on. Tutors may provide examples of work completed by the private candidate, but the Head of Centre will not be able to take that at face value.

The ‘Evidence and Data’ requested, include conditions which many private candidates cannot fulfill:

These are:

• A private candidate who has entered for their examination must find out whether the Head of Centre will, based on the evidence they have, give them a predicted grade.
• The Head of Centre must feel confident that they can do so with integrity based on the evidence provided.
• If the Head of Centre is unable to accept a private candidate’s entry, a transfer to another Centre may be possible, if that Centre has stronger evidence on the candidate. Or, if that Head of Centre is willing to arrange assessments to access academic ability of the private candidate,
• If all attempts fail, the only option for the private candidates is to sit the examinations in autumn 2020 or summer 2021.

Private candidates who studied with a distance learning provider should have a means of sourcing such evidence.  However, if a private candidate is independently taught, or had a private tutor, the situation is much more challenging.    A private examination centre will not have had the relationship with a private candidate that teachers naturally have with their students in school and the Head of Centre is unfairly tasked to validate data from many different sources.  Many Heads of Centre do not wish to put their career on the line for pupils not connected to their school.

It is clear that Heads of Centre are not prepared to validate work and accept responsibility to give a private candidate a predicted grade and add them to the rank of the cohort in their school, when little or nothing is known about their academic ability.  They are accepting huge responsibility,and not prepared to take the risk.   The grades given to private candidates will have to be verified by exam inspectors at a later date.

Autumn 2020 examinations have been promised by OFQUAL for private candidates who are unable to get a predicted grade, also for students in school who are unhappy with their predicted grade.  However, this requires the agreement of the exam boards, and has not yet been confirmed.

The majority of private candidates are beginning to doubt whether they will get a predicted grade in August 2020 to allow them to proceed to the next stage of their education.  

Following OFQUAL’s  consultations with schools, parents and students, a workable solution has not been agreed to allow all private candidates to be allocated predicted grades in August 2020.   Without that grade, most will not get university places or employment.    Autumn examinations are not a certainty, even if they were, it is unclear whether all subjects would be offered? 

Will private candidates have to consider a gap year? For those who have just come off a gap year – what now?   Their future, education and employment plans hang in the balance.

Understandably, private candidates feel that better arrangements for predicted grade have been made for students who fall within the school system, that is clear.  In contrast private candidates acknowledge, it is not a level playing field for them.  

Feelings are running high among those private candidates who are being refused grades by Heads of Centre.  They feel they are being treated unfairly because they have taken a different route for their education.  They have worked hard and, in many cases, gone to great expense to prepare for their GCSE, AS or A Level examinations.  They need a grade in August 2020 just as much as pupils in school.

The cancellation of examinations in 2020 throughout the UK due to the COVID-19 pandemic has created a crisis for private candidates. Many are in a state of panic.  The dilemma is that they have spent months or years preparing for their GCSE, AS or A Level examination, all of which are now in jeopardy.

Private candidates are venting their anger and dissatisfaction on twitter, Instagram and other social media platforms, joined by parents and tutors.  Jointly they view this situation as an injustice. Twitter is busy with complaints and comments. Private candidates are entreating the government and Ofqual to give them a fairer deal.

A petition has been set up asking the government to re-think its policy in relation to private candidates.

It is expected that private candidates in the BAME community will be more adversely affected by this problem.

How will this situation be resolved?  Perhaps universities will devise a plan and save the day.  Employers may be sympathetic and understanding and give some private candidates a lifeline through in-house testing?  The months ahead will be interesting.

Written by: May Fields

As you are aware The Secretary of State for Education announced that the 2020 examinations will be cancelled due to the Coronavirus pandemic.

Our teachers at Summit Saturday School hold senior posts in their schools. They are experienced and very dedicated. Those students who continued classes online, have already been told what ‘getting a predicted GCSE or A Level grade’ in 2020 means.

“Teachers” will be deciding the ‘predicted grade’, going back as far as KS2 attainment! This means that how your child performed in SATs will also be taken into account.

Articles have appeared in the broadsheets expressing concerns about the way pupils will be graded. The consensus is that children from disadvantaged groups will fare badly.

