GCSE Results 2017

GCSE results are out today, with a fragmented set of exams now being sat across the UK. In England, new GCSE courses have been designed to be more challenging. Overall across the UK, the pass rate has dropped across the full range of subjects, from 66.9% to 66.3% of entries. A pass under the old system was a C grade; under the new system of grades from 1 to 9 (with 9 the best), a 4 is considered a standard pass.

In England the pass rate for maths, one of the new tougher exams, it dropped slightly from 71.4% to 70.7%. The proportion of entries receiving the top grades (A/7 or above) has also fallen, to 20%, down 0.5 percentage points on last year, the lowest since 2007.

However, exam boards appear to have worked the grade boundaries to ensure the distribution of grades is broadly consistent with last year's. For example, on the higher tier maths paper, a grade 4 pass would have been achieved with just 18% of the overall marks. For a grade 9, 79% mark was required. For a grade 7, the equivalent of an A, candidates needed just over half marks.

Students and teachers have complained about a lack of textbooks and practice papers in the run-up to the summer exams.

In Northern Ireland and Wales, exams are still graded A* to G. In Northern Ireland, female students continue to outperform their male counterparts at this level, with an 8.1% difference in the pass rate (A*-C). One in ten entries are now awarded the top A* grade here.

Hannah's Sweets

Quite a few GCSE students were stumped by a question about Hannah's sweets on yesterday's higher tier Edexcel paper.

The question was:

Hannah has 6 orange sweets and some yellow sweets.

Overall, she has n sweets. She takes one sweet from the bag and then another.

The probability of her taking 2 orange sweets is 1/3.

Prove that: 

The question is not actually that difficult if you remember how tree diagrams work.

When Hannah first takes a sweet there are 6 orange sweets out of n, so the probability of her choosing orange is 6/n.

When she chooses her second sweet there are now only 5 orange (if she chose orange the first time) out of a total of n-1 sweets.

You multiply the probabilities along the branches of a tree diagram, so

 Multiplying the 2 fractions on the left gives:

Cross-multiplying gives:

GCSE Results Day: Maths Results Rise

GCSE students in England, Wales and Northern Ireland have been receiving their results today. The results show that 68.8% of entries scored A*-C, up from 68.1% last summer, although there was a marked fall in English GCSE grades.

Students sitting their GCSE Maths exam.
Photo: Wikipedia.

There have been warnings of volatility in this set of results following an overhaul of the exam system. The most significant impact on this year's results has been the big fall in students taking their GCSEs a year early. Schools have been discouraged from such multiple entries following changes in the way school league tables are compiled.

Fewer fourth years taking maths GCSE meant there was a sharp improvement in maths results: the percentage achieving A* to C grades rose by 4.8 percentage points to 62.4%.

The overall pass rate was 98.5%, down 0.3 percentage points. 6.7% of entries were awarded an A* grade.

Girls are still doing better than boys at GCSE, with 73.1% of girls' entries achieving A* to C compared with 64.3% for boys.

In England, but not in Wales or Northern Ireland, this is the first year of results following moves towards exams at the end of two years, rather than including coursework and modular units. The results for GCSE English seem to have been most affected by this change, with the number of A*-C grades down 1.9% to 61.7%.

In Wales and Northern Ireland, these changes were not introduced and the three regional sets of GCSE exams are now beginning to diverge in various ways, including the subjects being taken by students.

While the government are defending the changes being made, Chris Keates of the NASUWT teaching union said this year's students had to "cope with a raft of rushed through and ill-conceived changes to the qualifications system and so today's results are especially commendable".

The National Union of Teachers' leader Christine Blower said that the headline figures "mask underlying issues which will only become clear over time".

Have you had your GCSE results today, or are you teaching GCSEs? How did your school fare following changes to the structure of GCSEs this year? Let us know at info@mathsbank.co.uk .

Post-16 Education Revolution Begins Here

Teenagers in England will have to stay at school or in training longer from today. The "participation age" has risen from 16 to 17, although in the rest of the UK, it will remain at 16. From 2015 this rises again to 18.

