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What are GCSEs? Everything You Need To Know

Even though GCSEs are the most common type of qualification in the UK, not everyone knows exactly what they are. That’s because since GSCEs replaced CSEs, O-Levels, and GCEs in 1986, the grading system and exams have continued to evolve. To help you understand all these changes, we’ve put together the most frequently asked questions about GCSEs so you’ll know what they are and why they’re important. 

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12 January 2024

• 1 . What does GCSE stand for?
• 2 . What level is a GCSE?
• 3 . What year do you take your GCSE?
• 4 . What age do you do GCSEs?
• 5 . Which GCSE subjects are mandatory?
• 6 . How many GCSEs do you have to take?
• 7 . What are the GCSE Exam Boards UK?
• 8 . Why are GCSEs important?

What does GCSE stand for?

GCSE stands for General Certificate of Secondary Education and provides an academic qualification in different subject areas. 

They are an essential step for students as they provide a foundation for higher education and career development. 

What level is a GCSE?

GCSEs are part of key stage 4 and traditionally, were graded from A* to G. However, this changed in 2017 and they are now graded from 9-1. For comparison, 9 is the equivalent of a high A*. 

GCSEs that are graded 3, 2, or 1 are considered a level 1 qualification in the UK’s National Qualifications Framework. Level 2 is for grades 9, 8, 7, 6, 5, 4, which indicate an intermediate level of education, providing students with a broad and balanced curriculum. 

What year do you take your GCSE?

In most UK schools, students choose their GCSE options in Year 9 and typically begin their courses in Year 10. This usually lasts for two years, with exams taking place at the end of Year 11 – the final year of secondary school.

However, some schools may offer the option to choose subjects in Year 8 and some will give students the chance to sit their exams early in Year 10. 

The GCSE period is crucial for students as it shapes their academic journey and influences their future educational and career paths.

What age do you do GCSEs?

GCSEs often signify the end of secondary education. That means most students take their GCSEs aged 14-16, however, there is no age limit.

How long it takes to complete a GCSE varies depending on how you choose to study. In a school setting, you will usually take a number of GCSEs at once, which is why it takes 2-3 years to complete. 

In a different educational setting, such as college, there are fast-track options to complete GCSEs in just a year. Or, if part-time study suits you, there are longer options depending on the institute.

Which GCSE subjects are mandatory?

Although some of your GCSE subjects can be your own choice, there are compulsory national curriculum subjects. The ‘core’ subjects are English Literature and Language, Maths, and Science, and the ‘foundation’ subjects are computing, PE, and citizenship.

Schools must also offer at least one in the four ‘entitlement’ areas; the arts, humanities, design and technology, and modern foreign languages. The rest of the optional subjects are then entirely dependent on what the school offers and what the student decides. 

How many GCSEs do you have to take?

The amount of GCSEs a student takes again varies from school to school. This usually ranges from a minimum of 5 to a maximum of 12 GCSEs. 

Students should choose subjects based on their interests and whether they are relevant to their future career goals. 

What are the GCSE Exam Boards UK?

There are several exam boards in the UK offering GCSE qualifications. The five prominent ones are AQA, CCEA, OCR, Edexcel, and WJEC. 

Each exam board sets its own syllabus and exams but all adhere to the national curriculum guidelines. Though these exam boards differentiate between schools, they are also all overseen by regulatory authorities to ensure equality between schools. These are OfQual (England), DCELLS (Wales), and CCEA (Northern Ireland).

Why are GCSEs important?

GCSEs are the gateway to higher education and are vital in shaping a student’s academic and professional future. They open up different opportunities for further education, such as university, and can help with career advancement.

The grades achieved are often used as a benchmark for sixth form or college admissions, with many requiring a minimum grade or amount of GCSEs for entry. Employees also consider GCSE qualifications for entry-level positions. 

As well as being a crucial step to higher education and employment, GCSEs help you develop transferable skills such as communication, problem-solving, and critical thinking. That’s because of the broad curriculum covered, helping you build a solid foundation to take more specialist studies in the future. 

In summary, GCSEs are important because they provide the starting point for your future career.

To help you study smarter and not harder, Save My Exams has created expert GCSE revision resources to ensure you only revise what you need to know to ace your exams. 

With our education insiders, in-depth knowledge of exam boards, and through carefully researching each syllabus, we’ll make sure you focus on the right areas to get the best grades possible.

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Written by Lucy Kirkham

Lucy has been a passionate Maths teacher for over 12 years, teaching maths across the UK and abroad helping to engage, interest and develop confidence in the subject at all levels.Working as a Head of Department and then Director of Maths, Lucy has advised schools and academy trusts in both Scotland and the East Midlands, where her role was to support and coach teachers to improve Maths teaching for all.

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What is a GCSE? A Clear Explanation of the UK’s Secondary School Qualification

GCSEs are an essential qualification for students in England, Wales, and Northern Ireland. The results of GCSEs significantly affect a student’s future career. Universities and employers use the GCSEs to assess students’ academic ability and potential. 

The grades achieved in GCSEs also determine the courses and qualifications a student can take at the next level of education.

The GCSEs are also crucial for students who wish to pursue vocational courses or apprenticeships. Many vocational courses and internships require students to have achieved a certain level of GCSE qualifications in specific subjects.

Table of Contents

GCSEs in Different Countries

GCSEs are not used in Scotland, where the Scottish Qualifications Certificate is used instead. Private schools in Scotland may choose to use GCSEs from England. 

Similar qualifications are used in other countries, such as the IGCSE and the General Certificate of Education Ordinary Level (GCE O-Level).

Subjects Offered

GCSEs offer a wide range of subjects for students to choose from. These subjects can be divided into two categories: core subjects and optional subjects.

Core Subjects

Every student must take the following core subjects:

• English language
• English literature
• Mathematics
• Science (either combined science or separate sciences in biology, chemistry, and physics)

In addition, students in Wales must study Welsh until they are 14.

Optional Subjects

Besides the main courses, students have a range of elective subjects to pick from. There are two categories of GCSE subjects. The first includes the mandatory subjects required in secondary school. The second consists of elective subjects that students can opt to study.

Optional subjects include:

• Humanities: history, geography, religious studies, economics, citizenship, psychology, sociology
• Arts: art and design, music, drama, dance, media studies, film studies
• Technical subjects: design and technology, food and nutrition, product design, textiles, electronics, engineering
• Modern foreign languages: French, German, Spanish, and other languages
• Business studies
• Physical education
• Computer science

Not all schools offer all the non-compulsory subjects, but students should be provided at least one subject from each of these broad groups: Arts, Design and Technology; Humanities; Modern Foreign Languages.

It is important to note that the subjects offered may vary depending on the school and the country. Students should consult their school’s and national curricula to determine available subjects. 

Additionally, students may choose to study for international GCSE qualifications, which may have different subject offerings.

GCSE Grading System

Understanding gcse grades.

GCSE grades are used to assess students’ performance in their GCSE exams. The grading system for GCSEs has changed recently, and it now uses a numerical scale from 1 to 9. 

The new grading system was introduced to make it easier for employers and universities to compare grades across subjects. The grading system indicates the level of knowledge and understanding a student has achieved in a particular subject.

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The new grading system has replaced the old alphabetical grading system, where grades ranged from A* to G. The new grading system is designed to provide a clearer indication of a student’s performance in their GCSE exams. The new grades are as follows:

In simpler terms, getting a grade of 4 is like a bare pass. If you get a grade of 5 or higher, it’s an even better pass. The new way of grading is more challenging, and the best grade you can get is a 9.

GCSE Grade Boundaries

GCSE grade boundaries determine the minimum number of marks required to achieve a particular grade. Exam boards set the grade boundaries and vary from subject to subject. 

The grade boundaries are designed to ensure that the same standard is applied to all students, regardless of the difficulty of the exam.

The grade boundaries for each subject are published after the exam results have been released. The grade boundaries are determined by a panel of experts who review the exam papers and decide on the minimum number of marks required for each grade.

Remember that grade boundaries can change yearly based on the exam’s difficulty. So, it’s not possible to forecast future grade boundaries accurately.

Studying for GCSEs

GCSEs are an essential milestone in the UK’s education system, and students typically begin studying for them in Year 10 or 11. Here are some tips on how to approach GCSE coursework and revision.

GCSE Coursework

GCSE coursework is an essential step in getting qualified. It helps students enhance their understanding and skills in a specific topic and improves their overall grades. Coursework can range from writing essays and reports to hands-on projects and experiments.

It’s crucial to stay organized when tackling coursework. Ensure you understand each assignment’s requirements and deadlines and break down the work into manageable chunks. Use a planner or calendar to keep track of your progress, and feel free to ask your teacher for help if you’re struggling.

GCSE Revision Tips

Revision is a crucial part of preparing for GCSE exams. Here are some tips to help you make the most of your study time:

• Start early: Wait to leave revision until the last minute. Begin reviewing your notes and coursework well in advance of the exams.
• Use various study techniques: Everyone learns differently, so experiment with different revision techniques to find what works best for you. Some popular methods include flashcards, mind maps, and practice exams.
• Focus on weaker areas: Identify the topics and skills you find most challenging and prioritize these in your revision.
• Take breaks: Regular breaks are crucial to prevent feeling overwhelmed and maintain concentration. Try to pause every hour, stretch, breathe fresh air, or engage in a fun activity.
• Get plenty of rest: Make sure you’re getting enough sleep in the lead-up to the exams. Being well-rested will help you to concentrate and retain information.

Post-GCSE Options

After completing their GCSEs, students have several options available to them. Here are some of the most common options:

A-levels are a popular choice for university students seeking further education. A-levels are academic qualifications that universities and employers highly value. Students typically study three or four A-Levels over two years in a sixth-form or college setting.

Vocational Courses

Vocational courses are an alternative to A-Levels that offer practical, hands-on training in a specific trade or profession. These courses are designed to prepare students for a particular career and are often provided at further education colleges. Vocational courses such as BTECs, NVQs, or City & Guilds certificates can lead to qualifications.

Apprenticeships

An apprenticeship is a training program that blends hands-on work with classroom study. It’s offered in many fields and can result in certifications like NVQs or BTECs. Apprenticeships are an excellent option for students who want to gain practical experience while earning a wage.

When considering post-GCSE options, it’s crucial to think about your future goals and aspirations. Whether you pursue A-Levels, vocational courses, or an apprenticeship, each option will provide valuable skills and experiences to help you succeed in your chosen career path.

