We can avoid over-reliance on GCSE revision sessions in the run-up to exams if we structure learning properly throughout the year, argues Joanne Tiplady
When changes to the key stage 4 curriculum were introduced a few years ago – with schools shifting from modular to linear exams – this posed a challenge for teachers. How could we help pupils succeed in their final GCSE exams without the safety blanket of common assessments to wrap around them?
This issue was prevalent in my school, a comprehensive secondary for girls with a joint sixth form. I teach English and our department’s results are historically strong. In general, our pupils want to achieve and parents are supportive.
However, this proactivity was manifesting in ways that were ...