For centuries people have been interested in all things unknown, especially the paranormal.
Posted on Friday, December 16th, It is essential that everyone becomes aware of the differences in expectation of the new GCSE examinations for English state school students in comparison with the IGCSE sat by the independent sector.
Only for those Educated within the English State System! With reference to the course outlines, it can be evidenced that not are independent schools able sit coursework and be entered for exams in January and June, the examination they are sitting is actually easier too. There are numerous examples in the media where we are repeatedly told how much better private schools are in comparison to those in the state system.
Surely we should make the state schools sit more straightforward examinations to allow for social deprivation, lack of facilities, larger class sizes, a teacher shortage and major cuts in funding in education?
In Appendix 5 — 7 I have recreated the English Literature GCSE for English state schools — this is to show you an exact comparison of what the same examination board is expecting of their students depending on whether they are at an independent or a state school.
Below, I have bullet pointed the main differences, which serve to highlight that it is not just the coursework that is a factor in making the IGCSE easier, it is also the content, the approach, the length of the examinations, and the academic rigour of the examinations.
However, students will be provided with the anthology poems in the examination. GCSE students must also have the skills to compare two unseen poems — all over 4 hours of examination.
There is a distinct difference here: The poem will be reproduced in the question paper. ONE question comparing two unseen contemporary poems.
This is much more difficult, and requires a great deal more skill. This then has to be put into a context of the rest of the curriculum for these students: My eldest son is in a state school in England. This is an intolerable amount of pressure — and his targets are Grade 9 for all subjects.
He feels like giving up now. He cannot see how he is ever going to achieve this — and he has informed and supportive parents. What happens to the students without parental support, or who get extreme pressure from home? And we are actually wondering why there is an increase in mental health issues?
Questions that need to be answered: Is this a test of academic ability or emotional endurance? If the independent schools and the rest of the UK do not have to inflict this regime on their students, why are we putting the English state students through this?
We used to motivate borderline students who were getting disaffected by saying they had done their coursework, and needed to complete the course. At Y9 many students are already feeling that they cannot possibly succeed in such a system. How are we going to prevent them from dropping out of the system altogether?
Why are the weakest in society being penalised while the strongest students in independent schools are being championed and supported?
This is a question that emerged from the Twitter feeds from the last blog — Cambridge explain this the best: These syllabuses are regulated by Ofqual until November However, we were notified by the Department for Education in December that these three syllabuses will not be included in school performance tables.
If state schools ignore the shadow of league tables they are at risk of:The Strange Case of Dr. Jekyll and Mr. Hyde is perhaps the purest example in English literature of the use of the double convention to represent the duality of human nature.
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Jekyll and Mr. Hyde essay paper In his laboratory Jekyll develops a chemical potion that was designed to accomplish the separation of his personality and drinks it. After a “grinding of the bones” and a horrible nausea, he begins to feel “incredibly sweet” and free.
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