Clearing 2021: advice students hoping to secure Plan B
This time of year can be very stressful for students as they await their hotly anticipated exam results. After a much-maligned academic year, this summer, students have the dreaded wait to find out if they have secured their spots at their educational institution of choice. If you’re in this position, the best advice right now is not to forget to have a plan B. If you don’t get the results you expected for your first choice and don’t want to appeal your exams next year, then Clearing is the way to go. Clearing is used by universities and colleges to fill up the spaces they have left on their courses and helped more than 70,000 students last year. Many of those did not originally apply through the traditional UCAS route, instead deciding to wait until Clearing began. Navigating Clearing can be tricky, so here are some top tips to secure your future. When is results day? Tuesday 10th August will be when most people receive their Level 3 BTEC and A-Level results. Scottish results will be released on the same day for SQA levels. Where to start First things first – don’t panic! Through Clearing you have more time than you think if you don’t get the results you expected. This year, the UCAS Clearing portal will run between 5th July to 19th October, and the option to use Clearing Plus, which matches you to courses you had previously shown an interest in, means it’s never been easier to see course options. The Clearing process gives you extra time to find a course you want while allowing you to start university in September. During this period, you are able to visit online open days and virtual campus tours, giving you access to explore wider options. This is crunch time, and there is plenty of support available from your school, college, parents, or directly through UCAS. Searching for a course It may feel like starting all over again when looking at courses through Clearing but don’t be disheartened! Remember you already picked your favourites, so it might be a good starting point to look back on your original choices. If you were already interested in these universities and courses, and already applied through UCAS, this will prove your interest when you give them a call to go through the Clearing process. If these universities don’t have any Clearing places, don’t be discouraged. Allow yourself to think about what was important to you when you first chose these courses. Have your priorities shifted since then? The pressure and stresses that the COVID-19 pandemic has brought with it mean some students may no longer wish to attend university in September. Others may opt for a course closer to home rather than one at the other end of the country. You may find that you have a new passion to explore or that moving away is no longer what you want. It is important to answer all these questions when searching to find exactly what course and university will suit you. There will probably be courses you never knew existed that are available, so it’s also good to keep an open mind and not to discount alternative courses – you never know what you might find! It could set you on the path for a career you previously hadn’t looked into. Consider your alternative options A really important factor to consider is exactly what you want to get out of your studies. After studying for your A-levels or Level 3 qualification you may have found that the traditional routes aren’t for you after all, or you may need more time to adjust to higher studies or moving away from home. You may do better to look for institutions that offer a broad curriculum of foundation degrees or more vocational options for study. Many colleges offer higher education options and are still great places to study! They are able to offer more support while also giving the option for work experience alongside your studies and smaller classes for a more personal teaching style. You can still get the perks of studying in a location you want to as well, whether that is close to home or near your ideal city of choice. Degree apprenticeships are also a great option to get the best of both worlds. You can enter the world of work while also getting paid and achieving your degree without tuition fees. While you can earn as you learn, degree apprenticeships are also a way to give back and apply your learning back in the workplace, entry requirements differ across colleges and employers but there are great opportunities across the UK through a variety of different businesses. There is no need to stress on results day. There will be disappointment if you don’t get into your first choices, but it’s essential to keep an open mind! Taking that step further into higher education is an exciting new chapter in life, with many memories and friends to make, so don’t let one day change that!
