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GCSE Narrative Writing (A*)

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❶Lucas was tired of being strong, tired of waiting, tired of the storm overtaking his mind. Between and , a variety of reforms were made to GCSE qualifications, including increasing modularity and a change to the administration of non-examination assessment.

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These latter two grades are both usually provisional, and are replaced with a regular grade once any issues have been resolved. X grades are also sometimes used for other purposes, on rare occasions, such as to indicate that an examiner found offensive material or hate speech within a student's responses.

In some cases, this may lead to the student losing all marks for that paper or course. These grades are most common in subjects which discuss ethical issues, such as biology, religious studies, and citizenship.

In foundation tier papers, the student can obtain a maximum grade of a C, while in a higher tier paper, they can achieve a minimum grade of a D. If a higher tier candidate misses the D grade by a small margin, they are awarded an E. Otherwise, the grade below E in these papers is U. In untiered papers, students can achieve any grade in the scheme.

This scheme is being phased out in England, but remains in Wales and Northern Ireland. From in England and in Wales and Northern Ireland on qualifications from the English boards , some GCSEs are now assessed on a 9-point scale, using numbers from 9 to 1, and, like before, a U unclassified grade for achievement below the minimum pass mark.

The former C grade is set at grade 4 and the lower end of grade 5, with grade 5 being considered a "good pass" under the new scheme. Although fewer qualifications have tiered examinations than before, the tiering system still exists. At foundation tier, the grades 1, 2, 3, 4, and 5 are available, while at higher tier, the grades 4, 5, 6, 7, 8, and 9 are targeted.

Once again, if a higher tier student misses the grade 4 mark by a small margin, they are awarded a grade 3, and controlled assessment and coursework tasks are untiered. GCSE results are published by the examination board in August, for the previous exam series in April to June of the same year.

Some boards and schools release results online, although many still require students to attend in person to collect their results from the centre they sat exams at. These results then go on to inform league tables published in the following academic year, with headline performance metrics for each school. This allowed for students to take some units of a GCSE before the final examination series, and thus gave indication of progress and ability at various stages, as well as allowing for students to resit exams in which they did not score as highly, in order to boost their grade, before receiving the qualification.

Various qualifications were available as both modular and linear schemes, and schools could choose whichever fit best for them. Under the Conservative government of David Cameron, and Education Secretary Michael Gove, reforms were initiated which converted all GCSEs from for assessment from to de facto linear schemes, in advance of the introduction of new specifications between and for first assessment from to Both modular and linear assessment have been politically contentious, and the opposition Labour Party UK , and particularly the former MP Tristram Hunt stated that it was their policy that such reforms be halted and reversed, maintaining modular assessment in both GCSEs and A-Levels.

In some subjects, one or more controlled assessment or coursework assignments may also be completed. These may contribute either a small or large proportion of the final grade.

In practical and performance subjects, they generally have a heavier weighting to reflect the difficulty and potential unfairness of conducting examinations in these areas. In the past, these were available in a variety of subjects, including extended writing in English, the sciences, business, and foreign languages; practical assessment in the sciences and technology subjects; and speaking assessments in languages.

Since the s reform, the availability has been cut back, with mostly only design and technology subjects and performing arts retaining their controlled assessment contributions. In English, the spoken language assessment has been downgraded to an endorsement which is reported separately on the English certificate, not contributing to the grade. In the sciences, practical exercises are a required part of the qualification, but are not directly assessed, being only endorsed the a teacher's statement.

The balance between controlled assessment and examinations is contentious, with the time needing to be set aside for coursework sessions being seen as a burden on the school timetable. However, the use of controlled assessment allows for the marking of some work outside of examination season, and can ease the burden on the student to perform well on the day of the examination.

Any of the above must be approved by the examination board. Other forms of help are available with the agreement of the examination board, but the above are the most common. If a student is ill or an unforeseen circumstance occurs that may affect their performance in an examination, they can apply for special consideration from the examination board. The procedures vary depending on how much the student has completed [ clarification needed ] , but in the case of sitting an examination, they may receive a percentage increase on their grade [ clarification needed ] to reflect this, or a consideration of their coursework and other assessment alongside their predicted grades, to calculate a fair grade based on their other attainment.