The Guardian
https://www.theguardian.com/world/2020/mar/29/cancellation-of-gcse-exams-unfair-to-some-students

The Financial Times
https://www.ft.com/content/f3935c02-6abe-11ea-800d-da70cff6e4d3 via @financialtimes
as well as other broadsheet publications including, The Guardian, Telegraph, Independent.

The SUTTON TRUST has called into questions the validity of predicted grades in relation to underprivileged children. This would include ‘looked after children and minority groups”. It is felt that these grades have regularly proved inaccurate amongst poorer, high achieving students.

https://www.theguardian.com/world/2020/mar/19/fears-that-cancelling-exams-will-hit-black-and-poor-pupils-worst

Strictly speaking there is no bias from an examiner whose task is solely to judge the student on what is presented in their answer – a fair system. This anonymity disappears when your teacher has the responsibility to decide your grade! It questions what other factors will come into play. Black and disadvantaged pupils fear this subjectivity the most, and it is a relief that pupils will be able to question and appeal their predicted grade. Consider how often predicted grades for ethnic minorities have proved inaccurate! Furthermore, there are fears that cancelling 2020 exams will hit BAME and poor pupils worst. BAME sector always appear to have the greatest challenges in education, though in the main they tend to surmount them.

Taking data from as far back as KS2 can be problematic and risky for some students, especially those in state schools who may not take their education seriously until they are in Year 10 and realise what is at stake.

Given an option many pupils may not choose to sit end of year examinations, because not only are they stressful, but they are not fun. However, at least they can put in a massive effort and when they write their exam and submit the script, it is anonymous. The examiner does not know who you are from Adam!
This is a fair system which evolved over the years to eradicate any question of bias.

Assumptions:

Some parents are of the opinion that the ‘predicted grade’ will relate to a student’s performance in the recent mock examinations and they may even feel a sense of relief that there won’t be any examinations in June 2020, but that is not the full picture.

It is important to consider the components of the predicted grade. The data that will be used goes further back than secondary school:

Your child’s performance in their SATs test in Primary
The attainment level that was achieved at KS2
Recent mock exam grades
Coursework marks

Students know that mock exams are important but how did your child approach them?
Nonchalantly?
As a ‘trial run and a tool to measure how much more effort is required to get the target grade they anticipate?
Were they expecting to use the Easter Revision period to help enhance their final results?
Whatever the attitude at the time the mock examinations were written, will now have serious implications.

Possible Consequences of cancelled exams?
Students may have been lulled into a sense of complacency and downed tools, rather than remain focused and committed. If students stay on track with their education through this period, it will reap rewards in the future. It is unlikely that a good sixth form or college will want to re-educate a new intake.

What happens if you are not happy with the grade your child is given? What can you do about it?

Students can appeal. Those who do, will be able to take an examination when schools reopen if they have challenged the grade they have been given, without time to prepare, to prove that they deserve a higher grade.

This could take place in their current school if they are staying on to 6th form or in college or any other establishment for Higher education.

Another area of concern is what will happen when students apply to take A Level courses in 6^th Form? Given the length of time off school, how will this affect their chances of being selected for the specific course they want? Will they be prepared for a test?  These are matters that should be considered now, not after your child is given a grade, be prepared and arm yourself with options.

It has been announced that there will be an opportunity to sit examinations in the autumn term

Solutions Summit Saturday School provide:

Our teachers are qualified to teach and able to provide high quality lessons in the following subjects:
• 11, 12 Plus and 13 Plus Preparation
• Key Stage 3 English, Mathematics, Science
• GCSE English Language
• GCSE Mathematics
• GCSE Science
• A Level Pure Mathematics (AQA, Edexcel)
• A Level Further Mathematics (AQA, Edexcel
• A Level Chemistry (Edexcel)

How to make your revision awesome and productive

1. The first and most important task of all is create a personal home study timetable. You would not drive to a new destination without a map! Your timetable will help you achieve the goals you set for each subject.

2. When creating your timetable start with topics that you find most challenging, break them into bite size chunks. It’s easier to learn that way.

3. Have all the resources you need close at hand. It’s a real concentration buster if you have to leave your desk and go looking for a particular book or need to call a friend to borrow it.