Additional Information

GCSEs are a set of exams taken by students in the United Kingdom. They are usually taken by students aged 15-16 after two years of study. GCSEs were introduced in 1986 to replace the original O-Levels and CSEs. 

They are an essential milestone in the UK’s education system and are required for many jobs and further education courses.

There are a few additional pieces of information that are worth noting about GCSEs:

Grading System : GCSEs are now evaluated using a scale that ranges from 9 to 1, where 9 is the top grade achievable. This grading method was established in 2017 as a replacement for the previous A* to G grading system. The updated system is structured to present more of a challenge and aims to distinguish more effectively between students with varying ability levels.

Subjects : At the GCSE level, students have the opportunity to study a variety of subjects such as English, science, maths, history, geography, modern foreign languages, and art and design, among others. Depending on the school and the students’ choices, they learn between 8 and 12 subjects.

Irish Students : In Ireland, students do not take GCSEs. Instead, they take the Junior Certificate and the Leaving Certificate exams. These exams are similar to GCSEs in some ways but have some critical differences.

Support : Students struggling with GCSEs can get help from their teachers, school, and other organizations. Many online resources include revision guides, practice papers, and study tips.

Further Education : GCSEs are essential for students wanting to further their education. Many colleges and universities require students to have a certain number of GCSEs at a specific grade to be accepted onto a course.

References : Employers and universities often ask for references from students who have completed their GCSEs. These references can be provided by teachers, tutors, or other adults who know the student well.

Mohammed Debon is an SEO Expert, Webmaster, and a proud parent of three. Mohammed created this website to help fellow parents find comprehensive information about various educational programs and make well-informed decisions for their children's future. With expertise in the digital landscape, Mohammed aims to streamline the process of selecting the right education system and provide valuable resources for parents worldwide.

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GCSEs: Everything you need to know

GCSE, meaning General Certificate of Secondary Education, is the first qualification milestone in the UK’s education system other than in Scotland, where the equivalent is the National 5 (N5). The Mix explains how GCSEs work, what subjects you can study at GCSE and what you can do afterwards.

What is a GCSE?

Before we start it’s important to remember that this is a key stage of your education and you should defo take them seriously. Okay, done with the lecture. Now onto the facts.

Whilst British law states that teenagers are not legally required to sit GCSEs ( see the Education Act 1996 ) – especially for those students who are being home-educated or independently schooled instead – nearly all state-funded schools require their students to study GCSEs or Functional Skills. Also keep in mind that a good range of GCSE passes will usually be required for entry into sixth form and often for vocational college entry too.

How do GCSEs work?

GCSE qualifications are usually taken in Years 10 and 11, when you are aged between 14 and 16. The basic idea is that you’ll study up to 10 subjects over two years. They used to be graded based on coursework, regular assessment and final exams. However recent changes mean that most of the courses are graded solely based on your GCSE exams.

Generally speaking, GCSEs are studied full-time at school or college, taking five terms to complete, with exams in the summer term. We should also flag that the exams you do get will be specific to the examination boards your school has chosen e.g. AQA or Edexcel so make sure you have a good idea of which one you’re doing.

How will changes to GCSEs affect me?

Now that you’ve figured out that answer to ‘how do GCSEs work?’ you should probably get clued up on what changes have been happening. 

The format and structure of GCSEs has been changing pretty significantly over the last few years. By and large these switches in the system have been focussed on moving assessment away from coursework and more onto the final exam. As part of this shift, the grading system in England has gone from alphabetical (A* to F) to numerical (1-9).

The government has said the aim of these changes is to make GCSEs more challenging. Unfortunately they haven’t had a lot of time to be tested with the pandemic forcing exams to be cancelled. This means that we can’t really say how the latest changes will affect you, especially since you’re unlikely to have anything to compare them to.

The GCSE grading systems

There have been some updates to the grades given in GCSEs, meaning you probably need a refresher. Now GCSE grades are 1-9, where 9 is the highest grade, 4 is a standard pass and 5 is a strong pass.

International GCSEs

More state schools are now offering the International GCSE (IGCSE), previously only available in independent schools. For reference, IGCSEs have been compared with old-style O-Levels and are supposed to be tougher than standard GCSEs.

What subjects can I study at GCSE?

Technically speaking you can choose from over 45 subjects. But in reality some of these are compulsory and the choices you have will depend on your school. So we’ll break it down for you. 

The compulsory core subjects are English, maths and science. In Wales, you’re also required to study Welsh as part of the national curriculum . Some choices you have include, but are not limited to , history, psychology, geography, art, drama, music, design, business studies, media studies, law, technology, economics and sociology.

What are GCSE courses like?

The majority last two years with the dreaded exams in the final summer term and exam results released in August. It’s worth noting that some other courses, such as art, music and drama, have practical assessments throughout the course on top of a final exam.

What grades can I get at GCSE?

This depends on the tier that you do. In some subjects, such as history, RE, music, art and design, everybody studying the subject sits the same exam paper and, therefore, has the potential to get the same grades. However, in subjects like English and science you have a choice of two different tiers – foundation and higher ; t he foundation tier assesses grades 1-5 and the higher tier assesses grades 4-9.

What if I want to do GCSEs that will help me get a job?

All GCSEs will benefit you since employers value them highly. Having said that, there are GCSEs in vocational subjects that relate directly to employment in particular areas, such as engineering and IT. These are practical courses which can be mixed with other GCSEs and are focused on coursework. As it stands, there are currently five GCSEs in vocational subjects: business, ICT, computer science, engineering and electronics. Unfortunately, not all schools offer them all, so it’s best to check with your school to find out more.

Can you get a job without GCSEs?

Okay, we’re not going to lie to you. It’s not impossible to get a job without them buttt… GCSEs are seen as the most basic level of education and many employers will ask you about them. Plus, research shows that having GCSEs gives you a leg up in getting a job after school , and can potentially increase your wages by up to £2,000 a year . Not to mention that if you want to go on to college and university GCSEs and A-level grades will usually be required for entry.

If you haven’t yet completed your GCSEs and are strapped for cash , there are jobs out there you can do. You can find more info on jobs for under 16s in this article .

Where will GCSEs take me?

Honestly, they’ll open a world of opportunities for you, and that’s no hyperbole (learned that one in GCSE English). You see, this academic qualification is highly valued by schools, colleges and employers, so they’ll be useful no matter what you’re planning to do when you finish your course. For example, A-levels , Diplomas or university . And if none of that tickles your fancy, you can always use your GCSEs to gain employment.

• Chat about this subject on our Discussion Boards .

By Nishika Melwani

Updated on 18-Mar-2022

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Everything You Need to Know About GCSEs

GCSEs are a common fixture in the education system today, but that wasn’t always the case. The education system has been in a constant state of evolution since it was established. For many people, the qualifications that are in play today weren’t what they studied during their time in school.  

Before GCSEs were introduced, qualifications like CSEs, O-Levels and GCEs were all used to depict the level of knowledge young people had acquired in Secondary Education. So, when were GCSEs introduced? These academic qualifications were launched in September 1986.

Though, even for people who are familiar with the concept of GCSEs , since their introduction in the late 1980s they too have evolved. So, it’s understandable for people of any age to be a little unsure as to what these qualifications exactly entail, the GCSE grade equivalents, and how important it is for you to obtain them today. 

To help clear things up, we’ve answered some of the most common questions and queries surrounding GCSEs, such as 'when were GCSEs introduced?'. So, you know exactly the next step to take in your learning journey.  

What is GCSE Course? 

GCSE stands for the General Certificate of Secondary Education, and its purpose in education is to provide an academic qualification in a particular subject like Maths, English and Science.  

Students will start officially studying for GCSE exams in either Year 9 or 10, depending on the school they attend, and the subject studied. The exams will be taken at the end of Year 11.  

Students tend to take 5 GCSEs at Key Stage 4, enabling them to achieve qualifications in the core subjects English, Maths and Science, as well as two subjects of their choosing. Though, this varies depending on the school.   

Over the years there have been substantial changes to the GCSE   concept. Now, more subjects are on offer, existing subjects have been altered, exam formats, regulations and the grading of GCSE exams have all altered considerably. 

GCSEs are typically studied by 14-16-year-olds, but you can complete a GCSE to get qualified in a subject of interest at any age.  

When Were GCSEs Introduced?

Before the discussion of GCSE grade equivalents began, many of us were asking 'when were GCSEs introduced?' Well, the first GCSE was launched in September 1986. These Level 2 qualifications replaced CSE and O-Levels, bringing the two together to provide a fuller range of grades.

How Important Are GCSEs? 

GCSEs provide the first formal record of your academic ability and potential. Many people assume they are only important for getting you into college, but they actually play a huge part in your life afterwards. It may be difficult to accept this when taking a Maths revision test , but the content you learn can be applied to everyday life!

GCSE qualifications are the minimum requirement and a barrier to entry for most roles and university courses. This makes them arguably the most important qualifications you can do because A Levels will only get you so far without strong passes in the core GCSE subjects. 

GCSEs act as an educational gateway , unlocking access to higher education and further fields of study. They provide the footing of whichever career you decide to pursue but it’s important to note their value isn’t completely clear cut.  

Universities set their own entry requirements, which can vastly differ depending on the institution. Employers can also be subjective, with many external factors affecting recruitment. So, if you don’t have GCSEs, all isn’t lost .  

How Long is a GCSE Course? 

The length of GCSE courses depends on the capacity in which you choose to study them. In a traditional school setting, you take a number of these at once so they will take 2-3 years to complete depending on the school and subjects studied.  

If you’re wondering ‘how long is a GCSE course   at college?’ you can take adult GCSE courses in evening classes, study them part or full-time in a college setting. This again dictates the amount of time you will spend studying.  

Full-time students can complete standard GCSE programmes over two years or GCSE short courses which are completed in just one year. Part-time GCSE courses will take longer, as will evening courses, though the exact length will depend on the individual college programme.  

If you are looking for a faster option, read on. 

Are There Any Online GCSE Courses? 

Hands down the quickest way to complete GCSEs is through  online GCSE courses . With online GCSE courses, the materials for the entire course are accessible online once you enrol. So, you can move on to the next modules of your course as soon as you’re ready.  

This differs from traditional and college-based GCSE courses as you don’t work through the course materials at the same pace as your classmates. Music to the ears of anyone who prefers studying alone and those wanting to reach their academic goals quicker.  

You have two years to complete online GCSE courses , however, completion is possible in as little as 6 months!  

What GCSE Courses Are There? 

