Tag Archives: Examinations


This is one of many work files belonging to a colleague of mine. It contains worksheets and notes pertaining to “stuff” that has been, but no longer is, part of GCSE Physics syllabuses. Not the full GCSE Physics course, just the stuff that’s no longer there.

Why does she keep the work? Well, every so often, a topic gets re-inserted, or comes up somewhere else, so the material can be used either as-is, or modified to fit.

What a colossal waste of time and effort!

  • We know the canon of Physics.
  • We know the Scope (for each level) and the Sequence it should be taught in to get the best results.

Why are we dictated to by exam boards and government about what gets taught at KS4&5?

It makes no sense to suddenly take out, or add great swathes of knowledge, as seems to happen.

Subject specialists, at all levels, and in all subjects, ought to come together and sort out the syllabuses properly. Then review them in 5 yearly intervals.  And the same body of knowledge ought to be the basis of all assessments.

Progressive attainment

There’s a fairly fundamental flaw in the logic that says:

retaking a module of an exam devalues either the exam or the results.

Surely the opposite is true:  that since a student has unfortunately failed a section of the exam:

a) that section was challenging and

b) having retaken the test, the scholar has met, and hopefully overcome, the challenge.

Indeed,  it could be argued that more and not fewer modules ought to be set:

  • Why not have an exams ladder,  where a student studies at the appropriate level?
  • What’s wrong with having units of work (cross marked between schools) which actually count towards the final result?  &
  • Why not enter students for an exam when they’re ready, rather than them having to wait until they’re 16?

What’s wrong with having a portfolio of grades adding up to an overall record of achievement?

Just wonderin’!