4. How do you learn? Do you need visual images, colours, videos – include the specific aid in your study resources.

5. Because everyone is different, think about the best time of the day for you to revise. When do you think you learn best? Is it in the early morning when it’s very quiet, in the afternoon or late evening? Know what works for you.

6. Take some exercise, before, during and even after your revision. The choice is yours. You do not necessarily need to go to the gym to work out or swim but, can also exercise indoors, using your favourite exercise program on You Tube or a program you have designed yourself (press ups, breathing exercises, jumping jacks etc).

7. Listen to music while revising – it is a powerful aid to concentration particularly if it is music you have an affinity to, for example, classical, Japanese, opera. It also makes you feel good about what you are revising.

8. Drink water! Lots of it because it aerates the brain and helps with the retention of facts.

9. Feed your brain. Choose healthy snacks such as carrot sticks, cucumber, and eat lots of fruit.

10. When you go to bed try to have a good night’s sleep and enough of it.

11. Start your revision in good time, two to three months prior to your exams and avoid last minute cramming.

12. You have heard the phrase “all work and no play makes Jack a dull boy”. Factor fun into your day. This can be watching a comedy program, or meeting your friends to play sports. Anything that will lift your spirits, make you laugh and feel good about yourself and the studying you are about to do. You will be far more productive.

13. Equipment. Sharpen pencils, have at hand highlighters and pens that work, an exercise book or notepad to jot down those essential fact. It’s a good idea to have one notebook for each subject.

14. Mind-map if you know how. It’s a very powerful tool for the memory.

15. Location. In the summer months some students like to revise outdoors during the day, in a quiet area in the garden, or even in the park. Those who study early in the morning tend to choose their bedroom or an area in the house where they find it easy to concentrate. Whichever, there is power in “sitting at the same place, at the same time” each day. You are training your brain to be ready to absorb information at this specific time and in this specific place.

16. If you find you are studying a topic and get stuck or cannot assimilate the information. Walk away from it for a few minutes – do something completely different and then return. You will find that you look at the problem differently- a lightbulb will “switch on” and you are likely to find the solution. It could also be that your brain is telling you that you need a break. Take a cat-nap. You must however be disciplined and not make the cat-nap a 3 – hour sleep. Set your alarm. Feeling refreshed you will be much more productive.

17. This may seem obvious but, SWITCH off your mobile phone the moment you start your revision.
18. Some people prefer to study in a cool rather than hot room. Know your preference and ensure that the conditions are right for you.

www.summitsat.co.uk

Key Stage 2 SATs and Attainment 8 – Why SATs is important for every child in primary school.

SATs are tests that are given to primary pupils twice during their time at primary school. The first is at the end of KS1 (Key Stage 1) which is in year 2, and KS2 (Key Stage 2) which is at the end of Year 6. They are commonly known as SATs but are also referred to as End of Key Stage Tests and Assessments. Not every school uses SATs, some independent schools may not, but they will offer an alternative equivalent to measure their pupil’s ability. SATs are used to measure and assess pupils understanding of maths, reading, and grammar and punctuation.

SATs are useful in recognising a pupil’s strengths and weaknesses, and to find gaps in their understanding. It gives schools and teachers the ability to compare how students are doing in comparison to each other – in the same school and throughout the nation. They also show how students have improved and progressed since the Key Stage 1 SATs and offer a predictor for success in their GCSEs. Nationally, they help pinpoint schools that may require assistance if their results are lagging, or alternatively, pick out the schools that are doing well.

Attainment 8 was introduced to measure pupil achievement across eight qualifications. These are maths, English, three more subjects that count towards the English Baccalaureate, and three more that count towards GCSE qualifications. The pupil is assigned a score for each of these subjects and this is then totalled to work out the Attainment 8 score. This system was introduced in 2015-2016 to measure pupils progress at the end of primary and secondary school. This gives the ability to compare scores with other pupils and it helps encourage schools to offer a broad range of subjects.

At first all pupils are grouped when they join secondary school according to their Key Stage 2 results so the pupils start from a similar point.
This is done by calculating the average scores in KS2 levels English and maths. Next, Pupil’s Attainment 8 score is calculated by the GCSE score attained. Using these scores, the pupil’s Progress 8 score can be calculated, and finally the schools progress score can be worked out.