Exam stress in students – how to plan for success
Revision expert and founder of the Tassomai learning program, Murray Morrison has helped thousands of students to prepare for exams. Here he explains how managing stress is the key to success. If you can spot the signs early, then there’s time to make the difference… The underlying theme of nearly every revision session I taught was to emphasise the importance of knowledge. But it wasn’t knowledge of all the facts on the syllabus – it was knowledge of self. Where are your gaps? Where are your strongest topics? Which ones are the priority to fix? When – and how – are we going to tackle them? Seeing stress in students was something I was very used to: many of my students were referred to me by psychotherapists specialising in teen anxiety. My job as I saw it was not to spoon-feed them with lessons and tutoring, rather it was to show them how to self-regulate, put together a plan that was manageable, attainable and sustainable and help them to execute it by themselves. Among the myriad troubles a teenager faces, exams or the preparation for them is a big one. At the crux of it is the issue of not knowing what they don’t know: this builds a nebulous dread, recognising that there’s work to do but not knowing where to start. Conversely, students also not knowing what they do know is a problem: they often know more than they think, and are missing out on giving themselves a little confidence-building credit. This is the foundation of the software I built, Tassomai – by using adaptive quizzing with immediate feedback, students can build a practice routine that helps them quickly find gaps and fill them – and do so without relying too much on outside help. But that’s just one part of what’s needed for a truly healthy revision program. If schools are trying to support parents in helping their children’s revision, I’d advise they give the following advice: recognise the signs, open up communications, go through the textbooks and syllabuses together to map out where the problems are, and help them to put together a plan for success. First, can parents recognise the signs of revision stress in amongst the normal behaviours of a teenager? Avoidance Students who, when exams or revision are mentioned, bury their heads in the sand are displaying classic avoidance behaviour. They might change the subject completely, or they might find a subtle excuse to get out of the room and stop the conversation. Do not waste time in confronting this behaviour. Revision-avoiders need to make a plan and they will need a bit of help to do it. Avoiding the problem means that revision work will pile up and stress will increase. Confronting it, though mildly traumatic at first, will defuse the situation and they can start to feel like their work will genuinely bear fruit. Aggression With similar motivations to the avoidance tactics, but dealing with the stress a little more aggressively, acting spikily, shouting or slamming doors and storming out. The approach must be similar – conversation, a bit of analysis together and putting a plan of work together – but proceed with caution to avoid damaging the chances of progress. Have faith however, that by doing the initial work, the underlying issues that caused the aggressive behaviour will dissolve a little, and life for all will be much more agreeable. Overworking Seeing this behaviour you might initially count yourself lucky or feel there’s no problem. Students who keep themselves busy, who are motivated and diligent and who stay up late revising with extra practice papers may seem to be on top of it all. However, this behaviour may indicate a lack of confidence and a tendency to worry. Take time to make sure that they’re addressing everything they need to focus on. Overworkers have been known to keep revising their best subjects and hide the problem areas out of mind. Make sure also that they’re keeping things in perspective – they might benefit from limited or regulated revision times and a bit more time for R&R. Passivity A problem among higher-achievers – some students seem to have it all under control, but whenever you look at them, they’re lying around not doing much. It can be hard, if you’ve never struggled in school to know how to ask for help – or from whom. Talk to them to find out whether they are truly feeling positive. Acknowledge that they’ve been doing very well so far, but ask if there aren’t just one or two things they’d like to get help with. If nothing else, a couple of practice papers to get them fit and ready for the big day might be positive. It could justify the confidence or reveal one or two topics for final polish. Distraction Finally, that student who spends much of their revision time on seemingly highly-productive but not-terribly-useful work. In exam stress terms, this is the student who is always very busy with superficial tasks like colouring in notes or organising files and revision plans. This feels like a combination of overworking and avoidance – but students with this profile are in a sense well ahead of the curve, because their notes will be brilliantly organised and ready. Nevertheless, they would benefit enormously from some outside help: work constructively to set a goal for each revision session, and check in regularly to track what has been achieved and how valuable the session was, and find a way to chart that information so that they can see how far they’ve come. All students, whether they conform to these examples or not, are likely to improve their psychological preparedness for exams with a few straightforward actions, and these are done most healthily if parents or friends are able to support. The single best thing to be done in dealing with exam stress is to work out quickly where the strengths and the weaknesses lie in each subject, make a plan around that analysis and constantly check and
Primary school children almost as stressed over exams as GCSE pupils
A third of primary school parents say exams are making their children stressed, according to a new study looking into the pressure pupils are put under during their school years. New research by home education provider Oxford Home Schooling reveals that even primary school children are being strained by the prospect of their academic performance. The study reveals that, alongside a third (33%) of parents saying their child feels stressed by exams, two in five parents (40%) of pupils aged between five and 11 feel there is too much pressure on their children to perform well in them. The figure is particularly concerning when compared to secondary school pupils, whose exam stress levels have been widely reported on recently, with the revised GCSE system. The research showed that 37% feel stressed about exams, while 46% of their parents feel they are too pressured – only slightly higher than much younger children. Homework is also a cause for concern, with a quarter (25%) of parents of all ages of school children believing that too much homework is set for them. In fact, 13% of primary school pupils spend five hours or more on homework a week, compared to 39% of