10 Reasons for improving results

1. The pressure is on individual staff... we have to account for every
grade - we are expected to add value ie one grade higher than a MTG
predicted on the basis of GCSE results.
2. The pressure is on individual schools - we are a comprehensive - our
neighbour school 2 miles away just got special school. Status
3. The pressure is on pupils - some of my pupils needed straight As to get
into Bath!
4. Pupils work much harder. I have had two spells at teaching and after a 15
year break I can say that current students work far harder - because they
have to.
5. Exam boards are far more explicit about what needs to be taught. Eg look
at the OCR spec. This includes advice on breadth and depth issues
6. We are all getting better at understanding the assessment system and how
to get students to write for top marks
7. Weak candidates give up before they fail. This is a good thing. Not
everyone is good at economics or biz. Why study for failure? A waste of two
years. Failing students are shown the door at our school in October - having
been given counselling and every chance to improve.
8. Modules. If you fail to meet the standard required for one unit you
resit. You learn from past mistakes, improve and make that grade.
9. Pupils find the new syllabuses more relevant and engaging
10. Better resources. I think sites like biz/ed and tutor2U, forums like
this, Economic Review, and well written textbooks also help

The exam system is every bit as rigorous as 20 years ago except I do agree
that the format has changed. Then pupils needed to be able to write a 45
minute essay on substitution and income effects using  indifference curves
or demonstrating why competitive firms earn normal profits in the long run -
using graphs. One of the reasons for leaving was that it seemed so
theoretical and pointless. Economic theory for its own sake.

How things have changed and for the better. Now pupils have to use their
toolkit to analyse real world problems such as development or transport.

And I now find theory and questions I only learnt in the third year of my
1970's econ & pol course at the University of Bristol featuring on the A
level course. Falling standards - excuse me!

More students are meeting an absolute standard. More runners are running a
sub four minute mile. That's progress and improvement.

If employers and universities want to know the top 2% ability then I suppose
there should be an optional last question for the really able leading to an
A*

And finally - in spite of excellent teaching :) -not all my pupils got As.
Some had tears because they did not meet the mark. For the most part the
clever and hard working got their just rewards. The clever and less hard
working got found out. That's life.

I do get cross with colleagues who do not teach in schools with average kids
from a wide range of backgrounds saying standards are falling. I am a sixth
form teacher. I have pastoral responsibility for the Lower Sixth. My son is
doing A levels - I teach him. And I have taught then (1978-1987) and now so
I have the benefit of hindsight.

In my experience standards are constant - pupils (and staff) are getting
better.

I feel better for that. Now back to reading the Times and their hate
campaign against improving performance of pupils and schools

Regards

Richard Young
AST Teacher of Business Studies, Economics & ICT
Deputy Head of VI Form - Year 12
Wood Green School
Woodstock Road
Witney OX28 1DX

Tel 01993 702355
Fax 01993 708662

www.woodgreen.oxon.sch.uk
BECTa/Guardian Secondary School Web Site of the Year 2001
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 -----Original Message-----
From:   For teachers and lecturers interested in curriculum issues
affecting the te [mailto:[log in to unmask]]  On Behalf
Of Chris Rodda
Sent:   16 August 2002 07:04
To:     [log in to unmask]
Subject:        Re: Analysis of A level results

This is a sad annual debate. The confusion is as ever education and
selection. Whilst I agree with everything Jim says - try putting yourself in
the shoes of universities and employers who are interested in relative
standards as much as absolute. Not unnaturally they want the best students
available to them - (as do we - and that is why schools interview new
candidates for jobs in our departments). If A levels are the means for
rewarding candidates rather than a means of selection, then you can bet that
a national system of aptitude testing at 18 is not far off - as I have said
before here, there are a few places I know now doing the US SATs and quoting
them on UCAS forms and university tutors who are glad of it.

My prediction - SATs for 18 year old within 5 years.