As a parent of a primary age pupil and given the focus on league tables it is a good way for secondary schools to recognise able pupils who are likely to do well in GCSE examination.

SATs are very important for your child’s education, don’t underestimate it. They can be used to recognise your child’s ability and then predict how they will do up until A levels. This can lead to your child being grouped according to levels and potential achievement when starting secondary education. A low SATs score will then mean that your child could be offered less educational opportunities than a pupil who has a high SAT score.
While not the end of the world, as pupils can raise their performance whilst in secondary school, it is important to help and encourage your child to study in preparation for the SATs. Achieving the best mark they can in SATs will boost their confidence and lead to richer, better education as they get older and move through secondary school stages.
Gentle encouragement at home and/or tuition at a recognised centre or Saturday school (for parents who are extremely busy), can help to boost your child’s SATs score. The benefit to their future education can be considerable.

Summit Saturday School: Contact us on 0207 193 4186

www.summitsat.co.uk

New GCSE, AS and A-levels

Changes made by the Government to the exam system and qualifications mean that only the new qualifications which have been accredited by Ofqual can now be offered by awarding bodies. It is important to check with your Course provider that you are studying for the correct qualification.

GCSE Changes

9-1 Grading

The most significant change for the New GCSEs will be 9–1 grading, rather than A*–G. Grade 9 is the highest grade, higher than the current A*. The grades will be used for the first time in 2017 exam results.

Progress 8 Is another important change to  GCSEs. It measures a student’s progress between Key Stage 2 and Key Stage 4 over eight key subjects. Progress 8 essentially shows whether a student has performed to expectations. It is based on a value-added measure using Key Stage 2 English and Maths as a baseline.

A Level Changes

AS levels will be stand-alone qualifications and will no longer contribute to A-levels.New specifications will be examined in 2018.  Individual candidates cannot be entered for both new and outgoing specifications in the same subject.

A new set of GCSE, AS and A Level qualifications have been developed, though some old qualifications remain.  This has been the case particularly for low or declining entries, indicating that a qualification no longer meets the needs of students.  Some candidates will be disappointed, though for students who have taken these qualifications in the past, a suitable alternative has been suggested.  Since these changes relate to all Awarding Bodies – a list of those discontinued subjects will be found on their individual websites for both GCSE and A- Level.  Re-sit opportunities for GCSE and A Level discontinued subjects are available in 2017 and 2018.

What did the changes mean for A Level students?

The BBC News website offered an insight as thousands of teenagers prepared to sit the new GCSE and A Level examination for the first time in 2017.

Were the changes necessary? Why were these change brought in?

The change was brought in by the former Education Secretary Michael Gove with the intention of making the exams more “fit for purpose” – or harder. The new AS- and A-levels syllabuses have been phased in across schools in England from September 2015. The DfE says: “The content for the new A-levels has been reviewed and updated. Universities played a greater role in this for the new qualifications than they did previously.”

What is happening to AS-levels?

The AS-level is being decoupled from the A-level, which means it operates as a stand-alone qualification and the results do not count towards A-level grades – although in Wales and Northern Ireland, they will still count towards an overall A-level mark. Provisional figures from the Department for Education show that the number of entries for AS subjects has fallen by 42%in 2017. Association of School and College Leaders general secretary Geoff Barton said it “sounded the death knell for AS-levels”. “The great benefit of the old system was that it gave students a broader range of knowledge and allowed them to keep their options open for longer,” he said.”The decision to decouple these qualifications was an entirely unnecessary reform, which is narrowing the curriculum and reducing student choice.”

Which subjects are being phased in and when?

This year, new A-level qualifications were taken in:• art and design• biology• business• chemistry• computer science• economics• English language• English language and literature• English literature• history• physics• psychology• sociologyIn  2018, candidates will sit the new A-level qualifications in the following subjects: • ancient languages (classical Greek, Latin)• dance• drama and theatre• geography• modern foreign languages (French, German, Spanish)• music• physical education• religious studies.

