#aqa history gcse

[ladymacbethisagirlboss]

The one thing aqa has taught me is i should never leave a snall working class boy unattended near an 1800s doctor

[mr-ladystardust]

there is some credit to hippocrates' 4 humours, I'll give him that, but respectfully why do I need to know and memorise them??? aqa you are on crack

[totally-italy]

Wherefore dost motivation hold deep hatred for me?

As the heading probably implies, I am currently lacking a lot of motivation, which is truly sub-optimal because I literally have my Italian GCSEs this week and I literally have not revised. Moreover, my End of Years are fast approaching and I have my French GCSEs in three week's time. Help.

Consequentially, even though my history teacher still refuses to believe that it is a word, I have decided to turn this into one of those posts where my dopamine literally just relies on the number of notes that I recieve. As promised, @the-red-planet-mars, the floor is yours you have been tagged.

Rules:

Please don't spam the comment section.

You can tag a maximum of 5 people.

Please don't spam reblog.

10 notes: I will actually plan my English homework so that I can then do it without having to ask for an extension. It is due on the day on which I have two of my Italian papers.

15 notes: I will update my 'Aeneid' notes so that my virtual document is up to date with the translations that we have done in class. I should technically also revise the themes and how Juno is portrayed, but we don't talk about that right now.

20 notes: If I haven't done this yet, I will create both a Spanish Quizlet with all the vocabulary I need to learn and I will create a Latin one for all the vocabulary from 'The Aeneid' that I need to know.

25 notes: I will plan, in English, different things that I could say for the picture for my French IGCSE oral. Also, this is a picture I will be using for my Spanish End of Years, so that is doubly helpful.

30 notes: I will do an Italian listening paper though I will listen to it at a faster speed than what is asked because otherwise I will literally get so bored and lose all will to live.

45 notes: I will finish researching Virgil and the historical context.

60 notes: I will practice Latin and Greek vocabulary on Quizlet every day after this week, for at least 10 minutes each day for each language.

75 notes: I really need to do this. I will make a poster with how to form different tenses in Italian.

100 notes: I will do an Italian Writing practice paper. This is going to cause me so much suffering. Help me.

120 notes: I will actually write down different expressions, including idomatic phrases, that I could use to describe the picture for my French IGCSE oral.

130 notes: I will make physics notes on energy.

140 notes: I will make notes on quantitative chemistry.

150 notes: I will make a poster with how to form different tenses in French.

155 notes: I will watch the AQA videos on the Cold War and make notes on them.

170 notes: I will do a practice Spanish listening paper.

200 notes: I will practice Latin and Greek vocabulary on Quizlet every day after this week, for at least 30 minutes each day for each language, including a written vocabulary test.

230 notes: I will do a practice Spanish reading and writing paper.

250 notes: I will do a practice Latin translation and ask my teacher if she happens to have a mark scheme.

270 notes: I will do a practice Greek translation and ask my teacher if she happens to have a mark scheme.

300 notes: I will finish my RSP notes on Crime and Punishment.

350 notes: I finish my Biology notes on reproduction.

380 notes: I will finish my RSP notes on Religion and Life.

430 notes: I will look through my history notes on Germany and finish them in accordance to the AQA book.

520 notes: I will do a practice Greek language paper.

530 notes: I will do a practice Latin language paper.

605 notes: I will actually write down different expressions, including idomatic phrases, that I could use to describe the picture for my Spanish End of Year oral.

720 notes: I will finish my RSP notes on Buddhism.

850 notes: I will make full notes on the Cold War.

Honestly, if you have even bothered to read through all of these, you have absolutely earned more respect that I thought I was capable of giving to a single human being. I technically have a lot more things I should do, including re-reading Things Fall Apart and actually making complete maths notes, as well as notes for the sciences, but I doubt I will never get this many tags anyway.

Edit: It has been five minutes and I already got 14 notes. I am actually terrified of this site. What in Tartarus? Y'all are crazy and I love you so much.

[origami-butterfly]

My GCSE Predictions

I will come back to this post on results day, and let everyone know how favoured I am by Apollo or not.