There are a host of online GCSE courses available to study, with learndirect   you can complete GCSEs in: 

• Biology 
• Business Studies 
• Chemistry 
• Economics 
• English Language  
• English Literature 
• History 
• Mathematics 
• Physics 
• Psychology 
• Sociology 

See the full list of learndirect’s GCSE offering, including all course variations on our GCSE course page .  

The best online GCSE courses for you will depend entirely on the higher level qualifications you want to obtain and the career path you wish to enter. This is why it’s always advised to research these ahead of enrolling on online GCSE courses. 

Why Did the Grading System for GCSEs Change? 

When they were first introduced, GCSE courses were graded in letters. A, B, C, D, E, F and G were set as pass grades, and the letter U was given for an ‘unclassified’ grade. This did not qualify you for a certificate. 

A C grade in this system was known as the standard pass and the minimum requirement for most jobs and degrees. In later years, the A* grade was added as the highest level, to show that you had performed exceptionally in your subject.  

From 2017, these grades were reformed, and GCSEs have since been assessed on a 9-point scale, with many people having to learn GCSE grade equivalents. This system uses the numbers 9 through to 1, with 9 being the highest pass grade. A grade 4 now replaces the previous grade C and, just like the old system, a U signifies an unclassified grade that falls below the minimum pass mark. 

The reason for this change was to bring in more differentiation at the top end of the grading scale. It should help sixth forms, colleges, universities and employers better understand what level young people are working to. It also more closely aligns England with the top performing education jurisdictions around the world. So, once you have got to grips with what a grade 2 GCSE equivalent is and a GCSE grade 3 equivalent.

I Failed my GCSEs – What are My Options? 

If you didn’t get what you wanted on GCSE results day, you can resit them in a number of ways, depending on your preference.  

If you don’t mind going back into class, you can enrol to resit your GCSEs in a local school or college. With this option, you will be bound to a set timetable and have to attend classes with other GCSE students. 

If going back to class isn’t something you want to do, you can resit GCSEs through online GCSE courses instead. 

I’ve Never Studied GCSEs – What are My Options? 

If you don’t have GCSEs, you could see if the qualifications you do have stand up in place of these for your higher level course, degree, or work opportunity.  

Many institutions and employers accept alternative Level 2 qualifications in place of GCSEs. So, don’t panic if you’re working from the old system.  

If you don’t currently have any qualifications, or the right grades, and you need to get some under your belt quickly,  Functional Skills courses can provide swift alternatives. When studied at Level 2, you can get the equivalent of a C/4 at GCSE in English, Maths and ICT.  

Can I Apply for Uni Courses with No GCSE Grades? 

Traditionally, universities would request a certain combination of GCSEs and A Levels as entry requirements for their degrees. The courses you would need to study would ideally complement the subject you were hoping to take.  

However, as the education system evolved, so too did the way you could access a degree. A lot of degree courses are now more flexible in the GCSE subjects they take, though Maths and English are still the most requested. Should you need to get the grades for these quickly, learndirect offer  Maths and English courses for adults online .  

In addition to this, many universities now consider other elements in their applications. Character traits like resilience and tenacity, along with prior experience, can be highly desirable in educational institutions. 

Can You Do an Access Course Without GCSEs? 

Access to Higher Education Diplomas are an increasingly popular way to meet university entry requirements. They go in place of three individual A Levels, and can be studied over two years but they are typically completed within 9-12 months. This makes them an incredibly efficient way to get on track to university level study.  

To get started on an Access to Higher Education Diploma, you don’t need to have GCSEs or equivalent Level 2 qualifications. However, when you go to apply to university, you will.  

There’s no need to panic though. At learndirect, many of our students will study Level 2 Functional Skills courses alongside their Access to Higher Education Diploma. These Functional Skills courses can be completed in a matter of weeks, so they won’t overwhelm you as you work towards meeting university entry requirements.   

How Much is a GCSE Course? 

Again, this depends on the capacity in which you study your GCSE courses. If you go back into a classroom, the course fees need to cover the cost of the teacher's wage and the classroom in which the lessons are delivered.  

If you opt for online GCSE courses, there are far fewer costs involved, which often make online versions of the courses much cheaper.  

You can find the cost of the online GCSE courses provided by learndirect on our website .  

Enrol Online Today! 

By now, you should have some of your questions answered, from 'when were GCSEs introduced?' to 'why did the grading system for GCSEs change?'. If GCSEs are essential to your career or academic progression, learndirect can provide you with a swift and cost-effective way to get qualified. From GCSE Maths online courses to English, Science and many other subject areas, you can get the knowledge and grade you need for your next move.  

Find out more by speaking with our Course Executives today. They will answer all the questions you have and help you take the next steps to enrol. 

Call them now on 01202 006 464 or contact them online .  

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What are GCSEs? Everything you need to know

Lead Academy

What are GCSEs? It’s probably the most commonly typed question on the internet search bar these days. As GCSEs are gradually getting popular, students, parents and professionals from all fields are becoming curious to know more about this particular qualification.

So, to help you with all your queries related to GCSEs, we have come up with this blog. Learn about GCSE courses, GCSE grading system and other relevant details from this blog.

Table of Content

What are GCSEs?

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In the UK, a student’s education is divided into four Key Stages. The last of these stages is the Key Stage 4 (KS4) which comprises students between the years 10 and 11.

The qualifications that most students prefer during the Key Stage 4 are called GCSEs. The acronym ‘GCSE’ stands for General Certificate of Secondary Education.

GCSEs are studied over a two-year period of time and are assessed by written exams at the end of two years of study. However, some courses also require a small amount of coursework.

GCSE was first introduced in September 1986. This qualification replaced the original O-Levels and CSEs, which were the qualifications studied before 1986.

Are you looking for GCSEs online courses?

GCSEs are usually taken by the students in the year 10 and 11 and between the ages of 14 and 16. The first year and a half of GCSEs are usually spent learning the content while most of the assessments and examinations take place at the end of year 11.

GCSE candidates are allowed to choose the subjects, however; there are some compulsory subjects that they need to study at Key Stage 4. They are-

• English (English Language and English Literature)
• Mathematics
• Science (Biology, Chemistry and Physics)
• Social Studies
• Physical Education (PE)

There are usually no assessments in Social Studies or Physical Education. These subjects are recreational and have been designed to keep students updated about the modern world.

The GCSE options for subjects are many from where students can study according to their preferences. They are-

• The Arts: Art, Dance, Music, Photography, Media Studies, Theatre Studies, etc.
• Business: Business Studies, Finance, Economics etc.
• Design and Technology: Engineering, Graphic Design, Product Design, Textiles etc.
• The Humanities: History, Philosophy, Geography, Politics, etc.
• Modern Foreign Languages: French, German, Spanish, etc.
• Sciences: Psychology, Sociology, Sports Studies, etc.

Initially, GCSE courses were graded in letters as opposed to the numerical grading system used now. A, B, C, D, E, F and G were the pass grades, and the letter U was given for an ‘unclassified’ grade.

A-C grades in the letter grading system were known as the standard pass. Later on, the A* grade was added as the highest level of GCSE grades to show that a student has performed exceptionally well in a particular subject.

As a part of the 2014 curriculum, the numerical grading scheme was introduced by Education Secretary Michael Gove. It was introduced to put less emphasis on GCSE coursework than before, with grades in almost all subjects decided in final exams.

According to BBC , “The qualifications were designed to be more challenging, with exams taken after two years of study. Previously pupils covered the syllabus through a series of modules with regular assessments throughout the course.”

However, the number scale is not directly equivalent to the old letter one. The two scales do meet in certain places:

• the bottom of grade 7 is aligned with the bottom of grade A
• the bottom of grade 4 is aligned with the bottom of grade C
• the bottom of grade 1 is aligned with the bottom of grade G
• three number grades 9, 8 and 7 correspond to the two previous top grades of A* and A

A student must take at least five subjects at GCSE. Usually, the school helps students to determine how many subjects they should choose, which could be as many as twelve. The choice of taking more than the usual number of GCSE subjects depends on the student’s academic capacity and the school’s resources to assist them.

The length of GCSE courses depends on the setting you’re studying them. In a traditional school setting, if you take a number of these at once, they will take 2-3 years to complete depending on the school and subjects studied. Again, if you take adult GCSE courses and study them part or full-time in a college setting, the time to finish will depend on the individual college programme. However, full-time students can complete standard GCSEs over two years or GCSE short courses in just one year. If you are doing it online, it might take as less as six months to complete GCSEs.

Top Courses of this Category

GCSE Biology Online Course

GCSE Chemistry Course

GCSE Maths Online Course

GCSE English Language Course

The quickest way to be done with your GCSEs is doing it online. With online GCSE courses, the materials for the entire course become accessible online so that you can study at your own pace. The best part is, you can move to the next module once you are ready; you do not have to rush to keep pace with your classmates.

Are you looking for online GCSE courses ? Lead Academy offers Pearson Edexcel and AQA-accredited GCSE online courses that are widely accepted by universities across the globe. In addition to our GCSE Maths, Biology, Physics, Chemistry and English courses, we also help you in booking your GCSE exam!

Your GCSEs can have a significant impact on your future studies. In the UK, GCSEs are considered as the first major academic qualification of your academic journey.

Your final GCSE scores will decide which A levels you can study and where. Some universities also look at your GCSE marks as a part of their admission process, while some employers may also ask for your GCSE completion certificate during recruitment.

So, you must take your GCSEs seriously to secure the best grades and pursue your future endeavors.

GCSEs are academic qualifications that is a part of the National Curriculum of England, Wales or Northern Ireland. ‘GCSE’ stands for General Certificate of Secondary Education and is taken by students aged 14-16 at the end of year 10 and 11.

GCSEs are classified as a level 2 qualification taken during secondary school.

In Scotland, instead of GCSEs, students take National 5s, which are fairly similar to GCSEs.

In the USA, the General Educational Development test is equivalent to the GCSE in the UK.

GCSEs are expected to start on 15th May 2023 with the final exam due to take place on 27 June 2023.

Apart from the core subjects, the most popular GCSE options are Art, History, Geography, Design and Technology, French and other modern languages.

According to the latest official UK government data, based on 2021/22 Key Stage 4 performance, Film Studies, Engineering, Food Preparation and Nutrition, English Language and Literature have been recognised as the hardest GCSE subjects.

No wonder GCSEs are an important part of your secondary school and plays a crucial role while planning your future. If you read the blog, you have come through everything you needed to know about GCSEs including the duration of its completion and also the new GCSE scoring system. Hopefully, there’s no more confusion about GCSEs!