In the summer of 2019, new exams will be sat in:• accounting• ancient history• ancient languages (biblical Hebrew A-level only) • classical civilisation• design and technology• electronics• environmental science• film studies• further mathematics• geology• government and politics• history of art (A-level only)• law• mathematics• media studies• modern foreign languages (Arabic, Bengali, Gujarati, Greek, Japanese, modern Hebrew, Panjabi, Persian, Polish, Portuguese, Turkish, Urdu)• modern foreign languages (Chinese, Italian, Russian)• music technology• philosophy• statistics

How have the teenagers involved coped with these changes?

Young people and teachers have told the BBC that preparing for the new qualification has been stressful, especially as there were no past papers to refer to and some text books were written before some of the syllabuses were finalised.  Rosamund McNeil, from the National Union of Teachers, said: “The upheaval of a hastily reformed curriculum and the changes leading to a reduction in much of the coursework elements, created unnecessary stress and concern for pupils and teachers alike.”While results nationally may have remained in line with those in the previous year, some schools and colleges will no doubt see considerable variation. “The volatility around results and the accountability measures which use them can have damaging and unfair consequences.

“Comment:

Change is inevitable, however, for private candidates in some respects these changes have been particularly difficult as they struggle to understand the new rules.  Candidates attempting to take A level Chemistry, Biology or Physics have experienced barriers, under the new rules.   Particularly in relation to the new procedures for practical experiments.

The UK has slipped in the Global Education Rankings and the Government is keen to redress the balance.  GCSE and A Level Reforms are aimed at moving the UK higher in the global education tables.

GCSE Exam Grades Have Greater Significance

GCSE C grade in English or English Language is compulsory for Apprenticeships.  A minimum C grade in English, Mathematics and Science is essential for university admission, teaching, and in many cases, employment.

GCSE Reforms means that some familiar examinations will be disappearing.  These examinations are offered as a ‘final re-sit opportunity’ in June 2017 exam series. The new (9-1) specifications are very different, for example, the new GCSE Mathematics qualification comprises 3 papers, as opposed to the current 2 papers.

A few of the most popular examinations being withdrawn in June 2017 are listed below, (this is by no means an exhaustive list):

GCSE Mathematics

Edexcel: 1MA0

AQA: 4365, 4360, 9370 and 9365

OCR: J562, J567

GCSE Science

The current specifications are being replaced with Combined and Single Science New Specifications

GCSE English

Edexcel:  5EH2H

AQA:  ENG1F, ENG 1H

OCR:  J350, J351

A Level Reforms

Quite a number of “Old Specifications” for AS and A2 are being withdrawn and replaced with “New Specifications”.  These include:

Legacy specifications:

Biology 1411, 2411

Chemistry 1421, 2421

Physics 1451, 2451

This is also the final opportunity to carry-forward ISA marks from previous A Level examinations.

Changes to some GCSE’s, AS and A-Level qualifications you should know about

New GCSE’s will be linear and graded (9-1), rather than A* – C.  If you are not aware of these changes it is important to visit the website of one or more of the awarding bodies, AQA, Pearson Edexcel, OCR or WJEC.

C grade in English \ English Language, Mathematics or Science is compulsory for Apprenticeships, Higher Education, Teaching, University and even employment.  Some employers are making it a condition of promotion that staff have a minimum grade C pass in Mathematics.

How will these changes affect you?

Some familiar examinations will be disappearing and are only being offered as a ‘final re-sit opportunity’ inthe June 2017 examination series.  If you need to re-sit any of these examinations mentioned above, don’t miss out.  The new specifications are very different.  For example, the new GCSE Mathematics qualification comprises 3 papers as  opposed to the current 2 papers, calculator and non-calculator.

A few of the most popular examinations being withdrawn are listed below.  This is by no means an exhaustive list.

Mathematics

Edexcel: 1MA0

AQA:  4365, 4360, 9370 AND 9365

OCR:  J562, J567

English

Edexcel:  5EH2H

AQA:  ENG1F, ENG1H

OCR:  J350, J351

A Level

Legacy specifications:  Biology, Chemistry, Physics  all have a final re-sit opportunity in June 2017.  Other subjects being withdrawn include Business Studies and Economics.  These subjects are being replaced with New Specifications.

AS Level – is it worth studying?

In a nutshell, the value of an AS Level is significantly reduced to (40% from 50%) and as a standalone qualification may not be accepted by many universities or institutions of higher education.