However, unlike previous increases in the school leaving age, it does not mean that teenagers will have to remain in school. As an alternative, they could enter some form of work that includes an element of training, such as an apprenticeship.

This change has been introduced on the same day that pupils who do not get a grade C or higher in GCSE maths will be required to continue studying the subject during their subsequent schooling.

Schools and teaching unions are already talking about the increased pressure on already-stretched teaching staff and/or the need to employ more staff.

The government says that employers are complaining about a lack of basic numeracy and literacy skills among those applying for their first jobs and this has motivated both changes. However, there will not be sanctions imposed on any teenagers who fail to get some kind of training. The government says that the changes are aimed at increasing educational standards, not about introducing penalties. In reality, the new law would be difficult to enforce: how do you prove whether or not an employer is providing adequate training for a young employee.

Let us know what you think about these two changes. Will they provide valuable skills to those who have missed out in previous years? Or is this just another unnecessary change brought in by a tinkering education secretary?

GCSE Results Fall Again

"Methody" Methodist College Belfast. Once again, Northern Ireland pupils obtained better results than their counterparts in England and Wales. (Photo credit: Wikipedia)

The GCSE results for 600,000 teenagers in England, Wales and Northern Ireland, released today by the Joint Council for Qualifications (JCQ), show a small, but significant drop in the number of A*-C passes.

Grades have fallen for the second year in a row with 68.1% of exam entries being graded between an A* and a C - a fall of about 1.3% on last year. In maths, the fall was 0.8 percentage points from 58.8% to 58%.

The overall proportion getting the top grades A* or A fell from 22.4% to 21.3%. And the overall pass rate also fell marginally, for the first time since the GCSE exam was introduced 25 years ago.

One factor that may have contributed to the drop in grades is the increasing trend for schools to enter pupils for certain GCSEs - particularly maths and English - one or even two years early. The JCQ have criticised this approach, claiming that pupils are missing out on the chance to gain better grades - and on the extra years of learning.

In addition, there is a trend for pupils to be entered for more than one exam in the same subject, whether it be for different boards or different tiers. There has also been a marked increase in the number of pupils taking the IGCSE, as well as the traditional GCSE. In these ways pupils can take the best result, but the overall statistics are skewed downwards.

Critics say that these trends are a result of schools chasing places in league tables, including the new English Baccalaureate, which rates schools on the number of pupils getting good GCSEs in a range of core subjects.

There was a big fall in pupils getting top grades in the science subjects, following the introduction of new syllabuses and exams.

Brian Lightman, head of the Association of School and College Leaders, said that schools, students and teachers are working hard in a constantly changing and turbulent environment. He also pointed out that piecemeal changes to the exam system make it impossible to compare grades from one year to the next.

Last year the grading of the English GCSE resulted in a legal challenge by some schools, when the grading standards were deemed to have changed between the January and June exams.

Only in Northern Ireland was there a rise in grades. A total of 28% of entries were graded A or A*, compared with 21.2% in England.

With the modular system soon to be scrapped in England, Northern Ireland still has to decide whether or not to continue with modules, or follow England's lead with a single end-of-course exam. Wales has already decided to continue with a modular system for GCSEs.

A-Level Results Show Slight Fall in Top Grades

More than 300,000 A-Level students in England, Wales and Northern Ireland have found out their A-level and AS results today, and join the scramble for university places.

The results, published by the Joint Council for Qualifications (JCQ), show that there has been a fall in the proportion of A-levels awarded top grades for the second year in a row, after three decades of steady increases. 26.3% of all entries were given A or A* grades this year, a slight fall from 26.6% in 2012. Previously, the proportion getting top grades had risen each year since 1980.

The national pass rate rose marginally to 98.1%. This has also risen for about 30 years.

Continuing recent trends, more students are taking A-levels in maths and science and there is a continued fall in those taking languages. Maths rose by just under 3% and further maths by 4.5%.

Girls are still ahead of boys when looking at the top grades, A or A* (26.7% for girls compared with 25.9% for boys), but boys this year were more likely to get the A* grade (7.9% of boys' entries, compared with 7.4% for girls).

