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Markyboy in reply to @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.

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.

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tbc in reply to @Markyboy

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.

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