Most universities, in addition to their post requirements, seek that their candidates have grades of C or 4 or higher in GCSE English and mathematics. Many of those who achieve below this standard will later retake GCSE English and mathematics to improve their grade. The November examination series exists for this purpose, to allow a faster path to gain these grades than waiting until the following summer's main series. A U, X, or Q grade does not award a qualification.

Level 2 qualifications are much more sought-after, and generally form minimum requirements for jobs and further study expectations. The education systems of current and former British territories, such as Gibraltar , [34] and Nigeria, also offer the qualification, as supplied by the same examination boards.

Other former British colonies, such as Singapore and Zimbabwe , continue to use the O-Level qualification. In the United States, the high school diploma is required for entry to college. As A-Levels are generally expected for university admission, the high school diploma is not considered enough for university entry in the UK. Gender bias is another area of concern. Department of Education data shows that the relative performance gap between girls and boys widened significantly under GCSEs, compared with O-Levels.

The declining number of pupils studying foreign languages in the UK has been a major concern of educational experts for many years.

Moreover, the publication of "soft" subjects e. Critical Thinking, General Studies etc. Mathematics, Sciences, Languages for GCSEs and A-Levels by the universities of Oxford and Cambridge has created an ongoing educational debate where, on the one hand, many educational experts would support this "division of importance" whereas, on the other hand, many head teachers would not only disagree but actually "oppose a move to solely traditional academic GCSE and A-Level subjects".

When the GCSE system was introduced, there were comments that it was a dumbing down from the previous GCE O-Level system as it took the focus away from the theoretical side of many subjects, and taught pupils about real-world implications and issues relating to ICT and citizenship.

In addition, the proportions of candidates awarded high grades at GCSE have been rising for many years, which critics attribute to grade inflation.

One of the important differences between previous educational qualifications and the earlier grading of A-Levels and the later GCSE qualifications was supposed to be a move from norm-referenced marking to criterion-referenced marking.

With criterion-referenced grades, in theory, all candidates who achieve the criteria can achieve the grade. The incorporation of GCSE awards into school league tables, and the setting of targets at school level at above national average levels of attainment, has been criticised. Coursework is now a mandatory part of the GCSE system and a great opportunity for students to be assessed away from the pressures and rigors often associated with regular exams and exam rooms.

Whether for your A-Levels, undergraduate or Masters, coursework is an important part of showcasing what you have learnt in class. Doing a superb job on your coursework also gives your grades or GPA a significant boost. Students are often lulled into a false sense of security because unlike regular assignments and exams; coursework is usually spread out over a significant amount of time.

It may be a month or the entire semester. The time allotment may cause many students to procrastinate albeit coursework being much more difficult than your regular homework or assignments. GCSE coursework writing services such as ours exist to assist students like yourself prevail though the rigors of coursework writing. Thorough research, structure, and writing skills are required for coursework in any subject or specialization. We have the expertise for all these requirements.

Students may lack time to do their own coursework, what with the dynamic learning landscape of the 21 st century. Times are tough, and many learners need to work while they study. Her flashlight sent spiralling shadows over the rocks. She wanted to scream, but she needed to keep going.

She had to find him. Rain hammered against the rocks, giving them a treacherous, glossy sheen. She blinked them away, her eyes red-rimmed. She leaned towards the wind, her skin dull and sore.

A storm was coming. Lucas stood now in only his shirt and trousers. Sharp rocks underfoot tore at his skin, drawing blood. The wind whipped the waves into a wild, roaring frenzy—baying for his soul. A half-laugh, half-sob escaped from his lips. Soon, there would be nothing left. No more white rooms, doctors with sympathetic looks as if they understood the pain. Lucas was tired of being strong, tired of waiting, tired of the storm overtaking his mind. He shifted forwards, his feet brushing the void.

Another shuffle and the pain would be gone, forever. May ran faster, the cold wind biting her until all she could feel was pain. Her lungs burnt and her breath caught in her throat. Every second she wasted was a second closer to losing him.

Then she saw him, a distorted shadow in the moonlight. She cried out his name again through chapped lips. Tears pooled in her eyes, like a gentle ocean resembling her bleeding heart. Mascara smudged around her cheeks like charcoal.

Introduction to GCSE Exam 2019

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What I have emphasised relentlessly to creative students is to guard against spouting gcse upon the writing they writing been asked to write about. Homeworkthe subject of the exemplar question, is a provocative topic which students can easily ramble on about, with little structure to their response.

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