The university admissions body Ucas has said that 385,910 students have already been accepted by UK universities, 31,600 more than at the same point last year.

The UK government claims its reforms to make it easier for universities to take on the students that they want to recruit have sped up the process of accepting students. Under these changes, universities in England are being allowed to admit as many top-performing students (gaining ABB or more) as they want to. For students with lower results, universities are allocated a quota of undergraduates they can recruit. Last year, thousands of course places were left unfilled.

The change was introduced to allow the most popular universities to expand. It came in alongside higher tuition fees, which rose to a maximum of £9,000 a year from autumn 2012.

Students in Northern Ireland continue to perform best. 83.5% of entries here scored between an A* and a C and 30.7% were awarded the top grades of A or A*. In Wales, these figures are 75.2% and 22.9% respectively and in England 77% and 26.3%.

From 2015 the government plans to introduced major changes to A-levels. The AS-level will no longer count towards the final A-level grade and, with modules being phased out, all exams will be taken at the end of the two year course.

Congratulations to all those who gained the grades they were looking for today - and best of luck to everybody looking for a university place.

Brightest Shine Less Brightly At 16

Institute of Education (Photo credit: Wikipedia)

A new study has highlighted the differences in mathematical ability between the children of different countries at different ages. According to researchers at the Institute of Education in London, England's brightest primary school pupils are on a par, mathematically, with the those from Taiwan and Hong Kong. But by the time pupils reach 16, the comparative performance achieved by the top 10% falls. Overall the English pupils came 28th out of 65 countries at this age.

When looking at the average scores of the entire cohort, the pupils from east Asia performed better than those from England at all ages, but the gap didn't widen as the pupils became older.

What is going on here? There is no doubt it is disappointing, but what or who is to blame?

a) The curriculum? Is the curriculum too narrow at secondary school? There is no doubt that the very brightest pupils in UK schools will absorb everything they are taught. So are we simply not teaching enough? Do the top 10% need extra challenges?

b) The teaching? There is a long-standing debate over whether, as a society, we value the work of teachers enough. Would increasing the average pay of teachers encourage better, more inspirational teachers into the classroom? Would this really make a difference in educational standards?

c) The culture? Is there enough of a culture of learning in our schools? Are there schools in which pupils learn little or nothing mathematically? Are there schools in which the poor performance and behaviour of a section of the cohort is adversely affecting the chances for the brightest to progress?

d) The basics? Interestingly, the Institute's report's recommendations suggest taking a new look at the way mathematics is taught in our primary schools, despite the brightest pupils apparently being close to the top of the world rankings at this age. Are we failing to build the foundations of a successful mathematics education with our primary education?

We would be very interested to hear your view. Email info@mathsbank.co.uk .

Is Gove's GCSE U-Turn Enough?

Another week, another controversy in the Department for Education.

After criticism from teaching unions, academics and fellow MPs, Michael Gove has withdrawn his plans to replace the GCSE with English Baccalaureate certificates in key subjects from 2015. The Commons Education committee had said that Mr Gove had been trying to implement "too much too soon". In his Commons speech reversing his plans, Gove did, however, say that he has asked Ofqual to ensure new GCSEs would be in place by 2015 in seven subject areas: English, maths, the sciences, history and geography. GCSEs for all remaining subjects would be reformed by the following year.

Now, the head of England's exam regulator Ofqual has warned that these changes may be too rapid. Glenys Stacey has replied to Mr Gove, saying that she will delay the education secretary's GCSE changes if there are problems with the timetable. She continued "The timetable for qualifications development that you have set out is challenging." She expressed concerns about maintaining the quality of qualifications if drafting new curricula within such a short timeframe and pointed out that she would be conducting her own consultation with the exam boards.

Other criticism has come from the head of the Mathematical Association, Peter Ransom. He pointed out that "The 2015 schedule for implementation is so ambitious that no time will be available for piloting, reflection and refinement."