• When is GCSE Results Day 2023? GCSE Exam Results Publish Date to Note
• GCSE Chemistry Grade Boundaries 2019 to 2024 – All PDFs
• AQA GCSE Grade Boundaries for All Subjects (2019 to 2023)
• What GCSE do you need to be a Lawyer? Law Degree Tips Included
• GCSE English Grade Boundaries 2019 to 2024 – Language & Literature All Boards
• GCSE Physics Grade Boundaries For All Boards – PDF Download

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What are GCSEs? And Other Commonly Asked Questions

For students in England, Wales, or Northern Ireland, your secondary school years are dominated by one word: GCSEs. These academic qualifications are part of the National Curriculum and are typically studied between ages 14 and 16. They culminate in final exams in the summer term of year 11. GCSEs are a crucial part of your academic journey, shaping your future studies, university admissions, and job prospects. To help you understand GCSEs better, we've compiled a list of frequently asked questions below.

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An introduction to gcses, what are gcses.

In England, students aged 14 to 16 study for the General Certificate of Secondary Education (GCSE) during Key Stage 4 (years 10 and 11). GCSEs are assessed through written exams, usually held at the end of this two-year period, with some courses incorporating coursework. It is important to devise an effective revision structure to help with your exams.

What does GCSE stand for?

GCSE stands for "General Certificate of Secondary Education."

When did GCSEs start?

GCSEs replaced the original O-Levels and CSEs in the British Curriculum in 1986.

What year do you do GCSEs?

In England, GCSEs are typically taken in year 11, with the first year and a half dedicated to learning content and assessments held in the spring and summer term of year 11. There are 3 main exam boards that examine your GCSEs in England, Wales and Northern Ireland. These are AQA , Edexcel and OCR .

Are GCSEs important?

GCSEs significantly impact your future studies, university admissions, and job opportunities. Many educational institutions and employers consider your GCSE grades in their selection processes.

Selecting Your GCSEs

How many GCSEs do you need to take? You're required to take a minimum of five subjects, but most students choose between nine and ten. The exact number can vary based on your academic ability and school resources.

Should I take more than the average number of GCSEs?

Studying more subjects doesn't necessarily lead to better opportunities. It's essential to maintain a balance between your studies, hobbies, and social life. Focus on achieving good grades in your core subjects like English, Math, and Science.

What are the GCSE grades?

The grading system for GCSEs changed in 2015, shifting from letters (A*-G) to numerical grades (9-1). A 9 is the highest grade, while 1 is the lowest.

What is a pass in GCSE?

In the new grading system, you need to achieve at least a 4 for a standard pass and a 5 for a strong pass. Some institutions may require minimum grades of 5s and 6s.

What GCSE options are there?

You have a wide range of GCSE subjects to choose from, covering arts, business, design and technology, humanities, modern foreign languages, and sciences. However, some subjects like English, Math, and Science are compulsory.

A Guide to Choosing Your GCSE Subjects

• You know what job you want in the future If you have a specific career in mind, choose subjects related to that field. Conduct research, speak to professionals, and consider subjects that align with your career goals. But keep your options open as your plans may evolve over time.
• You have no idea what job you want in the future If you're unsure about your future career, select a variety of subjects across different fields to explore your interests. Focus on subjects you excel in and keep your options open for future opportunities.

In summary, GCSEs are a crucial step in your academic journey. They influence your future studies, university admissions, and career prospects, so choose your subjects wisely. Prioritize subjects you enjoy, excel in, and that align with your long-term goals. Keep a healthy work-life balance and remember that your career path may change, so don't limit your options too early.

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GCSEs are crucial qualifications for students in England, Wales, and Northern Ireland. Taken between ages 14 and 16, they lay the foundation for further education and future careers. This blog post provides information on what GCSEs are, how they're graded, and selecting subjects.

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How to Write a Coursework

Coursework projects do not resemble essays, research papers, or dissertations. They are the combination of all three. Students spend less time writing coursework than on making a term paper, but this type of work requires more time and efforts than an ordinary essay - it is made of several essays. Thanks to our guide, each student can discover how to write coursework. If you are running out of time or lack experience to complete the specific coursework, we recommend using our coursework writing services to hire professional academic writers.

What is Coursework and Why Does It Matter?

Coursework definition: General Certificate of Secondary Education (GCSE) coursework is a typical academic assignment, given in the course of study to evaluate the student’s knowledge, skills, and identify the final grade. Many students face this type of writing in the US colleges. One of the examples is a coursework UTD (The University of Texas at Dallas) - the requirements of this institution are strict, and many students fail to submit their papers and pass the corresponding courses.

Such type of assignment helps to have the ‘detective’ hat on: a student observes, examines, and evaluates the chosen topic using credible, up-to-date, and relevant sources. Working under controlled conditions is important. Participating in every school class will help to prepare good coursework by the end of the term. Take a look at the examples of what students of various profiles may face:

• English Composition - English coursework is an extended essay in most cases. A student has a right to pick the topic. The tutors provide their students with the list of recommended titles to choose from, sources to observe & analyze, and a format (e.g., a comparison between different relevant articles)
• Sciences - coursework for science is a complicated assignment. Such type of work appears in the form of a scientific paper to test what a writer investigates and reports independently.
• Geography - geography coursework is about collecting, reporting, and explaining information to reply to a certain geographical question or offer solutions to the problem. One idea is to explore the usage of a shopping mall or analyze the recent tornado. No matter whether you have to prepare a coursework Columbia or such paper for other educational institutions, keep in mind these differences!

Types of Coursework Explained

English Language coursework is the most common type of this assignment. At advanced GCE level, the student will be expected to write a couple of essays, totaling 3,000 words. Every assignment is 20 marks maximum.

An analytical essay : Evaluate, compare, & contrast 3 different sources of data interconnected by a common theme; written /spoken / multimedia content. Discuss different uses for targeting various audiences. Learn more on our blog.

Original essay with a supportive commentary : A student will have to come up with a single piece of media writing in the observed modes (written, spoken, or multimodal). Add a supporting piece with details about the aspects of English language. English Language & Literature coursework is a bit different. The basic requirements are the same, and the parts are:

An analytical study : Sharing an analysis of the chosen piece and its relation to the related content. It will show how well the writer understands the original piece. Tutors grade such works based on the:

• Use of the proper terminology and the coherence of the written words;
• Understanding & evaluation of the way a structure, form, and language create the written & spoken word;
• Opportunity to observe relationships between various pieces of writing.

Creative writing & commentary : Produce a creative piece that imitates the style of the assessed text. Share comments to backup your understanding. The goal is to show the knowledge, prove the competence, and use appropriate language skills in communicating with the target audience. You will also need a relevant coursework resume (review) in both cases. Keep on reading to learn how to write coursework of A level.

How to Write a Coursework: Guide for Students

Several factors may lead to the coursework being disqualified. It is a serious matter! The risk factors include:

• Plagiarism - it is the worst thing that could happen to any type of academic assignment. Lots of relevant information is available on the world wide web today, and the tutors are strict about the issue of plagiarism. Write everything in your own words! If you decide to insert the quotes from the sources, apply the suggested citation format and develop a list of references. Sign the declaration claiming it is your original project. If you're unsure about how to approach this, seeking professional help by choosing to write my coursework can be a wise decision.
• Word count - do not ignore the specific requirements concerning the length of the coursework. Specify if the footnotes, appendices, & references are included in the word count.
• Topics - go through the list of available themes. If there is an examination planned on the specific topic, try to pick another idea for the coursework.
• Tutor’s assistance - do not ignore the help of your instructor, ask them to provide guidance on what to write. Ask the questions to learn more details, but keep in mind they can go through the 1st draft once and just offer some general recommendations.

Choosing a Topic for Your Project

Dedicate enough time to this extra important question. Select the field of your interest if it is possible to relate it to the course. That is the golden rule of choosing a coursework topic - keep in mind the rest of the hints:

• Analyze the offered list of topics or develop yours
• Pick a topic from the area of your expertise related to the studied subject
• Select the topic you are interested in
• Choose the topic you’ve started to observe in the past
• Check how much relevant, up-to-date information is available on the Internet about each of the topics
• Pick what you can measure, change, & control (they call it a ‘fair test’)
• Use the ideas of previous researchers and students
• Do not choose a topic with a vast scope - you risk struggling to research it correctly

10 Good Coursework Topics

• Non-traditional Forms of Poetry with TC Tolbert
• Documentary Foundations: Usage of Oral Histories with Beth Alvarado
• Traditional Forms of Poetry
• Hermit Crabs: Type of Fiction
• Writing the Autobiographical Poem
• Creative Non-Fiction on the Examples of New Journalists
• Authors without Borders
• Writing the Sticky Stuff
• Socially Engaged Literary Arts
• Common Vocabulary

Research & Data Collection

Research is an integral part of coursework. Have you written research papers before? If yes, you will find it easier to select proper primary & secondary sources and gather the necessary information (evidence to support the main point - thesis). Depending on the required paper format, cite & reference the following sources:

• Books & e-Books

Base the project on a specific hypothesis. The research must start with minimum one hypothesis. The research stage for some topics may consist of visiting websites to collect information. Leave another time for collecting the data as it is the heart of the research. Three methods of data collection are known:

• Direct personal investigation : The one an author does individually (using literature and findings from previous studies);
• Interview/Questionnaire : The researcher should gather the data from the respondents asking questions regarding required data;
• Discussion with community leaders : Community leaders are approached to fetch information for the necessary data.

In case a student works on a scientific experiment, they should pay attention to planning the analysis with the help of rigorous scientific methods (keeping in mind the Health & Safety precautions you take). Review background information and theories. Take notes to express what you expect to occur to compare & contrast it to what happened in real life. In the write-up stage, one has to evaluate and present the findings.

Writing a Coursework Outline

The writing process follows the research. Do not start it without preparing an action plan and scheduling the work - a paper pin for English coursework is based on an extended essay . An outline will look different for the science coursework projects. The goal of creating a plan is to prevent a writer from being disorganized and waffling.

Let us explain coursework outline on the specific example - a project on the global pursuit of lower costs and the role of human rights.

Start with the brief introduction explaining why it might be a topic of interest for many people. Mention those vast corporations like Wal-Mart abuse human rights by choosing and using child labor in the factories.

Provide an overview of the problem . Define human rights and costs. Pick the definitions from the official dictionaries and cite them properly when inserting in the text. Try to explain the terms in your own words.

Develop a body of the coursework , start with the case for & against ethical business practices. Using evidence and examples, list the arguments supporting ethical business practices and another side of the coin. Include a business case for ethical practices after the opening body paragraph.