English Language, AQA: 7

English Literature, AQA: 6

Maths, Edexcel higher: 8

Physics AQA triple higher: 9

Chemistry AQA triple higher: 7

Biology, AQA triple higher: 6

Computer Science, OCR: 9

Really hope this doesn't jinx anything 😬

History, Edexcel: 8

French, AQA higher: 7

[meraisun]

MARS' STUDYBLR. ╰— y12. uk. seventeen.

about me!

names: mars or merai

age: seventeen

pronouns: she/xe

sexuality: pansexual

hobbies: video games (fallout series, my beloved), crochet, writing, reading, linguistics, history, herpetology, gardening, watching old movies, tennis, fashion

goals: planning on studying molecular biology at university

my a-levels!

biology (aqa)

chemistry (aqa)

classical civilization (ocr)

what to expect!

short daily "blogs" (i.e. ramblings), accountability posts, random study tips, a-level resources, gcse resources.

reblog/like/follow to be mutuals!

[slightlytoastedbagel]

Hello hello . How are exams treating youuu

I am doing ok but also I am dedicating this ask to a callout post for the AQA History GCSE paper 2

THE FUCK. DO YOU MEAN. "EXPLAIN THE SIGNIFICANCE OF THE RENAISSANCE ON MEDICINE IN BRITAIN"

[candy8448]

ENGLIT2 done!

Gcse rambles

Finally lit is done (at least till i do it in alevel)

But you know how i was preparing for the poem to be checkin out me history (yes yes yes) or storm on the island (no no no)? Welp... none of them came up, Kamikaze did =_=

I wasnt prepared cuz i dont like that poem so i hadnt revsied it since quite a while ago. Luckily i revised all of the poems tho so i did really well i think. (Litterally watched cram videos on all the poems i dont like including tissue 5 mins vefore i left the house this morning)

But i opened my paper expecting, hoping to compare comh to mld but then my heart dropped.

I saw my grade 8/9 slipping out of my grasp as i was handed mediocrity. Thing is that aqa did effects of conflict almost every single year, why not something different ?!?!?!?! I wanted it to be comh cuz i had such good analysises.

Planned a and b for 15 mins, 40 mins on poetry questions, didnt finish but moved in spending about 30 mins on inspector calls and finished it, went back and wrote thesises for both (i write thesises at the end, last thing), did unseen till ten mins before end, went back and crammed in the last bit of poetry and covered everything.

I was writing nonstop even for a second for the whole 2hrs 15 💀

But i think i did well. Compared the poem to Remains cuz that and mld are my best poems, and aic i managed to get a tonna form and structure (surprisingly a lot of form and context and structure) and even managed to involve analysis of the title of the play so i think i did super well

I really liked "the washing never gets done," i found it really reasuring and nice. I think i did well explaining how it affirms that both coexist, you can step out. Dusk exists as both day and night, there is always light even if things seem bad. The enjembment is throughout, making it all chaotic and overwhelming even the nature stuff, showing that others struggle too and you are not alone. It was real nice

Dont remember what i did for the 27.2 tho.

Thing is i didnt even real it even if ut was 8 lines. Litterally just compared the fact that one was long and one was short snd more structured and i waffled

Im so glad that there are no exams tomorrow, im drained

What questions did you have?

[kevin-pls-come-over-for-gay-sex]

so i made a studyblr

what’s up im anthony you can pretty much infer my age and i never fucking learnt how to do biology. the education in my area is utter bullshit so i made this blog to hopefully reduce the chances of me failing my gcses.

i follow and like from @a-dotrivenitupontop.

my subjects:

maths [aqa] (foundation level)

english language + literature [aqa] (studying macbeth, a christmas carol, blood brothers, poetry)

science [aqa] (foundation level)

sociology [aqa] (studying family, education, crime and deviance, social stratification, research methods)

photography (theme is ‘lock’)

history [aqa] (studying ww1, health and the people, germany, queen elizabath i)

re [eduqas] (studying christianity, buddhism, relationships, life and death, good and evil, human rights)

expected grades are around 6-8s depending on the subject. but honestly i just kinda wanna pass 😭

feel free to talk to me! :D

[landinbetween]

i got a b in english lit a level and i dont want to go on living

As in biology and history (history!! which i dont give a shit about!!) and i got into exeter which i dont even want to go to now since i clearly cant cop english

my family dont understand because ive basically got the best results in the whole family history and im not talking to my friends because its embarassing. and my brother just got his gcses and he didnt do very well

the only person i actually think would understand is my ex who i have no reason to speak to, havent spoken since early january. hes very clever and far exceeded me in results im sure but i think hed understand why it matters to be. if you get below an A, you shouldnt have wasted your time doing it. didnt get any A*s, so i know im just not very clever and i almost think if youre not the best, why bother. i think hed understand why it matters so much and itd be pretty self flagellatory for me to think of his prowess. i doubt hed be kind, but i think hed share my views. i havent wantrd to talknto him in ages, but this has made me. i obviously wont but you know

i dont undwrstand how this happened. i was getting A/A*s throughout the course. i had lower marks but this was unprecedented. i like and respecyed my teachees but maybe they taught me to focus on the wrong things? maybe my style isnt amenable to AQA. but i feel so worthless now. i clearly just cant do it. you love something and it doesnt love you back god god god

[decolonizationanddefeat]

Great Britain in Shambles

Traveling back to the time of September 2, 1945, World War II had finally come to an end. Great Britain was devastated in every way.  After World War II, Great Britain faced significant challenges and suffered several consequences as a result of its wartime efforts. The war had a profound impact on the nation's economy, infrastructure, and social structure.Many cities and industrial centers in Britain were severely destroyed by Germany’s bombings, particularly during the Blitz, which resulted in the loss of thousands of lives and left countless homes and buildings in ruins. The post-war reconstruction effort was massive, putting a strain on the country's resources. Economically, the war had drained Britain's financial resources. The cost of fighting the war, along with the need to import goods and materials, led to a significant increase in national debt. The British Empire was facing many economic difficulties. The country experienced shortages of food, fuel, and other essential commodities, leading to a period of rationing that continued even after the war. The war left the country devastated. People were starving, homeless, jobless, and children did not have access to education and universities. Due to the war, there was a huge gender conflict. Many men had died at war and women were filling in the unemployment gaps for men back home. Children grew up without fathers. In addition, the political landscape underwent significant changes. The war resulted in a shift in global power dynamics, with the United States and the Soviet Union being known as the superpowers. Great Britain's position as a world leader was weakened, and it had to navigate its role in a changing world order. They were no longer the powerhouse of the world. They lost most of their colonies. In conclusion, Great Britain was no longer considered a powerhouse or an empire. 

“Impact of World War Two on Britain’s Empire - How Britain Lost an Empire - War and Government - GCSE History Revision - AQA - BBC Bitesize.” BBC News. Accessed August 3, 2023. https://www.bbc.co.uk/bitesize/guides/zyh9ycw/revision/4. 

“Great Britain after WW2 Timeline.” Timetoast timelines, June 1, 1945. https://www.timetoast.com/timelines/england-after-ww2. 

[geducation]

Getting off the fence: Assessment across the curriculum

It’s a bit of a tricky one this.  Ever since Ofsted decided that they were bothered about the wider curriculum, it was inevitable that they’d be after us developing assessment across the curriculum too.  For as long as I can remember, it wasn’t something that we gave much thought, assessment in subjects like history, geography or art and design were generally reduced to most/some statements that lurked at the bottom of a medium term plan.  With curriculum coming more sharply into focus however, assessment has now become a priority for lots of schools.  

In getting to grips with this, a good starting point is to consider the three big questions that we need to address when we’re thinking about assessment…

What should assessment focus on?  

How do we know that a particular pupil has mastered a concept?

What tasks or responses would indicate this?

The first question sounds like a straightforward one, but it’s actually a bit more complicated than it seems.  To begin with, people quite often don’t actually agree on what the focus of assessment should be.  Dylan William, professor of assessment at the UCL Institute of Education and all round assessment guru talks about the way that assessments ‘operationalize constructs’ – he explains that assessments, or the design of assessments forces us to get off the fence in terms of what we believe a subject to be about (more on this here…).  For example, some people believe that ‘being good’ at history is about facts and dates – the recall of historical knowledge.  Others however, believe that history is more than this and would suggest that the ability to construct historical arguments is just as important as recalling the facts and dates.    

This belief, and the need to make a choice, then has a direct impact on the assessments we then design.  If you’re in the first camp, then a multi-choice type assessment would give you exactly what you were after.  If you believe that history is more that dates and facts however, then you are much more likely to go with a model where the pupils are asked to write an extended answer or essay style response.  

The important thing to remember is that there isn’t a right or wrong answer to this – we just have to decide what we mean when we talk about ‘being good’ at a subject.

At our school, we decided for ourselves, and then expressed it clearly in subject statement documents.  These documents are on our website and they all begin with a quote that sums up what each subject means to us (an idea taken from Mary Myatt).  Beyond the quote, they then go on to set our stall out in terms of how we view different strands of knowledge within that particular subject, along with how we assess it.

When thinking about the different subjects, we had a similar reaction in each.  We decided that history was about more than just knowing facts and dates, but we also decided that we felt the same about geography, art and design, design and technology – to be honest – pretty much everything.

This decision gave us a clear indication of what type of assessment we would need to design… we needed something that would assess the children’s knowledge, but also their ability to apply it in context.  

To get to grips with the second question - how we’d know that a particular pupil had mastered a concept - I had a look at examples from beyond primary.  What we wanted was a means of assessing how well the children were learning the curriculum we’d planned, and whilst summative assessments in subjects like geography, history or art and design were few and far between in primary, they did exist at the end of KS4.  GCSE exams are not perfect, but they do give us a useful glimpse into the kind of things we’re expecting children to demonstrate.  In history for example, it was clear that the ability to analyse sources was important in identifying whether children had mastered a concept.  If we look at the GCSE mark schemes (see AQA images below), they give examples of indicative content which show that in order to have mastered the content (i.e. responses that demonstrate pupils are operating at the top level of the mark scheme – grades 8/9) the children need to be able to do two things.  These can broadly be described as the ability to interpret the source - say what they see - and then expand on it – basically, add to it with stuff that they’ve got in their heads.

This seems to be a useful combination of knowledge and application, and it also helps us with the final question of what the assessment tasks might look like.  

The idea of using source analysis as a summative assessment tool is supported by the work of Jan Meyer and Ray Land on threshold concepts.  Meyer and Land define threshold concepts as ‘conceptual gateways’ into more advanced ways of thinking about topics and subject areas.  (There’s more on the defining features of threshold concepts here).  I’m not sure that ‘analysis’ is a threshold concept in itself – it’s probably too broad for that – what it does represent though is a particular way of thinking within a discipline.  A carefully planned source analysis task is an activity that can unlock a number of different threshold concepts within the subject, and as a result, enable us to assess how well the pupils have mastered the content.

We decided that this would be the approach we’d use for assessment across the curriculum.  It’s just as important that you learn how to analyse in geography as it is in history – you can say the same about art and design or music.  Now we have to be a bit careful with this – the ability to analyse isn’t a transferable skill – we have to learn what it looks like in different subject disciplines, but if this is carefully modelled, then there’s no reason why we can’t use a consistent approach for assessing most subjects.  

With this in mind, we set about identifying appropriate sources within different subjects that would be used as a final summative assessment.  The intention wasn’t to find a source that unlocked all of the content covered, just as this isn’t the aim at GCSE.  What we wanted, was something that gave the children the opportunity to draw on multiple aspects of knowledge from their project and apply it in the context given.  We decided that this would be an unseen source – but that it would be familiar to other sources they had used during the unit.

Let’s say we’re studying the Great Fire of London in history, you might select a final source like this…

A map that shows the spread of the fire over four days.

When we’ve decided on the source we’re going to use for assessment, we can then start to create our own indicative response – or at least begin to think about the different aspects of knowledge we are hoping the source will unlock.

To effectively analyse this source, we’d probably want the children to know the following things…

·      Where the fire started

·      How and why the fire spread (including weather, building type and proximity)

·      What people did about it

Beyond this, we’d also want them familiar with maps of London and some significant landmarks (i.e. the river Thames, London bridge, Tower of London etc.)

Having such a clearly defined end-point in terms of assessment means that we can now work backwards to ensure that they key building blocks of knowledge and understanding are embedded within the unit of project.  This is achieved by drawing together multiple other sources that we’ll share with the children to build the specific knowledge they will need.  Within this process, we’ll also be thinking about sequence – what comes first, what should come next - until we end up with a rough spine for our schemes of work.  This process is replicated across the curriculum – the nature of the sources change, but the thought process is the same.  

In terms of making judgements, we keep things simple – we’re not interested in a detailed criteria referenced model, and instead are just looking for the two things I mentioned earlier.  Has the pupil shown they can interpret what they’re looking at, and can they add to it with stuff they’ve got in their heads?

When the children complete their final source analysis*, each teacher ranks them from strongest to weakest and identifies the piece of work that represents the cut-off or threshold point – the child who has done just enough for us to say that they have analysed the source effectively.  In subjects like history, geography or art and design, this is entirely up to us as a school.  There is no national expectation or exemplification in terms of what it should look like – we need to decide on our expectations within our own setting.  To help with this, when we’re ranked the work and identified the threshold point, we have a moderation staff meeting where we talk to year group partners and the year groups either side.  Because of these conversations, there are often adjustments made to the threshold point and when we’re done, we’re able to place all the threshold pieces out from Y1 to Y6 to see what the progression looks like across school.

Having established the cut-off in each class, the work is judged to be either pre or post threshold – the children are either on track with how well they are learning the curriculum in that subject, or they’re not.  This information is passed on to the next teacher on transition and informs next steps.  If a child is judged not to be on track, we’ll dig a little deeper into their assessment piece to find out what went wrong.  It could be that they mis-interpreted the source they were presented with (sometimes, the children will share some knowledge they have but it bears little connection to the source they’re looking at), other times, it’s clear that they just weren’t able to recall enough knowledge in order to do a good job.  This is valuable information for the next teacher – if a child lacked the knowledge required to be post threshold, then we don’t back track and attempt to fill in gaps – we just behave differently moving forward.  We might put additional strategies in place to help the child retain the knowledge from their new topic – it might be key vocabulary mats, knowledge organisers, increased repetition through retrieval practice.  If they lacked the procedural ability to analyse the source, this can be taken care of with increased scaffolding of the process.  Ultimately, as with any effective assessment, it supports learning.  

Getting assessment right across the curriculum is a difficult thing, and it’s also really difficult to capture the whole process in a blog.  If you’re interested in hearing a bit more about this, I’m running an assessment webinar at the start of next academic year – if you fancy it, you can sign up below and I can answer any questions you might have in person.  In the meantime, keep an eye out for other related pieces in future newsletters!  

*(For most children a written analysis, but if writing is a barrier we remove it by scribing for them, using assistive technology such as Clicker or finding another way to record their response)

Webinar:  Assessment across the curriculum - 11th March 2024

http://eventbrite.com/e/749071191097

[onlinesupertutors]

UK GCSE Exam Boards Explained: A Comprehensive Overview

The United Kingdom is home to several different GCSE exam boards, each with their own unique qualifications and assessments. Navigating through them all can be a daunting task for students and parents alike. This guide aims to provide a clear breakdown of each exam board’s offerings, allowing students to make informed decisions about their academic futures.

If you’re a student in the UK or Ireland, you may have heard of WJEC and CCEA exam boards. But what exactly are they, and how do they differ from other exam boards like AQA and Edexcel? In this post, we’ll provide an overview of WJEC and CCEA as well, including their histories, the qualifications they offer, and their unique features.

Introduction to UK Exam Boards

When it comes to academic qualifications in the United Kingdom, there are several exam boards to choose from. Each exam board offers a range of qualifications that cater to different needs and aspirations. Understanding the differences between these exam boards is important for students and parents who want to make informed decisions about their education. In this guide, we will take a comprehensive look at each exam board and their offerings, giving you the information you need to make the best decision for your academic future.

There are currently five main exam boards in the UK, each with its own unique characteristics and qualifications. These are AQA, OCR, Edexcel, WJEC, and CCEA. AQA and OCR are the two largest exam boards in the country, providing a wide range of GCSEs and A-levels across various subjects. Edexcel is another major player offering both academic and vocational courses. WJEC mainly operates in Wales and offers Welsh-specific qualifications such as GCSEs in Welsh language and literature. Finally, CCEA is an exam board based in Northern Ireland that provides GCSEs and A-levels for students there. While these exam boards may seem confusing at first glance, understanding their differences can help you make an informed decision about your future academic pursuits.

Key Differences Between Exam Boards to Consider.