those at secondary school and more than half (55%) of sixth form or college students. Between the ages of five and 16, children will sit four rounds of compulsory exams, not including the 11+ and Common Entrance exams that those applying for grammar or private schools will take. Primary school pupils take Key Stage 1 and 2 exams for English, Maths and Science, while some GCSE pupils can sit down to as many as 25 individual tests. Dr Nick Smith, Principal at Oxford Home Schooling, said: “It will be a shock to some to find out that almost as many primary school children are stressed by exams as secondary school pupils. Although school is a place for learning, in primary education it’s just as important to allow children to feel comfortable, so that they can learn more efficiently and effectively. “At five years old, children in the UK start school a year earlier than in most other European countries – two years earlier for those in Northern Ireland. They’ll spend around 10,500 hours of their lives in school before they’re 16 years old. “The classroom itself can be a stressful setting for many, and that can stick with children for a long time. So it’s very important for parents and teachers to recognise when a child is stressed and find alternative ways of helping them cope. Home schooling can be one of the most effective ways of doing this.” For advice on how to approach exams for parents and home schooling tutors, visit https://www.oxfordhomeschooling.co.uk/blog/preparing-home-schooled-children-exams/
New report warns of damaging accountability system for schools
A former Number 10 adviser and education chief at the RSA has warned that English schools are being damaged by common practices that are of little value to students. The Ideal School Exhibition is an essay penned by Julian Astle, which reveals that schools are dicing with students’ futures by scrambling to achieve the best league table results. This essay is a result of Astle’s search for inspiring “mission-led” schools that are bucking a growing trend of schools hollowing out their teaching in a bid to meet the constantly shifting demands of the government’s accountability system. These issues include: Narrowing the curriculum – particularly as pupils approach primary school SATs and GCSEs, when schools increasingly focus their time, energy and resources only on those subjects that will affect their league table position. ‘Teaching-to-the-test’ – the practice whereby schools drill pupils in the tactics and techniques of exam taking, and focus their instruction on the specific demands of the test and the mark scheme. This not only turns young people off learning but which generates superficial, temporary and illusory educational gains. Gaming – particularly the practices of manipulating the admissions and exclusions system to attract high-performing students and remove low-performing pupils. Also of entering large numbers of pupils for easy-to-obtain qualifications of little interest or value to the learner. Julian said: “Having worked at the centre of government, I know that the architects of England’s school accountability system are motivated by the best of intentions: to expose serious under-performance and raise standards. “But as the grip of that system has tightened over the last 25 years, and the catalogue of unintended consequences and perverse incentives has grown ever longer, it is hard to not to conclude that the costs now outweigh the benefits. We have reached that critical point where positive change becomes possible – where the risks of inaction are higher than the risks of reform. “The RSA calls on everyone who recognises the importance of assessment and accountability, but who shares our concerns that the system as currently designed is damaging children’s education, to join the debate about how to reform that system for the better.” To tackle these problems, Astle recommends: Training teachers in the use and misuse of assessment to develop a deeper understanding within the profession of how teaching-to-the-test impedes, rather than supports, learning. Making explicit Ofsted’s emerging role as: the guardian of a broad and balanced curriculum; a counterbalance to the pressures of the DfE’s numbers-based accountability system; and the body mandated and expected to referee the ‘game’, looking not only at what schools achieve, but how they achieve it. Withdrawing the ‘right’ for schools to act as their own admissions authority, and engaging with the RSA’s proposed Commission on School Admissions to ensure that the ‘low road to school improvement’ (manipulating the admissions system rather than improving teaching) is permanently closed. Abolishing the Ofsted ‘outstanding’ category and handing the definition of excellence back to the profession. Ofsted should play a role more akin to the ‘Food Standards Agency’ than ‘restaurant critic’, focusing solely on identifying serious underperformance. As the government and the inspectorate step back, so teachers, coming together through bodies like researchED and the Chartered College of Teaching, should step up, ensuring that research, collaboration and evidence-led practice drive-up standards. Creating a contestable ‘middle-tier’ to ensure that every school – particularly struggling or isolated schools without a high-performing local authority or Multi-Academy Trust behind them – is provided with timely and effective external challenge and support, with middle-tier bodies that cannot demonstrate an ability to maintain or raise standards replaced by ones that can. The publication of The Ideal School Exhibition kick-starts the RSA’s work to unlock the potential of an overworked teaching profession, and to get our schools focused on the pivotal relationship at the heart of teaching: between the teacher, the pupil and the text – the real substance of education. The essay will be launched today [16 November] in central London, with speakers including: David Laws, former schools minister, now executive chairman, Education Policy Institute; Daisy Christodoulou, director of education, No More Marking; Peter Hyman, co-founder and executive headteacher, School 21; Julian Astle, director of creative learning and development, RSA. David Laws, former schools minister and now executive chairman, Education Policy Institute, said: “Anyone who cares about the quality of the education England’s school children are receiving would do well to consider the warnings contained in this thoughtful essay. Ensuring the accountability system creates the right incentives, and drives the right behaviours, is a key priority.” Daisy Christodoulou, education director of No More Marking, added: “Exams are only an indirect measure of academic achievement, which means it is possible for them to be gamed and manipulated in such a way that they lose their original meaning. This report makes some vitally important points about why this is so damaging, and why the pursuit of exam results and accountability metrics therefore has to be informed by an understanding of the curriculum, and of what it means to master a subject.” Read more from QA Education: