Examination Advice

 

 
 

Year 10 GCSE advice

GCSE Examination Grades

Grades available for GCSE Courses are A* A B C D E F G U.

Grades A* to C are the normal entry qualifications for A level courses and university entry. Entry into the Dereham 6th Form College requires 5 A*- C grades to embark upon A level courses.

Grades A*- C are often mistakenly spoken about as ‘pass’ grades. This is incorrect and was never the intention. Grades D - G can qualify pupils for many college courses, training schemes and certain jobs.

Tiers of Examination Entry

Most examinations have tiered papers. Pupils sit different papers according to the level of ability in a given subject.

Where there is a single tier of entry the full range of examination grades can be awarded.

Where there are two tiers the Higher Tier grades are in the range A*- D and the Foundation Tier grades in the range C to G.

In Mathematics there are three tiers, Higher with grades from A* to C, Intermediate with grades from B to E and Foundation with grades from D to G.

It is important that the correct decision is made about the level of entry. Entering a pupil for too low a tier results in underachievement. Entering for too high a tier, however, can mean that no grade is awarded at all.

Final decisions about levels of entry are made during examination entry time in January of Year 11. Where pupils are setted from the beginning of Year 10, however, work may be geared to a particular tier of entry from the outset.

Number of Tiers
Subjects
3
 Mathematics
2
 English, English Literature, Science, All Technology subjects, All Modern Languages, Geography, Media Studies, Sociology.
1
 Art, Physical Education, History, ICT, RE Short Course.

Coursework

One of the biggest steps from Year 9 to Year 10 is getting to grips with coursework. A full document of coursework deadlines is enclosed with this sheet. Coursework is usually worth a substantial amount of the total marks and can make a difference of several grades. It is essential that pupils are aware of coursework deadlines and manage their time so that deadlines are met. It is far more beneficial to work consistently over a period of time to meet a deadline than to stay up all hours to complete work the night before it has to be handed in.

Boys’ and Girls’ Achievement

The national picture is that girls tend to out perform boys in terms of GCSE achievement in almost every subject.

There are a number of factors that contribute to this situation. Although boys are just as intelligent as girls they find it harder to organise themselves. This affects things such as the ability to meet coursework deadlines and the production of revision timetables. Another factor is a culture amongst some boys that it is ‘cool’ to look down on things such as academic success, showing enthusiasm and reading for pleasure.

Homework

Parents often ask how much homework pupils should be doing per night. It is difficult to give a definitive figure for this. The average should be between one and a half hours and two hours. It is important to understand that the nature of homework will vary from subject to subject. Some homeworks will be based on coursework and be of a long term nature, this is where personal discipline and planning is required. Other homeworks will be of a more traditional nature and will be handed in after a short time.

Consistency and routine are very important. A homework timetable is issued to pupils.

The Home School Partnership

The School’s Role

  • We are committed to raising academic achievement. We continue to foster a culture where success is celebrated by a school system of praise and reward.
  • Pupils receive a personal organiser, checked by tutors.
  • Staff set and mark work and continue to have high expectations of pupils.
  • Mentoring. In the upper school we run a mentoring scheme. Staff mentors work with Year 11 pupils who we feel would benefit from such a scheme.
  • Reporting progress. We have a system where parents receive a report each term. Reports in terms one and two are interim reports giving an indication of progress in a range of areas - effort, homework, preparedness for lessons and academic progress. At the end of the year parents receive a full profile with teacher comments.

    As GCSE courses progress GCSE target grades are included in reports along with grades showing current levels of working. Sharing this information with parents and working in partnership raises academic achievement.
  • Parents Meetings. A consultation evening with subject teachers is held at the end of the Autumn term in Year 10 and in July of Year 10 interviews with form tutors and parents are held to gain an overview of progress.
The Parents’ Role
  • Provide as much encouragement as possible, looking for opportunities to praise. We all know that teenagers can be terribly frustrating but excessive nagging can be counter productive.
  • Help your son or daughter to establish a regular homework routine. Try to provide a suitably quiet place for homework. Don’t forget that the school library is open after school as a ‘homework club’ on four nights a week.
  • Provide help in planning coursework and working to deadlines.
  • Check personal organisers and encourage your son/daughter to use them to assist in organisation. Even when there appears to be no homework there are always tasks to do – revision, vocabulary to learn etc.
  • Try to ensure that your child attends school whenever possible. Avoid taking holidays during term time. The revision period towards the end of Year 11 is a particularly important time.
  • Give your son/daughter a positive image of academic success, showing enthusiasm for schoolwork.
  • Encourage reading
  • Help your son/daughter to get the balance right. All work and no play makes Jack a dull boy – or Jill a dull girl. Too much pressure can create unnecessary stress. If a child is doing his/her best that is all we can ask.