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I think if students think that all that matters is exams at the end of two years, it's a risky strategy and goes against what we are telling them (and doesn't often work) - but it's within their rights to give it a go.
I obviously can't speak for where you teach but, having had three kids at three different secondary schools/sixth form colleges in three different London boroughs, the one thing that has been consistent is that they have taught students to pass exams, at the expense of a more holistic or course-based approach. The evidence that I hope will be inluded is the previous cohorts who have performed when they were told it mattered - the exams - even if their course work was not of the same standard.
Markyboy-
I think one of the pieces of evidence schools will be able to use in appeals is the historical step up from mock to final exam. But if they have kick-up-the-arse marked the mocks obviously that is unlikely to be much use as a fallback position.
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I think one of the reasons I really like where I work is that we are discouraged from teaching to the exam and encouraged to develop "scholarliness" and going beyond the syllabus. But I'm aware it's unusual and that a lot of "education" is quite formulaic and dull.
villa-ru
tbc
I think if students think that all that matters is exams at the end of two years, it's a risky strategy and goes against what we are telling them (and doesn't often work) - but it's within their rights to give it a go.
@Markyboy is right, there are some people who can pull it out of the bag at the last minute and this sudden change really disadvantaged them to the benefit of those who worked consistently. But we had to base all our predictions on evidence.