Dr Kevin Stannard from the Girls' Day School Trust expressed concerns that many aspects of Michael Gove's Baccalaureate plans may still be pushed through in the GCSE reform "on the mistaken assumption that the DfE has done a U-turn."

The Department for Education maintains that it will act quickly in order to address a loss of rigour in GCSEs.

All of this comes on top of stories about bullying by Michael Gove's special advisers and controversial plans for the privatisation of academies.

Post-16 Maths for Non A-Level Takers

In a report commissioned by the Government last year on the state of maths teaching in British schools, one recommendation was for maths education to be made compulsory up to the age of 18 for all pupils.

Michael Gove, the Education Secretary for England, appears to have decided to run with this recommendation. The MEI charity (Maths in Education and Industry) has been given the remit of devising a curriculum suitable for such pupils, who would otherwise not have taken maths beyond GCSE. You can read the MEI press release.

Prof Tim Gowers at Cambridge University has been blogging extensively on this subject and his blog has been accepted by MEI as the starting point for the proposed new curriculum. Some of his ideas for problems seem a little advanced for non-A-Level takers.

Your opinions are very welcome, as always. Let us know what you think about the idea for the new qualification and about the ideas being mooted for inclusion.

The GCSE is Dead - Long Live the EBacc

Michael Gove, the Education Secretary in England, has a well-known dislike for the GCSE. Yesterday, he announced plans for its abolition.

Michael Gove, Education Secretary in England
announced plans for the English Baccalaureate yesterday.

If the name English Baccalaureate rings a bell, it's because it already exists. The EBacc is currently a system used to measure the performance of schools, using the results of pupils in key subjects. Now the EBacc is to become a formal qualification.

The EBacc will be introduced for core subjects (Maths, English and Science) from 2015, with a staged introduction for other subjects. It will be based on a final exam at the end of two years' study. There will be fewer resits, no modules and no controlled assessments. All marking will be external.

There will be one exam board per EBacc subject. Exam boards will bid for the right to run an EBacc in a particular subject for a five year term.

The Liberal Democrats appear to have had a minor success by persuading the Education Secretary to drop his plans for a two-tier system, which would have been a throwback to the days of O-Levels and CSEs.

The Welsh and Northern Irish devolved governments now have a big decision to make. They may decide to follow the English lead and create new Baccalaureate exams of their own. Alternatively, they could stick with GCSEs. This approach would risk giving pupils a qualification that has been deemed to be lacking in rigour in England. One head teacher in Northern Ireland I have spoken to has already said they would consider using qualifications offered by English exam boards.

A-Level Results Day. Top Grades Down.

It's that time of year again. A-Level results came out this morning, with many students in England, Wales and Northern Ireland able to find out their grades online from 7 a.m.

The headline from today's set of results is that the percentage of students being awarded the top grades (A and A*) is down, for the first time in 20 years. Today, 26.6% of A-level entries achieved the top two grades, compared with 27% last year. The overall pass rate, meanwhile, continues to rise, for a 30th consecutive year.

The drop in the percentage of top grades was particularly pronounced in Northern Ireland, although overall the performance there is still better than average, with 31.9% of entrants being awarded top grades, down from last year's figure of 34.5%, according to figures from the Northern Irish exam board CCEA.

Since 2010, the exam watchdog Ofqual has been telling exam boards they must be able to account for any upward movement in grades, to show that it was a result of a real improvement in performance.

Girls continue to gain slightly better grades than boys, but this year boys obtained more A* grades, with 8% of entries gaining the top grade, compared with 7.9% for girls.

Once again, maths and science subjects proved popular, with increases in the number of entrants, while the trend for modern languages is still downwards.

For many of the 330,000 students getting their results today, A-Level results will determine whether they can go to their chosen university.

The number of applications for university places is about 7% down this year, following the rise in tuition fees to a maximum of £9000 in England. Students in other parts of the UK may not have to pay so much. Northern Irish students staying in Northern Ireland will face no rise in fees. The Welsh government has agreed to subsidise students facing higher fees in other parts of the UK. Scottish students, who do not sit A-Levels, pay no fees at all if they choose to attend Scottish universities.