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Tag Archives: GCSEs

21 June 2018 By Guest

The new maths GCSE: fresh approach includes problem solving

Mike Randall, maths teacher at Malmesbury School and author, ASDAN’s new Accelerating Progress maths course, which is aimed at helping learners gain a grade 4 or 5 in the new, more demanding GCSE, writes.

29 March 2017 By Tom Middlehurst

What does the 4/5 threshold announcement really mean?

Does it actually mean anything?

29 September 2016 By SSAT

Lord Baker’s Ebacc proposals are admirable, but would still be restricting

A response to Lord Baker’s recent suggestions.

26 August 2016 By Tom Middlehurst

English in the league tables – what counts

Amidst the celebrations and congratulations of yesterday’s GCSE results, there seems to have been some confusion over what English courses count in what measures. In my conversations with school leaders over the last 24 hours, I’ve tried to pick the
Read in full

1 June 2016 By Colin Logan

Something I didn’t know about Progress 8

Colin Logan reflects on a recent data conference with Tim Leunig, and reminds schools not to try to predict Progress 8 scores.

11 February 2016 By Tom Middlehurst

Why use of language is so important in the Ebacc debate

Head of Research Tom Middlehurst asks everyone to pay attention to the language they use when discussing the government’s Ebacc proposals.

29 January 2016 By SSAT

Responses to EBacc consultation – round-up

We pick out a number of responses to the DfE’s consultation on the proposed EBacc measures.

19 January 2016 By Bill Watkin

A period of calm and stability… and the Ebacc

Bill Watkin explores the implications of proposed cuts to non-Ebacc subjects.

13 January 2016 By Bill Watkin

A period of calm and stability – latest update

Bill Watkin considers the latest termly email from the Secretary of State and the ongoing changes in education.

4 November 2015 By Bill Watkin

The Ebacc: a consultation or Hobson’s Choice?

On Tuesday, the government launched the long awaited consultation on the implementation of the Ebacc. Bill Watkin highlights the key questions posed.

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