FEATURE / SUCCESSFUL GCSE STRATEGIES

SHARING
SUCCESSFUL STRATEGIES
FOR NEW GCSES by Dr Frances Wilson

Teaching the first group through a new qualification

is daunting. It can feel like you are leading a class and
your colleagues through dangerous territory…

With the first exams in many new GCSEs Schools across the country were invited been changed substantially. Developing
taking place this summer, we wanted to to take part in our research by Whole an understanding of what was required
share the experiences of heads of English Education and took GCSEs from a mix of from students in the new assessments
and maths who had prepared their exam boards. Their results in the legacy requires substantial work, and teachers
students for the first English and Maths English and Maths GCSEs in 2016 varied. At felt uncertain about how best to prepare
(9-1) GCSEs in summer 2017. one school in the group, 95% of students their classes. Teachers had identified areas
had achieved grades A* to C in GCSE to target improvements after analysis of
Last year, we set up a research project
English Language, while at another, 45% student performance on different topic
to help heads of departments (HoDs)
of students achieved grades A* to C. There areas.
to identify areas for improvement and
were schools with a similar range of results
strategies for future success. We wanted 4 Teachers had to develop knowledge,
for GCSE English Literature (from 88% to
to know if the early experiences of English either of the new content, or strategies
40%) while the percentage of student
and maths leaders could benefit other to prepare students for a new form of
achieving A* to C results for GCSE Maths
colleagues going through similar changes assessment. Ongoing work is needed to
ranged from 83% at one school to 53% at
in their subjects for the first time. ensure that all teachers are able to deliver
another.
all content areas of the new specifications
We presented our findings at Whole
confidently.
Education’s Conference this spring and Key challenges identified by our
we’re delighted to share a summary of research Several participants also commented that
the findings here. Participants reported the following four the scale of the changes had led to much
challenges associated with the new higher levels of anxiety among staff.
Our research was conducted with
approximately 30 schools who are part of GCSEs in English Language, English
Literature and Mathematics, listed in Successful strategies identified by
Whole Education (WE). WE is a national our research
network of schools and organisations order of importance:
committed to providing an education Despite these challenges, most HoDs
1 Ability to track student progress and
which develops the skills, knowledge reported that they had developed a range
predict student grades. The lack of grade
and qualities needed to flourish in life, of successful strategies to adapt to the
boundaries in advance of exams had
learning and work. The research is the changes:
affected interactions with SMT, students
latest development of a partnership
between OCR and WE which has been
and parents. Confidence in this area
increased following results, but this
•different
Changing the teaching plan, to allocate
amounts of time to specific topics.
evolving since 2011. remains a source of anxiety.
2 Adjusting to new content. For English
•revision.
Building in multiple opportunities for
Methodology
Our research was conducted with HoDs
Literature, many teachers had to prepare
to teach new texts, and in mathematics •ensure
Changing teaching plans for KS3, to
smoother progression to KS4.
in two phases. The first was in June 2017,
there was substantial new and more
immediately after students had taken
their first exams for the new GCSEs. The
demanding content for both higher and
foundation tiers, such as an increased
•grades
Moving away from giving students
as a method of tracking progress,
second phase involved the same HoDs in
focus on problem solving. This would and using percentage scores on tests
the days after GCSE results were issued.
be a particular anxiety for non-specialist instead.
OCR used online questionnaires to
explore whether their views had changed
colleagues.
3 Changes to the assessment model in
•though
Changing their intervention strategies,
different schools took very
following results, and to investigate
whether they planned to make changes English Literature and Language; with the different approaches to intervention,
to their delivery of the new GCSE courses. removal of controlled assessment, and with one participant indicating that every
the move to closed book examinations student had some form of intervention.
meant that the delivery of the course had

12 OCR AGENDA Spring 2018

 FEATURE / SUCCESSFUL GCSE STRATEGIES

•board
Taking training courses, either exam
led, or by other organisations such
After results day 2017 The broader curriculum
Key advice to teachers from HoDs challenge
as PiXL.
One thing which became apparent in
•theBecoming as familiar as possible with
specification, and making use of all “Stress the importance
our research was the need to consider
the student experience, not just the
available materials, from all exam boards. of skills, percentages department’s. This means reflecting on
achieved and NOT MADE
•theirCollaboration
institution.
with colleagues within UP GRADES that we have
how best to build a curriculum which
meets individual learner needs in Level
to produce to satisfy SLT/ 2 study and prepares them for their
•examiners
Encouraging staff to become
for their exam board.
data drops.” next steps.
A case in point would be provision in
Impact on teachers in their computing. If there are students for whom
departments GCSE Computer Science is not the best fit
“Know the specification really for example, there are other qualifications
The HoDs who were most positive well. Give students clear aims
about the reforms emphasised the role – such as Cambridge Nationals in Creative
and outcomes – use marking iMedia or Information Technologies –
that collaboration with colleagues had band grids as you can’t give
played and the importance of fostering which count towards Progress 8 or attract
them grades. Tell them they performance points.
a supportive ethos. They thought that should be aiming for 100%.”
teachers had:
• Enhanced their subject expertise. Key advice about developing
• Enhanced their pedagogical expertise. “Teachers must be skills in students
•collaborated.
Increased the extent to which they prepared to ‘put the work in’
to upskill themselves in the “Try to develop students’ ability to recap
style of exam questions and knowledge – revisit content throughout
What advice would HoDs give to their where the marks come from the 2 year course and not just at the end.”
colleagues in other subjects moving in the questions.”
to 9 – 1 GCSEs? “Building independence and resilience
is a major factor throughout the year.
There were three pieces of advice Maintaining confidence and supporting
mentioned most frequently:
pupils has a big impact on their mentality
•inDevelop resilience and independence
your students to help them to
“Don’t be scared! Be confident in going into the exam. Regularly use revision
your ability as teachers to teach tasks, tests or activities to build retention
be positively engaged with the of learning.”
your students. Make sure that you
opportunities of new specifications
plan carefully and don’t be afraid
and linear exams. ”Parent information evenings – I have
to change your plans as you go
• Embrace the need for quality CPD and
staff training. Look for opportunities
along if lessons are learned.” completed two. This is to tell parents that
the grades I am using are made up (be
within the school, MAT and other specific). In my case, I said that they were
networks and organisations (including very high and that saying to the child e.g.
exam boards) to upskill staff. Recognise why are you only getting grade X is not
the link between staff confidence and “Stay positive!” helpful. Concentrate on the percentages
student engagement and success. they are achieving, are they increasing?
•ensure
Consider the curriculum in KS3 to
smooth progression to KS4.
Great.”

OCR AGENDA Spring 2018 13