Move to discussing ethical responsibilities ; explain why business organizations should care about the ethical aspects of their activities. After three sections of the body, one can conclude the paper. It can be a good idea to share a fact or statistics stressing the importance of research problem in the essay conclusion. End up with the reference list that may look this way:

• Klein N (2000) No Logo (Flamingo, London)
• Marcousé I, Gillespie A, Martin B, Surridge M and Wall N (2003) Business Studies 2e (Hodder Arnold, Oxon)
• Royal Dutch Shell (2006) 4th Quarter Financial Report at (site example)

Additional Elements

Supporting materials and pictures are a must! The sciences & geography projects require tables, charts, graphs, and other types of images to illustrate the complicated topic. Not only should you add the pictures - it is essential to interpret and reference each of them. A separate part of the coursework where the student list and explains every visual element is Appendix , and it is an optional part. The presence of appendix increases the chances to earn an A+.

How to Write an Introduction for Coursework?

Most of the students underestimate the role of introduction & conclusion when it comes to writing an essay. An eye-catchy introduction is a key to success. The primary purposes of a coursework introduction are:

• To grab the reader’s attention
• To introduce the topic
• To explain the research importance
• To come up with a compelling thesis statement

The opening paragraph shows the depth of the writer’s acquaintance with the topic. Look at the expert tips below. They will help to learn how to write a coursework introduction to make the tutor want to read your entire paper.

What Is an Introduction?

The introduction of GCSE coursework is the opening paragraph that aims to interpret the central questions and purposes of the entire paper. It should have several elements to be effective. Those are:

• A hook sentence
• Background information
• Problem significance
• Solid thesis statement

Advice from our Experienced Writer

How to write an introduction to coursework? The quality of this part predetermines paper’s success. Look at some common mistakes writers do while working on the coursework introduction - try to prevent them!

Ignoring the prompt. Many students tend to neglect the tutor’s instructions. It is critical to read the prompt several times, highlight the main points, research question, rules, and grading rubric details.

Missing a plan. The prompt does not always say to develop a coursework outline. Without a plan for every separate section, it is impossible to write a flawless piece step-by-step. No matter whether you have to write a term paper, research paper, dissertation, or C3 coursework, get ready with the detailed plan. Once you understand how to write an introduction, it will be easier to develop the rest of the paper.

For those who need a helping hand in ensuring their work meets all the standards and deadlines, don't hesitate to buy coursework from trusted professionals.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

Coursework vs Exams: What’s Easier? (Pros and Cons)

In A-Level , GCSE , General by Think Student Editor September 12, 2023 Leave a Comment

Coursework and exams are two different techniques used to assess students on certain subjects. Both of these methods can seem like a drag when trying to get a good grade, as they both take so many hours of work! However, is it true that one of these assessment techniques is easier than the other? Some students pick subjects specifically because they are only assessed via coursework or only assessed via exams, depending on what they find easiest. However, could there be a definite answer to what is the easiest?

If you want to discover whether coursework or exams are easier and the pros and cons of these methods, check out the rest of this article!

Disclaimer: This article is solely based on one student’s opinion. Every student has different perspectives on whether coursework or exams are easier. Therefore, the views expressed in this article may not align with your own.

Table of Contents

Coursework vs exams: what’s easier?

The truth is that whether you find coursework or exams easier depends on you and how you like to work. Different students learn best in different ways and as a result, will have differing views on these two assessment methods.

Coursework requires students to complete assignments and essays throughout the year which are carefully graded and moderated. This work makes up a student’s coursework and contributes to their final grade.

In comparison, exams often only take place at the end of the year. Therefore, students are only assessed at one point in the year instead of throughout. All of a student’s work then leads up to them answering a number of exams which make up their grade.

There are pros and cons for both of these methods, depending on how you learn and are assessed best. Therefore, whether you find coursework or exams easier or not depends on each individual.

Is coursework easier than exams?

Some students believe that coursework is easier than exams. This is because it requires students to work on it all throughout the year, whilst having plenty of resources available to them.

As a result, there is less pressure on students at the end of the year, as they have gradually been able to work hard on their coursework, which then determines their grade. If you do coursework at GCSE or A-Level, you will generally have to complete an extended essay or project.

Some students find this easier than exams because they have lots of time to research and edit their essays, allowing the highest quality of work to be produced. You can discover more about coursework and tips for how to make it stand out if you check out this article from Oxford Royale.

However, some students actually find coursework harder because of the amount of time it takes and all of the research involved. Consequently, whether you prefer coursework or not depends on how you enjoy learning.

What are the cons of coursework?

As already hinted at, the main con of coursework is the amount of time it takes. In my experience, coursework was always such a drag because it took up so much of my time!

When you hear that you have to do a long essay, roughly 2000-3000 words, it sounds easily achievable. However, the amount of research you have to do is immense, and then editing and reviewing your work takes even more time.

Coursework should not be over and done within a week. It requires constant revisits and rephrasing, as you make it as professional sounding and high quality as possible. Teachers are also unable to give lots of help to students doing coursework. This is because it is supposed to be an independent project.

Teachers are able to give some advice, however not too much support. This can be difficult for students who are used to being given lots of help.

You also have to be very careful with what you actually write. If you plagiarise anything that you have written, your coursework could be disqualified. Therefore, it is very important that you pay attention to everything you write and make sure that you don’t copy explicitly from other websites. This can make coursework a risky assessment method.

You are allowed to use websites for research, however you must reference them correctly. This can be a difficult skill for some students to learn also!

What are the pros of coursework?

Some of the cons of coursework already discussed can actually be seen as pros by some students! Due to coursework being completed throughout the year, this places less pressure on students, as they don’t have to worry about final exams completely determining their grade.

Some subjects require students to sit exams and complete some coursework. However, if a student already knows that they have completed some high-quality coursework when it comes to exam season, they are less likely to place pressure on themselves. They know that their coursework could save their grade even if they don’t do very well on the exam.

A lot of coursework also requires students to decide what they want to research or investigate. This allows students to be more creative, as they decide what to research, depending on the subject. This can make school more enjoyable and also give them more ideas about what they want to do in the future.

If you are about to sit your GCSEs and are thinking that coursework is the way to go, check out this article from Think Student to discover which GCSE subjects require students to complete coursework.

What are the cons of exams?

Personally, I hated exams! Most students share this opinion. After all, so much pressure is put on students to complete a set of exams at the end of the school year. Therefore, the main con of sitting exams is the amount of pressure that students are put under.

Unlike coursework, students are unable to go back and revisit the answers to their exams over many weeks. Instead, after those 2 (ish) hours are up, you have to leave the exam hall and that’s it! Your grade will be determined from your exams.

This can be seen as not the best method, as it doesn’t take student’s performances throughout the rest of the year into account. Consequently, if a student is just having a bad day and messes up one of their exams, nothing can be done about it!

If you are struggling with exam stress at the moment, check out this article from Think Student to discover ways of dealing with it.

Exams also require an immense amount of revision which takes up time and can be difficult for students to complete. If you want to discover some revision tips, check out this article from Think Student.

What are the pros of exams?

Exams can be considered easier however because they are over with quickly. Unlike coursework, all students have to do is stay in an exam hall for a couple of hours and it’s done! If you want to discover how long GCSE exams generally last, check out this article from Think Student.

Alternatively, you can find out how long A-Level exams are in this article from Think Student. There is no need to work on one exam paper for weeks – apart from revising of course!

Revising for exams does take a while, however revising can also be beneficial because it increases a student’s knowledge. Going over information again and again means that the student is more likely to remember it and use it in real life. This differs greatly from coursework.

Finally, the main advantage of exams is that it is much harder to cheat in any way. Firstly, this includes outright cheating – there have been issues in the past with students getting other people to write their coursework essays.

However, it also includes the help you get. Some students may have an unfair advantage if their teachers offer more help and guidance with coursework than at other schools. In an exam, it is purely the student’s work.

While this doesn’t necessarily make exams easier than coursework, it does make them fairer, and is the reason why very few GCSEs now include coursework.

If you want to discover more pros and cons of exams, check out this article from AplusTopper.

What type of student is coursework and exams suited to?

You have probably already gathered from this article whether exams or coursework are easier. This is because it all depends on you. Hopefully, the pros and cons outlined have helped you to decide whether exams or coursework is the best assessment method for you.

If you work well under pressure and prefer getting assessed all at once instead of gradually throughout the year, then exams will probably be easier for you. This is also true if you are the kind of person that leaves schoolwork till the last minute! Coursework will definitely be seen as difficult for you if you are known for doing this!

However, if, like me, you buckle under pressure and prefer having lots of time to research and write a perfect essay, then you may find coursework easier. Despite this, most GCSE subjects are assessed via exams. Therefore, you won’t be able to escape all exams!

As a result, it can be useful to find strategies that will help you work through them. This article from Think Student details a range of skills and techniques which could be useful to use when you are in an exam situation.

Exams and coursework are both difficult in their own ways – after all, they are used to thoroughly assess you! Depending on how you work best, it is your decision to decide whether one is easier than the other and which assessment method this is.

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Meaning of GCSE in English

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• baccalaureate
• diploma in something
• recertification

Translations of GCSE

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a thin tube made of plastic or waterproof paper that is used to suck liquid into the mouth

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What is a GCSE Coursework?

The definition of a GCSE is a general certificate of secondary education. There are several countries that practice this type of certification, mainly in Europe. You’ll find GCSE coursework in England, Wales, Northern Ireland, as well as some British territories such as Gibraltar and South Africa. In Scotland, they have an equivalent certificate called the Standard Grade. The certificate has quite an accomplished meaning; students aged 14-16 can be eligible to be awarded a GCSE in a particular subject. The coursework for a GCSE really depends on what the subject is, and what the native language of the student taking the course is. It changes between countries and languages, as well as at the subject matter level.

Hire a Writer Online for Your GCSE Coursework

With such an esteemed achievement, you want to do your very best and not disappoint yourself or any of your family or friends who are cheering for you to succeed. For some students, they simply aren’t able to invest the time that they would like to into this coursework, and so they go to an expert for assistance. Other students have the issue of having great ideas and thoughts but they aren’t as skilled at writing it down or organizing what they wish to say. In both those cases, it’s a good idea to have your GCSE coursework written by an expert online.