When choosing an exam board, it’s important to consider the types of qualifications they offer and their requirements. Some boards specialize in academic subjects like English, math and science, while others offer vocational and technical qualifications. Additionally, some boards may have stricter grading criteria than others which can impact a student’s performance. It’s important to take into account your personal strengths and interests when considering a particular exam board to ensure that you are both challenged and engaged in your studies.

Exam boards in the UK differ in several key ways. For example, some boards may offer alternative forms of assessment, such as coursework or practical exams, while others place more weight on written exams. Some boards may also offer a wider range of subjects than others. When making your selection, you should consider your future career goals and which qualifications will best position you for success. Be sure to research each board thoroughly and speak to teachers or advisors who can help guide you towards the right choice for your academic needs.

Edexcel

Edexcel is a subsidiary of Pearson and one of the largest exam boards in the UK. They offer a wide range of qualifications including GCSEs, A-levels, BTECs, and vocational qualifications. Edexcel’s qualifications cover a variety of subjects, ranging from academic subjects like English, math and science to creative arts and media.

In addition to their traditional qualifications, Edexcel also offers international qualifications that are recognized globally. Their grading system uses letters instead of numbers, with grades ranging from A* to E for A-levels and 9 to 1 for GCSEs. It’s worth noting that Edexcel has been criticized in the past for various issues related to exams administration such as mistakes made when marking papers. However, they continue to be a popular choice among students due to their wide range of offerings and recognition both in the UK and internationally.

AQA

AQA is one of the largest exam boards in the UK, having been established in 2000 as a non-profit organization. They offer a range of qualifications including GCSEs, AS and A-levels, and vocational qualifications. AQA’s qualifications cover a wide range of academic subjects such as science, math, humanities, languages and social sciences

Their grading system ranges from 1 to 9 for GCSEs and A* to E for A-levels. Like other exam boards in the UK, they have faced criticism related to marking accuracy, but continue to be a popular choice among students due to their broad offerings and respected standing within the education sector. AQA also places emphasis on promoting assessment practices that are fair for all students regardless of background or ability levels. One notable initiative launched by AQA was the introduction of contextualized admissions in which universities take into account an applicant’s background when considering their application. This aims to increase opportunities for students from underrepresented groups who may otherwise face institutional barriers when pursuing higher education.

OCR

OCR (Oxford Cambridge and RSA Examinations) is another major exam board in the UK. They were established in 1998 through a merger of three former exam boards, including the Oxford and Cambridge Schools Examination Board. OCR mainly focuses on vocational qualifications such as NVQs, diplomas, and certificates. They also offer GCSEs, AS and A-levels in a range of subjects including science, humanities, and languages.

OCR’s grading system ranges from U to A* for GCSEs and E to A* for A-levels. Like other exam boards in the UK, OCR has been criticized for issues related to marking accuracy but remains a popular choice among students interested in pursuing vocational qualifications. One notable initiative by OCR is their partnership with Cambridge Assessment International Education (CAIE), which allows students studying vocational qualifications to progress directly onto CAIE’s international degree programs. This provides a clear pathway for students interested in pursuing higher education overseas or within the UK.

What are WJEC and CCEA exam boards?

WJEC and CCEA are two exam boards that offer qualifications for students in Wales and Northern Ireland, respectively. WJEC stands for Welsh Joint Education Committee, while CCEA stands for Council for the Curriculum, Examinations and Assessment. Both exam boards are responsible for creating and administering exams and assessments that lead to a range of qualifications, including GCSEs and A-levels. They also provide vocational qualifications like BTECs and NVQs. While there are similarities between these exam boards, they do have some differences in the way they operate and the types of qualifications they offer.

What subjects do WJEC and CCEA offer exams for?

WJEC and CCEA offer exams for a wide range of subjects, including core subjects like English, maths, and science, as well as languages, humanities, social sciences, and creative arts. In addition to academic qualifications like GCSEs and A-levels, they also offer vocational qualifications such as BTECs and NVQs in fields such as business studies, engineering, health care, catering, and construction. Some specific qualifications that are unique to each exam board include the Welsh Baccalaureate offered by WJEC and the Occupational Studies programme offered by CCEA. Overall, students who choose to take exams with WJEC or CCEA have access to a comprehensive range of qualifications that can help them pursue their future goals.

