By Gavin Mackintosh-
This year’s G.C.S.E results show a drop in Maths and English, and an overall drop in results.
The plummet was put down to an increasing number of “middle ability” students switching to an alternative qualification.
The percentage of people gaining A star qualification dropped for the fifth year in a row by 0.6 percent.
Outstanding English results of A star were up by 0.2 percent, from 5.5 to 3.3 percent, though results varying from A star- A, was down by 0.9 percent to 13 percent
Maths at A star was down from 1 percent to 0.6 percent – a drop of 4 percent for grades between A star and A grade from 65.7 percent to 60.2 percent.
The results also show a drop in the gender gap, with a slight drop of 0.5 percent, from 71.8 percent to 71.3 percent achieving grade C from the female entries, compared with 62.4 percent for boys.
Exam chiefs indicated there were 200,000 fewer entries for maths because of the increase in entries for the G.C.S.E English exam- an alternative qualification not included.
NEW GUIDELINES
The increase in G.C.S.E results is attributable to new government guidelines that have stipulated a legal requirement for 17 year olds with grade d or lower to repeat the course in order to achieve the required minimum of C grade needed to subsequently study A levels.
These new requirement by the government should be hailed, not criticized, because it seeks to ensure all students attain a minimum standard of competence in English irrespective of whether they plan to take up A levels.
WORRYING
What is worrying is why a number of repeat students are failing to improve on their previous grade D and below, raising legitimate questions as to whether teaching skills and efficiency is lacking.
If repeat students are put through the much required grill of dedicated hardworking and careful learning, they should meet the required criteria of C grade and above.
It becomes hugely disappointing if repeat students as a whole fail to raise their standards to the required level, despite an extra year of studies and the expected added drive of the students to excel.
Perhaps the problem lies in relatively inefficient teaching and training methods, as well as lack of adequate work ethics instilled in students by both teachers and their respective schools.