You can find a writing service online by doing one of two things: getting a recommendation from a friend, or finding one yourself. Getting a recommendation is much preferable if you can, because you’ll be able to talk to this friend about the entire process of hiring someone online while you’re doing it. But, if you don’t know anybody in person that has done this before, you can improve your chances of success by making sure that you choose the right company to go with. Here’s a list of a few things you should look for when deciding:

• Does the website look professional and clean, or is it full of flashing ads and unreadable text? Stay away from the latter.
• What about the writers? Are they simply good at writing or do they have experience specifically with writing GCSE’s? Because that will make a big difference.
• Will they only deliver 100% unique and original coursework to their customers? They need to have a strict rule against any plagiarism.
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• How to Make Your Coursework as Good as It Can Possibly Be

Many GCSE and A-level subjects are assessed in part by coursework in addition to exams, meaning that the mark you receive for coursework contributes to your overall grade. Many students prefer coursework, because it’s a chance to showcase your academic abilities away from the high-pressured environment of the exam room, making it ideal for those who don’t perform to the best of their abilities in exams. However, the time you have available for coursework, in contrast with the time constraints of the exam room, can lull some students into a false sense of security. Coursework is arguably just as challenging as exams, just in different ways – and, given the fact that you have more time, much higher standards are expected of you in coursework than in exams. Careful planning and research are needed for successful coursework, as well as strong data-gathering and essay-writing skills. In this article, we look at how to produce excellent coursework, from planning to proofreading. This information might also be useful to you if you’re planning on attending an Oxford Summer School this summer.

What is coursework?

GCSE and A-level coursework typically takes the form of an extended essay or project. Its objectives vary from one subject to another, but there’s usually an emphasis on the student conducting independent research into a topic of their own choice. Thus coursework often takes the form of some sort of investigation; it may, therefore, help to have your ‘detective’ hat on as you explore, investigate and analyse your topic. You can usually work on your coursework at home, though it’s sometimes completed under controlled conditions through sessions at school. To give you a better idea of how coursework varies from one subject to another, here are some examples:

• English – English coursework usually takes the form of an extended essay with a title of your choice. You’re usually given a choice of themes and/or texts to explore, and you could choose a format such as a comparison between a set text and another one.
• Geography – Geography coursework usually focuses on the gathering, reporting and interpretation of data designed to answer a particular geographical question. You could investigate usage of a shopping centre, for example, or look at erosion on a particular beach.
• Sciences – coursework for science subjects often takes the form of a scientific project or experiment that you conduct and report on yourself.

Before you start work on your coursework, it’s essential that you have a thorough understanding of the rules. Failing to conform to the rules – inadvertently or not – may result in your coursework (or possibly even your entire qualification) being disqualified, so it’s a serious matter.

• No plagiarism – this is particularly dangerous given the ready availability of relevant information on the internet these days. Make sure everything is in your own words; you’ll need to sign a declaration stating that it’s your own original work.
• There’s only so much help your teacher can give you . They can provide guidance on what you need to include, and on what the examiners will be looking for. You can ask them questions, but they’ll usually only be able to check through your first draft once and offer broad hints on updating it.
• Check the word count , and stick to it. Find out whether footnotes, appendices and bibliographies are included in the word count.
• Check what topics you’re allowed to do your coursework on; if there’s an exam on this topic, you’ll almost certainly have to choose a different one for your coursework.

Choose your topic wisely

Ideally, choose something you’re genuinely interested in, as your enthusiasm will come across and you’ll find it more enjoyable to write. If there’s something you’ve been working on for the course so far that you’ve particularly enjoyed, you may be able to focus more on this as part of your coursework. For science coursework, you’ll need to choose something to investigate that you can measure, change and control; it should be what’s called a ‘fair test’, meaning that you have to acknowledge all the controls you use in the experiment and why. Try not to pick a topic for which the scope is too vast, as you’ll struggle to research it properly and you’re unlikely to do it justice, and it’ll be hard to keep within the word limit. Ask your teachers for some guidance on choosing your topic if you’re not sure what to write about; they might even tell you a bit about what previous students have done to give you some inspiration.

Plan how long it’s going to take

Never leave your coursework until the last minute, even if this is your normal approach to essays and it usually works for you. Make sure you understand when the deadlines are, including time for submitting a first draft for comments from your teacher. Then schedule blocks of time for working on it, allowing plenty of time before the deadline to cater for any unexpected delays. Allow ample time for making corrections based on teacher feedback on your first draft, and keep some time aside before the deadline for final editing and proofreading. Because actual deadlines are few and far between, you’ll need to take responsibility for the writing process and impose some deadlines on yourself to ensure it’s finished in time. Write down your deadlines on a calendar, with the coursework broken into stages and dates assigned to each, by which time each task should be complete. You can base your stages on the next few points in this article – research and data gathering, a structure plan for the piece of work, writing up, and so on.

Conducting your research and gathering data

As coursework is primarily a research exercise, the research phase is crucial, so don’t be tempted to skimp on it and go straight to writing up. Use as many different resources as you can to gather data: books, journals, newspapers, television, radio, the internet and anything else you think might be relevant. For science and Geography coursework, you’ll need to base your work on a hypothesis, so the research stage should start by coming up with at least one hypothesis, otherwise your research will lack direction. The research phase for some subjects may involve site visits for gathering data, so allow plenty of time for this, particularly if you need your parents to drive you somewhere to do so. If it’s a scientific experiment you’re conducting for your coursework, you’ll need to pay careful attention to planning the experiment using rigorous scientific methods (also noting what Health and Safety precautions you are taking), as well as reading up on the background and theory so that you have an idea of what to expect from the outcome of your experiment. In the research stage, make notes about what you expect to happen, so that you can later compare your expectations with what actually did happen. The experiment itself also forms part of the research and data-gathering stage for your science coursework; in the write-up stage, which we come onto shortly, you analyse and write up the results.

Plan your structure

Once you’ve completed your research, the process of writing up begins. Before you get down to the actual writing, however, it’s advisable to write a plan for how you’re going to structure it – essentially an essay plan for English coursework and other subjects for which the coursework is based on an extended essay. It’ll look slightly different from an essay plan for science subjects and others that revolve around project work, but the principle is the same: plan out what order you’re going to present your information in. For big projects, this is particularly important, because with a lot of information to convey, you risk being disorganised and waffling.

Writing up your project

For any coursework, but particularly coursework based around an extended essay, you’ll need to perfect your essay-writing abilities. For science coursework, writing up your project also involves data analysis, as you interpret the results of your experiment and work your notes into formal scientific language.

When you’re writing up, it’s important to find a place where you can work quietly, without distractions that could cause you to make careless errors. You wouldn’t want noise or distractions when you were in an exam room, so treat your coursework with the same reverence.

Supporting materials and images

For some subjects, namely the sciences and Geography, it would be appropriate to include images, graphs, charts, tables and so on in your coursework. For example, for Geography coursework, your extra material could include annotated images and maps of the site you’re talking about, plus tables, graphs and charts. An appendix could then detail your raw data; if, for example, your coursework focused on the results of a survey, you could put the raw survey responses in an appendix and provide summaries and analysis in the main body of the coursework.

Footnotes and bibliography

As we said earlier, it’s important that you always use your own words in your coursework to avoid the possibility of falling foul of plagiarism rules. However, it’s acceptable to quote from another source, as you would in any piece of academic writing, but you must make sure that you state where it is from and use quotation marks to show that it’s a quote from somewhere else. The best way of citing another work is to use a footnote; word processors will allow you to insert one, and it just puts a little number at the end of the sentence and another in the footer of the document, into which you put the name of the author and work, and the page within that work that the quote can be found. At the end of your piece of work, include a bibliography that includes a list of every external source you’ve used in the creation of your coursework. Stick to a set formula when including books. A common format is: Author Surname, Initial. (Date) – Title of Book , page number For example: Lewis, C.S. (1960) – Studies in Words , p. 45 When you get to university, you’ll be expected to include footnotes and bibliographies in all your essays, so it’s a good habit to get into and coursework gives you good practice at it.

The final pre-submission check

Having completed a first draft, received feedback from your teacher, and honed your work into a finished piece of coursework, have a final check through it before you send off your coursework for submission.

• Sense check : have a read through your completed piece of work and check that it all makes sense. Make sure you haven’t contradicted yourself anywhere, or repeated yourself, or laboured the point. If there are any facts that you may have meant to look up to double check their accuracy, do so now.
• Word count : ensure that the completed work falls within the word count, and double check whether the bibliography should be included in the word count. If you’ve exceeded it, you’ll need to work through the piece and tighten up your writing, omitting unnecessary information, reordering sentences so that they use fewer words, and so on.
• Proofread : check your spelling and grammar, and ensure that there are no typos. Don’t just use the spellcheck – go through it with a fine toothcomb, manually, and if you can, ask someone to read through it for you to see if they spot anything you haven’t.
• Formatting : check that you’ve included page numbers, and that the font and line spacing is consistent throughout the work. Ensure that the font is plain and easy to read, such as Arial or Times New Roman.
• Bibliography : check that you’ve included everything, that the format is the same for all sources mentioned, and that the right information is included for each.

Once this stage is complete, you’re ready to submit your coursework along with your declaration that it’s entirely your own work. Get ready for a feeling of immense satisfaction when you finally send off your hard work!

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What are GCSEs

GCSE stands for General Certificate of Secondary Education.  These are the qualifications obtained by fifteen and sixteen year old’s in the UK at the end of their Year 11 schooling.

GCSEs provide a uniform framework for assessment in England, Wales and Northern Ireland. Schools in Scotland pursue Scottish Qualifications Certificates.  Chosen subjects are studied over two years and assessed by final exams or coursework.

While students have scope to choose some of their GCSE options, a number of subjects are obligatory. These are known as core subjects and include: Maths, English Literature, English Language, and Science (in varying forms). Welsh is considered a core subject in Wales. Some schools may enforce additional compulsory subjects in the fields of humanities, foreign languages, or arts and design.

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Grading system and regulation

GCSEs were traditionally scored from A* to G (with an additional U grade for papers deemed ‘ungraded’). This is still the case in Wales and Northern Ireland. In England, however, recent government reforms have replaced that method with a 9-1 grading scheme; a 9 corresponding to a high A*.

Under the English numerical system, a minimum of a 4 is required to pass, while grades 1-3 are considered a fail. U continues to exist for unmarkable papers. These changes were enforced incrementally.

English language, English literature and GCSE Maths were the first to receive numerical grades in the summer of 2017. A further 20 subjects were reformed from 2018, and most others in 2019. During the transition, pupils received a combination of letter and numerical grades.

