One hitherto unforeseen advantage of trundling round the house with the vacuum cleaner is that it gives you space to compose blog posts in your head. One disadvantage is that the instant you switch the machine off, those wonderfully crafted words disappear, sucked up as far as I can tell into the Dyson.
Anyway, there I was, mulling over the apparent impossibility of getting GP1 to even think about doing any revision for the forthcoming prelims or perhaps even making a list of what he needs to do. I don’t ask for much. His younger brother, on the other hand, also faced with exams, comes out with such gems as “Mum, if I do this past paper could you mark it so that I don’t cheat?” You’d throw up wouldn’t you, if he wasn’t your own son. So I just laugh, lavish praise, agree and wonder why the application genes couldn’t have been divided equally.
Meanwhile, I’ve been trying to auction tickets for someone to accompany me to Parents’ Evening tonight. Continue reading →
Just something I didn’t get around to writing the other day, when thinking about S3 Standard Grades.
What are the perceived benefits of bringing the exams forward? Please discuss. I think it was explained to us at the time that there is a big drop in learning during second year, and that bringing the exams forward should keep the learning momentum going into exams. Or something along those lines. I seem to remember that, at the time, a fair proportion of parents thought that pushing the children towards earlier exams had to be a good thing. I don’t know whether or not they still think that. I was a doubter from the start but as this is now the system we find ourselves in, we have to make the best of it and the grapevine suggests that a lot more schools are going to be moving in that direction.
As I said – or tried to – in my earlier post, my main problem with it is the early reduction in the syllabus. I do think that this is potentially of considerable benefit to the less able children who are are able to drop subjects they loathe and concentrate earlier on improving grades over a narrower syllabus. But the more able children, who may well go on to higher education, can probably cope with a wider range of subjects for longer. They are having to drop subjects they enjoy and would be happy doing for another year without the pressure of exams. Once you’re onto that exam roller coaster, there is no let up until well after University. The trouble is perhaps that a comprehensive system within the constraints of school organisation has to be designed to suit everyone at once.