Making your mark

SCHOOLS HAVE BEEN INSTRUCTED THAT teachers must assess their students’ performance USING A ‘BROAD RANGE OF EVIDENCE’ FROM THROUGHOUT THE COURSE

The government’s announcement on how this summer’s GCSE and A-level grades will be awarded is far from clear cut, writes DUNCAN BYRNE Head of Loughborough Grammar School

Since the cancellation of GCSE and A-level exams, which was announced by the Prime Minister on 4 January, there has been a great deal of uncertainly among students, teachers and parents about how grades will be awarded. After a period of consultation that attracted more than 100,000 submissions, the Exams Regulator Ofqual finally published its decisions on Thursday 25 February.

Unfortunately, in the eyes of most schools at least, these guidelines are extremely broad and vague. Schools have been instructed that teachers must assess their students’ performance using a ‘broad range of evidence’ from throughout the course. Exam boards will be producing some ‘mini-exams’ that schools might wish to use to help them gain more evidence of achievement, but these are entirely optional. The only point of absolute certainty seems to lie in coursework, which should be included in teachers’ deliberations, whether finished or incomplete.

Therefore, at this point, it’s up to individual schools to devise their own policies as to precisely which evidence they’ll consider. Some schools had mock exams in December and may feel confident in the quality of this evidence. Others may prefer to focus on tests to be sat once students are back in school from 8 March. However, I anticipate that all schools will require their students to sit some assessments of their own devising during summer term. The deadline for schools’ submission of grades is 18 June. It therefore seems likely that students will be in school until at least half term at the end of May, completing their courses and then being assessed. Beyond that, much will depend on the school. Once assessments have been sat, there will be marking, moderation and checking of each grade to be done, so it’s unlikely that students will be kept occupied past the first week of June. PHOTOGRAPHY: ISTOCK/JACOBAMMENTORPLUND The most significant difference from how grades were awarded in THE TABLE BELOW CONTAINS SOME OF THE EVIDENCE THAT SCHOOLS MAY WISH TO INCLUDE: Internal school exams (i.e. mocks) Coursework (non-exam assessments) Mini-exams to be published by the exam boards and sat in April/May Regular subject tests New assessments to be devised by the school and taken in April/May. These may include past papers Substantial pieces of homework or classwork Summer 2020 is that teachers and schools are in control. There will be no ‘mutant’ algorithm as the Prime Minister termed it a year ago. Schools will, however, be randomly inspected by the exam boards to check that they have adopted robust procedures for assessing pupils’ achievement and moderating the marks awarded. For example, if a school were to double the number of A grades awarded in 2021 compared to its long-term trends, there would be a visit from the exam board to look at how these marks could be justified. Nevertheless, it’s expected that the grades awarded will be higher than national long-term averages, perhaps even higher than those awarded in 2020. I consider this rather inevitable. In a normal year, we know that some students don’t achieve their potential. They have a ‘bad day’ in the exam hall, misunderstand a vital essay title, or fail to finish a paper due to messing up their timings. When teachers are assessing their students, they don’t consider these disaster scenarios, but naturally look at them at their best. I feel that this explains the grade inflation rather than a systematic attempt to award grades that students don’t deserve.

The evidence that schools will use to calculate students’ results will therefore vary, even perhaps from department to department. The only proviso is that schools must inform their students about how they will assess them.

Exam results will be published on 10 August (A-level) and 12 August (GCSE), at which point students will have the right of appeal if they’re dissatisfied with their grades. The grounds on which appeals can be made haven’t been published yet, but the first step will be to submit an appeal to the school, particularly if the student feels that its policy has not been followed properly.

When I wrote the first version of this article in January, I pointed out that the international GCSEs that are popular in independent schools were still due to go ahead. I’m relieved to confirm that the international exam boards have now confirmed that their qualifications will be assessed in a similar way by teachers.

There remains therefore a great deal of uncertainty, and it’s likely that individual schools will adapt contrasting approaches. Some may insist that only assessments carried out in the next three months will count while others will be happy to trawl back through students’ results earlier in their courses. All academic managers will be hurriedly putting their policies together as you read this article, seeking to communicate plans quickly and coherently to worried students and parents.

Let’s stick together

KATHARINE WOODCOCK, Head of Sydenham High School GDST, discusses the importance of maintaining consistent pastoral care standards and wellbeing practices beyond the pandemic

In a year that has been all about adhering rigidly to restrictions, how do we ensure that our pupils have the freedom to express themselves, explore ideas and develop skills beyond the curriculum? With health at the forefront of everyone’s mind, how do we keep pupils’ morale high and build mechanisms for them to check in with themselves and assess their mental fitness, as well as physical health?

For most this has been a very challenging period and, even as adults, it has taken concerted effort to stay positive and continue with what can seem like mundane tasks in the midst of a global crisis. Coming to school may be the only semblance of normality for young people who have been forced to change their routines, not see their friends or extended family and cancel their weekend social activities or clubs. There’s no substitute for face-to-face teaching, but it’s about so much more than the grades on paper – the academic and the pastoral aspects of any education are inextricably linked. We’re passionate about the wellbeing of all our pupils, empowering each and every one of them with a personal toolkit to cope with the day to day challenges and demands that life throws at them.

As educators within a smaller school, we’re able to get to know our pupils individually, building a strong rapport so that they feel noticed and are visible. There’s no question that the pandemic has increased anxiety levels and with the uncertainty over further lockdowns, arrangements for public examinations, and many other unknowns, this has been an incredibly challenging time for young people. Feeling safe has always been paramount but it now includes the comfort of defined ‘bubble’ areas, the wearing of face masks and hand sanitising as second nature. It is, however, opportunities to express how this period has made people feel that are invaluable, alongside the chance to engage with and explore interests, talents and passions. Our pastoral provision has been further enhanced and our co-curricular offer and school routines have been adapted to suit the needs of our pupils today. Our Body, Mind & Soul enrichment programme has taken on new importance. Year nine has spent lunchtimes developing digital theatre pieces to discuss an aspect of time in lockdown that has impacted them, ready to film as part of a devised piece entitled Opening Up. Others have relished the opportunity to come together and focus on something other than Covid-19, be it through gardening club, Afro-Caribbean society or street dance. The ability to gather and connect as a school community for live-streamed assemblies, including year group takeovers, has become a cherished part of the school day, where once upon a time it may have been taken for granted.

As I supervise lunchtime chess club over Google Meet, a gymnast practises her contemporary routine in the Sports Hall, years seven and eight play socially-distanced games on the astroturf, coding club pupils tap away in the Mac Suite and musicians prepare for their ABRSM examinations. I’m reminded of how much is on offer to our pupils, whatever their passion, and how wonderful it is to have our pupils on site with us, in lessons, participating in school activities, face to face. We’ve all had to evolve and adapt to the new norms, to embrace new technologies and to be even more fearless and creative in this time of uncertainty and huge change and upheaval. Our pupils, however, have taken this all in their stride, embodying our ‘fear nothing’ motto. They continue to impress, continue to lead the way, continue to soak up the opportunities they have, demonstrating phenomenal resilience and determination along the way. They inspire me, and right now I could not be more proud of each and every single one of them.

Sydenham High School is part of the Girls’ Day School Trust, a family of 25 schools, helping to shape the future of girls’ education. sydenhamhighschool.gdst.net Virtual open events bookable on their website sydenhamhighschool.gdst.net