GCSE syllabuses are set, examinations administered, and certificates awarded by five primary examination boards: AQA, CCEA; Edexcel; OCR; WJEC. These are overseen by regulatory authorities to ensure parity between schools using a different exam board.

These regulators are Ofqual in England ; DCELLS in Wales; and CCEA in Northern Ireland.

Each year, the awarding bodies decide on a ‘Common Timetable’ to co-ordinate the scheduling of examinations. The timetable usually runs from late May to late June.

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The pros of the GCSE system

GCSE exams have traditionally been praised for facilitating a young person’s progression into work. Despite the rise in alternative qualifications, GCSE and A-Levels remain the most widely recognised by national employers.  Many employers view a pass in GCSE English and GCSE Maths as important, and it is claimed that the real-world significance of these core subjects is clear.

The Learning and Work Institute reiterates this point by stressing the value of GCSEs among adults seeking to take exams retrospectively. Research conducted by the OECD has shown that, as of 2020, over 5 million adults are currently considered to have ‘low basic skills’. The continued existence of GCSEs allows adults to access key qualifications supporting their professional development – often in ways which could scarcely be understood at the age of sixteen.

Albeit often considered unpleasant, the traditional exam assessment experience is also said to be important in preparing pupils for workplace norms. Skills including self-discipline, time-management and personal resilience are all instilled during a pupil’s journey through GCSEs.

Dr Tim Hands, Master of Magdalen College School in Oxford, has described GCSEs as “a test of students’ “character, determination and stamina”, which forces them to develop their weaknesses. While critics draw on the severe stress and anxiety associated with high-stake exams, proponents of the current system respond that a combination of coursework, and mitigating circumstances exist to appease this. Sheltering students at a young age would not, they claim, play to their advantage in later life.

Criticisms of GCSEs

Although the government remains committed to the current exam system, the system has been attracting increasing criticism.

Perhaps the most controversial issue relating to GCSEs is the contention that the exams are too easy and are getting easier – a claim seen to be given credence by the fact that overall pass rates have increased every year since GCSEs were introduced.

Each year’s exam results tend to be followed by public and media allegations that the “absolute standard”, which GCSE grades are intended to represent, is being abused.

The Government and most teachers maintain that rising pass rates is a consequence of improving teaching methods, but opponents disagree, claiming that it is possible to pass GCSE exams without reaching many basic levels of educational attainment.

GCSEs have also come under fire for opposite reasons. It is claimed that their content-laden nature suits more academically able children, while hindering those whose competencies are best exhibited through practical means. The recent move towards Vocational GCSEs aims to address this while, ironically, increasing the complexity of core GCSE subjects.

Elsewhere it is argued that poor performance in GCSE exams disenfranchises some children, deterring them from pursuing further or higher education. It is claimed that society’s focus on GCSE grades means that those unable to obtain a pass in the core subjects of English and Maths are likely to face life-long struggles in the employment sector – simply due to their sub-average academic performance at the age of 16.

Opponents of GCSEs have also attacked the exam dominated assessment methods, which are said to favour those who are skilled in written expression, possess strong time-management skills, and perform well under acute pressure. The austere nature of exams is also  criticised for the way in which it fuels anxiety and mental health problems for large cohorts of young people.

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Reforming the system

As more people stay on at school after 16, the value of GCSE exams is increasingly coming into question.

In 2003 a Working Group, chaired by the former chief inspector of schools Mike Tomlinson, was charged with developing a comprehensive framework for schooling between the ages of 14 to 19. The 2004 Tomlinson report proposed a series of radical changes, including replacing GCSEs, A-Levels and vocational qualifications with a single diploma available at four levels – entry, foundation, intermediate and advanced.

The Labour Government at the time, rejected this suggestion, choosing instead to reform vocational qualifications and “build on the strengths of the existing system”.

Approaching two decades after Tomlinson’s proposals, the case for reform remains strong and, indeed, is backed by the Kenneth Baker, the Conservative Secretary State for Education at the time when the current system was first introduced.  Lord Baker has described the exams as “redundant”.

The Chairman of the Commons Education Select Committee Robert Halfon MP has also branded them “pointless”.

A poll of 799 head teachers reported by the TES publication in early 2020 found that 39% of head teachers thought that GCSEs should be scrapped, and 86% felt the current examination should either be reformed or scrapped.

Ofsted has responded to the criticism by recognising that schools should not be perceived as ‘exam factories’, but rather, should offer a curriculum which promotes holistic learning.

History of GCSEs

Early Years General Certificate of Education Ordinary Level examinations (O Levels) had existed since the early 1950s, but were only available in grammar schools and private schools. As such, they were only taken by the top 20% of the school population by academic ability. The majority of pupils who attended secondary schools left without any formal qualifications.

The mid-1960s saw the introduction of the Certificate of Secondary Education (CSE) as a qualification available to all. Exams were awarded grades from 1 to 5; grade 1 being equivalent to grades 4 and above in the current system.

Throughout its lifespan, the CSE qualification was though perceived inferior to the O Level. It was administered on a regional basis, while O and A-Levels were overseen by examination boards with links to universities. Part of the CSE system was assessed within schools, which generated criticisms of low marking standards. Furthermore, the existence of two systems undermined public and employer understanding of the value of qualifications.

The Introduction of GCSES During the 1970s, there was considerable pressure to merge the systems. This was particularly pertinent following the rise in the compulsory education age to 16, which saw an increase in the number of students eligible to obtain such qualifications.

Under Jim Callaghan’s Labour government, Education Secretary Shirley Williams announced proposals for a merged “GCSE” system. In 1984, then Conservative Education Secretary Sir Keith Joseph decided to proceed with the merger.

The first GCSE courses began in 1986, and the first examinations were sat in 1988. GCSEs were graded on a letter scale from A – G, with only the top quartile obtaining a C and above. In 1994, the A* band was introduced to recognise the highest-achieving students. The A* – G scheme took effect until 2017, when it was replaced , in phases, by the numeral 9-1 system

Recent Years – Vocation Qualifications and The English Baccalaureate Growing concern about the relevance of academic studies and a lack of technical skills in young people led to the introduction of Vocational GCSEs in 2002.  This included a range of new subjects such as business, design, and health and social care.

Despite the introduction of GNVQs(General National Vocational Qualifications), the Government decided that low take-up and poor perception of GCSEs merited further reform.

In 2007, the overall A* – C pass rate for all UK entries had increased to 63.3 per cent, with one in five students achieving the highest grade. There was, however, a decline in the number taking core subjects such as geography, history and modern languages. Meanwhile, pupils were showing increased inclination towards vocational qualifications, particularly pupils from the poorest backgrounds or those attending schools in disadvantaged areas.

Consequently, the new Coalition government introduced the English Baccalaureate (EBacc) as a ‘performance measure’. The measure shows where someone has attained a C grade or above across a core of academic subjects – English, mathematics, history or geography, the sciences, and  languages. A study by UCL has shown that studying English Baccalaureate subjects at GCSE provides students with greater opportunities in further education.

The intention of the English Baccalaureate was to allow parents and pupils to see how schools were performing in key academic subjects, and to encourage schools to promote these academic subjects. Although the English Baccalaureate is not a qualification, the Government is considering the possibility of issuing certificates that will confirm its status.

The Education Secretary at the time, Michael Gove, claimed the English Baccalaureate was “hugely increasing the proportion of pupils taking the core academic subjects most valued by universities and employers.” However, the then General Secretary of the National Union of Teachers, Christine Blower, warned of “a very real danger that some young people will be directed away from subjects that would best support their developing aptitudes and ambitions.”

In 2019, the Government’s target was to see 75% of pupils pursuing EBacc subjects by 2022, and 90% by 2025.

‘Failed’: Gove ready to scrap GCSEs

GCSEs and the Coronavirus Pandemic Following the outbreak of COVID-19 and the subsequent closure of schools, no GCSE exams took place in the summer of 2020 or 2021.

All students due to sit exams received a calculated grade, intended to replicate the likely grades that they would have obtained should the exams have taken place. These grades were decided by teachers and based on a combination of school performance, coursework, and mock exams completed throughout the GCSE course.

Then Education Secretary Gavin Williamson was criticised for the handling of an exam algorithm in 2020.

In 2020, grades were then to be put through a standardised algorithm, developed by Ofqual, to reach a final calculated prediction. This algorithm was intended to reduce ‘grade inflation’, whereby teachers might award generous or lenient grades to their own classes, and to deliver consistent results.

However, the release of ‘standardised’ A-Level grades on 13 August 2020 generated widespread criticism of this algorithm from schools and colleges across the country.  In some schools, the awarded A-Level grades were up to 40% lower than the predictions given by teachers, with 3% seeing a decrease of two grades.  Because the algorithm used previous school attainment as part of its calculation process, one student from a traditionally ‘underperforming’ school was more likely to be downgraded compared to another student of equal intelligence from a high-achieving school.

On recognising this ‘flaw’ in Ofqual’s algorithm, the government announced on 17 August (3 days before results day) that 2020 GCSE grades would not be subject to this standardisation process.

With the coronavirus pandemic continuing, on January 6th 2021, it was announced by Education Secretary Gavin Williamson that, for the second year running, actual GCSE examinations again were not to take place. This announcement came days after England was placed in a third national lockdown to combat the spread of the virus.   Students results were to be measured through teacher led, Central Assessed Grades.

“We’ve got to end the pointless, nonsensical gulf that has been fixed for generations – more than 100 years – between the so-called academic and the so-called practical varieties of education. It’s absurd to talk about skills in this limited way. Everything is ultimately a skill – a way of doing something faster, better, more efficiently, more accurately, more confidently, whether it is carving, or painting, or brick laying, or writing, or drawing, or mathematics, Greek philosophy; every single study can be improved not just by practice but by teaching.” – Boris Johnson, 2020

“We absolutely need to move from a curriculum that is “knowledge-rich” to one that is “knowledge-engaged” – not learning facts for their own sake but understanding how to put them to use to build and communicate a rich argument or solve a problem. It is now time for education policy to catch up…. That means quietly putting to sleep the GCSE exams that I introduced and that have now had their day.” – Kenneth Baker, former Secretary of State for Education, 2019

Statistics 

According to data from Ofqual, 4.7 million GCSE exam entries were made by 16-year-olds in the UK in 2020. 5.2 million were made in total.

76% of students passed their GCSEs (grade 4/C or above), compared to 67% in 2019.

1 in 4 students (25.9%) achieved a grade 7/A or above in 2020.

78.8% of entries were awarded at least a 4 in England this summer. The figure marks an 8.9% increase on last year’s results.

