Tag Archives: Standard Grades

I’m not nervous!

Posted on by

So, 10am I dropped off a jittery, jumpy, couldn’t-sit-still GP2 for his first exam.  “I’m not nervous” he said.  Hmm.  By the time we got to the school he had my stomach turning somersaults.  Maths.

It started yesterday, 3pm.  “Mum! My calculator’s broken”.  “It’ll be the battery” she said sagely and spent the next 20 minutes extricating one of those tiny silver buttons, the sort you never have spares of in the house, from an impossibly tight casing.  Dashed up to town for spares.  Dashed home to insert.  It still didn’t work.  Emergency phone call to GPD to purchase new calculator on his way home.

“I can’t do this question! How do I work this out? We’ve not done this.”

GPM thinks: Continue reading →

Onwards and upwards

Posted on by

 Standard Grades seemed so simple.  Were they ever an issue?  Did I ever worry that GP1 might not be working hard enough?  Surely not.  The fact that GP2 is sitting his SGs this year is really just incidental.   Because, dear reader, we have Highers looming.   I have written very little about GP1 and his meandering journey towards Highers for the simple reason that I find it all too distressing.  It’s also difficult not to get too personal about it all.  Why, I wonder, am I the one waking in the middle of the night worrying about oldest son’s English essay?  I’ve got my own report deadlines to worry about, thank you very much.

But I was cheered the other day by an email comment from the wonderful lady who is struggling to tutor him through English and I thought perhaps Continue reading →

Guineapigs

Posted on by

Timetable in a Norwegian school by Edublogger.It was the end of June and so the end of term when I found myself reminded of the reason why I adopted Guineapigmum as my nom de blog.  Three years ago (was it really that long ago?) the school decided to bring the Standard Grade exams forward a year.  The students would choose their 8 subjects at the end of S1 (Year 8 ) rather than S2 and sit their exams at the end of S3  (Year 10) instead of S4.     They would choose their 5 subjects for Higher at the end of S3, do a 2 year instead of the more usual 1 year course and sit Highers as normal at the end of S5.  Got that?  Come on, keep up at the back of the class.  If you stopped gossiping you’d know what I said.  

GP1 was in the first year group to go through this system and so he sat his Standard Grades a year ago, in 2007.  With this first cohort, the teachers had to deal with two entire year groups Continue reading →

A little more of too little

Posted on by

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.