How is the grading system different between WJEC, CCEA, and other exam boards?

The grading system used by WJEC and CCEA is similar to that used by other exam boards in the UK, such as AQA and Edexcel. Grades are awarded on a scale from A* (highest) to G (lowest). However, there are some noticeable differences between each board in terms of how they approach assessment and grading. For example, WJEC uses a “raw marks” system, whereby the number of marks a student receives determines their grade. Meanwhile, CCEA uses percentages for some qualifications and has recently implemented a new lettered grading system for others. It’s important for students to understand the differences between each exam board’s grading system when preparing for exams so they can adjust their study strategies accordingly.

If you would like to try one of our expert online tutors for help with GCSEs, please contact us and we’d be happy to arrange a trial lesson – free of charge. If you are looking to homeschool your child in future, or are currently doing so, check out our guide to homeschooling here or contact us for more information.

[english-notes-etc]

Context (An Inspector Calls)

General

Play set in 1912

Before the first world war and sinking of the Titanic.

Women had fewer rights and opportunities.

Play written in 1945

After two world wars & after the titanic sank.

Women had more rights, opportunities and responsibilities.

1912

Workers rapidly moving to cities.

Since workers were all together, their ideas were spreading faster.

Bosses were threatened by workers like Eva (e.g. due to riots).

Workers felt that their skills weren’t being valued.

Technology at this time was unreliable but people were optimistic about ti (e.g. Titanic).

1945

Country was struggling after the wars.

Labour party was first to openly support the working class- giving hope to working class.

Churchill didn’t appease working class people and thus lost his power- message of the play.

Classes

In 1912, strong distinctions existed between the upper and lower classes.

However, by 1945, class distinctions had been greatly reduced due to the 2 world wars.

Government

In 1945, first Labour government had just been elected- showed public was more open to change. This government was closer to Priestley’s views.

Priestley wanted change but not a violent revolution, like in Russia in 1917.

Women

Women were subservient to men.

All a rich woman could do was get married; a poor women was seen as cheap labour.

In 1945, due to the wars, women had earned a more valued place in society.

Eternal Recurrence

Priestley believed in ‘eternal recurrence’: the idea that you would repeat your life over and over again until you had made all of the right choices.

Poverty

Massive population growth- led to disease being spread faster etc.

Poor living conditions.

People worked long hours for little pay- many turned to prostitution.

Life expectancy was very low.

[thursdayg1rl]

doing poetry notes now I think

[gcsegeek]

Hello tumblr!

If you happen to be looking for GCSE help on tumblr (of all places), maybe I can help. If you don’t mind postponing the kpop edits or destiel fics or whatever else you are on here for.

I am a Y13 (as of 2020/21) who managed to achieve 8s and 9s in my exams in 2019 (probably owing to my lack of social life and fear of failure).

Because I’d like it if people got less stressed than I did over GCSEs, I thought it'd be nice to share my notes to help other people.

The exams I took were: AQA GCSE Biology, Chemistry, Physics and Drama; Edexcel GCSE English Language and Literature, French, History and Maths; AQA Further Maths. I’m not sure I’ll be able to post notes for all of them but here’s hoping!

A side note- my handwriting can sometimes be a leetle illegible, so if you can’t read anything, please ask.

Love,

gcsegeek

[meraisun]

gcse revision resource dump! (from an ex-gcse student)

╰— had a few gcse revision resources (incl. online textbook scans, useful websites, etc.) saved on my laptop that i'll never be using again so i figured i'd make a dump post of everything for the gcse class of 2024 and beyond. none of these are mine, i just compiled all of them together. enjoy!

here are the subjects i did and the exam boards that assessed me so you can see if these links are relevant to you and the components/modules that i did. i did higher tier for everything.

— aqa english language. — aqa english literature (romeo and juliet, a christmas carol, an inspector calls & power and conflict). — edexcel mathematics. — aqa biology (triple). — aqa chemistry (triple). — aqa physics (triple). — edexcel history (crime and punishment, anglo-saxon and norman england, superpower relations and the cold war & weimar and n*zi germany).

note: i did french and health and social care as well, but the specifications for those have been revamped so what i used for gcse isn't relevant/useful anymore.

the dump:

dropbox link