The most popular subject was the science double award with 814,708 entries. This was followed by mathematics (734,301) and English (733,551). The least popular subject was engineering with 2,818 entries.

It’s time to rethink how we teach our children

‘The young people you betrayed’: Teacher writes open letter to Gove after GCSE decline

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My chosen sport is netball. I play the position of goal attack (GA). Fitness Strength My fitness strength in netball is agility. Agility is the ability to change body position or direction quickly while still maintaining control of the whole body. Agility is a key fitness component in all netball matches. At the start of a game, at a centre pass, it’s particularly important that I change direction quickly to break away from the defender and make myself free for a pass. A Goal Attack, is normally the desired person for the Centre ( C ) to pass to off the centre pass. This is so that they can get the ball into the goal circle as quickly and effectively as possible. Having good agility will allow the pass from centre to be speedy and therefore this will avoid being called up by the umpire for a held ball. I am confident in changing direction quickly and can always get free for centre passes by pulling away from the defender. Agility can also benefit team mates as you move quickly out of their way, this creates space in order to allow them to receive the next pass. Furthermore, this could cause a distraction from the defending team and result in them following the player, this will free up space for another teammate to swiftly move into and allow my team to maintain possession of the ball. In a netball match, passing is constantly changing sides of the court, otherwise known as changing channels. Players need to be able to keep up with a sudden change of sides and move their bodies accordingly by reading the next potential pass. I feel I am agile when moving the ball down the court, as I am able to quickly read my teammates' plays in order to receive the next pass. This means that, if I see one or more passes being played down one side of the court, I can quickly use my agility to offer a pass in the other channel. This may be offering the ball square or using my agility to get around the defender and offer the ball into one of the four pockets of the court. Good agility enables you to change the direction of the play to the other side of the court, by performing a quick side step or dodge. By reading the game I can efficiently do this to help move the ball from defence into attack when we turn the ball over. Agility is very important when in the goal circle. As a goal attack (GA) and goal shooter (GS), the defender is constantly marking you, although agility is an essential component of fitness for all positions in netball, it especially benefits the attackers as they are the ones making the move and the defenders have to read their choice of play and the movements that they make. Agility is required to lead them out of the goal circle and then quickly change direction to move your body under the post and create space to receive a pass in a more desirable position. It is ideal to be as close to the post as possible in order to increase the chances of the ball going through the net and scoring a goal to win the game. This will help as an overhead pass into the circle will be less likely to be intercepted because the defender has been led away, making it easier for my teammates to feed the ball into the circle. I utilise this tactical

play successfully in the game and can make space in the circle. As a goal attack, I must also mark and intercept passes which are going to the opposition's goal defence in order to turn over the ball if it's in possession of the opposing team. Agility is beneficial in this area as it allows me to stick tight and control my movements, avoiding being pulled up for contact, highlighting that agility is also a strength of mine when turning to defence. Having previously done the Illinois Agility Test, I know that this is a strength of mine because I completed the course in 17 seconds and this places me above the national average. According to the normative data, in order to score in the ‘excellent’ category, you must get a time of under 17 seconds. I fell in the ‘above average’ category with my score. Although not falling in the ‘excellent’ category, I am extremely close to being able to achieve this and I am still above average compared to the other individuals my age across the nation. The Illinois Agility Test is very well suited to a netball match because it directly replicates the footwork movements required in a netball game. The Illinois Agility test is a test carried out to assess an athlete’s agility. It consists of running round a set course that encounters cones that you need to weave in and out of, suddenly changing direction as you go. It is beneficial as it tests an athlete's speed as they change direction, smoothly and efficiently. The course and direction are as follows: One example of my excellent agility can be seen in a match that we played recently against Keswick School. It was the start of the third 15 minute quarter and we had the possession for a centre pass. I stepped back from the line as we were getting ready for the whistle to blow, signifying the match to be continued. I used my agility and was bouncing on my toes eager to receive the ball, in a ‘ready’ position. When the whistle was blown and my centre stepped in the circle, I made a sudden movement in one direction and then altered my body position to change direction and sprint out into the centre third to receive a chest pass. By having good agility, it meant that I was able to outwit my opponent into thinking I was going to run in one

endurance is my fitness weakness because of the outcome of my recent fitness tests. Doing the Multi-Stage Fitness Test helped me to highlight this component of fitness as an area of weakness for me. The multi-stage fitness test, otherwise known as the bleep test, is a continuous sub-maximal test which has become a tool to measure cardiovascular endurance. It requires the athlete to complete continuous 20m shuttle runs , whereby the individual must reach the opposite end of the 20m grid before the next beep sounds. The time between each recorded beep decreases each minute, forcing the athlete to increase their running speed. Athletes are eliminated from the test once they cannot keep up with the speed of the beeps and hence they do not make it to the 20m line at the sound of the next beep. This is done through a recording or a CD and played on a speaker. The test is used throughout the country to monitor an individual's cardiovascular endurance levels. I managed to reach level 5. Compared to the national averages, I fit into the ‘poor’ category. This is not ideal for my netball matches as it means that I will tire very easily and possibly have to be subbed off during the match. One example of how poor cardiovascular endurance affects my performances is taken from a match we played against Cockermouth School. It was in the second quarter and we were losing 15-7. I was out of breath as I had worked very hard in the previous quarter. Cockermouth gained possession of the ball in the centre third and my goal defence ran up to the ‘third line’ to ask for a pass. I didn’t mark my defender because she was already expected to receive the ball and I didn’t have the energy to follow her up to the line to mark the pass. This however cost us a goal; the pass made to goal defence followed on to be another pass into the circle and then a goal. If I had better cardiovascular endurance, then I would have stuck tight on to my player and stopped them from receiving the ball, this therefore would have meant that the pass wouldn't have made it into the goal circle, and even into the goal. In the final quarter of the game, my teacher made an adjustment to the positions and moved me to Goal Shooter. This was because she could see that I was tiring and my skill level had dropped. Goal Shooter is a less physically demanding position in netball as they are restricted to playing in just one third of the court, therefore giving myself some time to rest. I was upset when my teacher initially moved me as I knew it was my weak cardiovascular endurance that was letting me down. Although my skills managed to improve when playing Goal Shooter, it is not my desired position. Therefore, if I improved this, I would be able to sustain the same skill level throughout the whole 60 minutes. This meant that my cardiovascular endurance needed to improve in order to be able to maintain my skill level throughout the whole game. If I had been able to keep up with my defence when they were making an attacking pass, I would have been able to intercept some of the ball or cancel them out the game through man to man marking. This was not possible as I was too tired to do so and gave my defender too much space. This meant that we lost the match. If my cardiovascular endurance improved, I would have been able to keep up with them and potentially win the game.

Skill Strength My skill strength in netball is shooting. Shooting is critical to a match because it determines the score and who wins or loses. Shooting must be performed accurately with the correct technique to enable goals to be scored. The perfect technique for shooting is: Standing with feet shoulder width apart, keeping the body positioned forward-facing towards the post. Balance the ball on the fingertips of your dominant shooting hand, also place the non-shooting hand on the side of the ball to steady it. Elbows remain loose to enable them to slightly bend with ease, directed in line with the post. Because all the power from the shot comes from the floor, flexion of the knees and the elbows simultaneously assists with gaining the maximum power possible. Eye line is raised and looking up at the back rim of the post. Back kept tall. As you prepare to release the ball, the shooting arm drops ready to extend and shoot, however it is crucial to drop the ball behind the head. Power of the shot comes from your biceps and triceps. At the end of the shot, make sure to flick your wrist to give the ball the curl to the post. Finish on your toes. My justifications of why shooting is my strength are as follows. I play the position of goal attack and this means that I am a shooter. I’m often the person who gets given the ball to score penalties and free-shots. I have 90% accuracy in my shots. This therefore allows me to shoot more goals in match situations consistently and score to enable us to win matches. Shooting is my skill strength because I have mastered the perfect technique and regularly practise. I am also an attribute to the team as I can shoot from all directions in the goal circle and from both up close to the post, and far away. This is beneficial to my team because it means that I can receive the ball at any point in the goal circle and still have the ability to score a goal. Additionally, I always jump for the rebound at the end of a shot and this means that if the ball was to miss the net, which it hardly ever does, I can regain possession to

Specifically, marking a player is one of my weaknesses as I struggle to get my body into the correct position to intercept the ball, ensuring I can see both the defender as well as the ball - this is crucial to both marking a player and defending a player. If you don’t mark your player, it enables them to be available for a pass more often as they don’t have anyone in the way to possibly intercept it. This is because I am not often ‘ball side’ when it comes to defending. This means that I am often behind my defender, not putting myself between the two teammates, allowing them to make a clear, uninterrupted pass. My justification for why defending is my skill weakness relates back to my fitness weakness. My weak cardiovascular endurance means that I often find myself not making any interceptions because I haven’t had the energy to run after my player and so they received the pass, as I am often more focused on being an attacking player. This inhibits my play as it often means that my opposition have additional chances to receive the ball therefore making more opportunities to score. Defending requires you to constantly be on your toes and stick to your player; it’s a very intense skill to do. If you take your eye off the opposition for one moment, they could have easily sprinted away to receive a pass that you could have intercepted if you would have been switched on. Defending requires good spatial awareness of the game and being able to make accurate predictions as to where your player is going to next move to. This would help you know where the next pass was going to be, to make an interception. I constantly find myself looking around to see that actually my defender has run away from me to receive a pass and therefore I wasn't concentrating enough to make that preventable. Missing an interception is fairly crucial to a match situation because if possession is gained by the other team, they can very quickly get the ball down the pitch and into the goal circle for a shot. This can have an impact on the final score of the match and could possibly determine a win or a loss. My first example of my skill weakness is shown in a match that we played against Keswick School last month. My goal defence, who I was marking, was a very agile player and therefore I was run off my feet trying to prevent her from receiving the ball. My error took place after we had just scored a goal, it was over to Keswick

for their centre pass. I didn’t expect my defender to receive the pass (typically from a centre pass, the C would usually pass to either GA or WA) and therefore I didn’t mark her properly. I just stood by her side and waited for the whistle to blow. Seemingly, when the whistle blew, she darted off into the centre third to receive the pass from her centre player. Because I wasn’t defending her properly or predicting her to receive a pass - sideways on to the player, on my toes, watching out for her to make a sudden surge for the ball - she then was able to receive this pass totally unmarked and she was in possession of the ball. If I had marked her properly, I would have been able to stop this from happening by ensuring that she didn’t have the chance to become free for a pass. This was a very crucial mistake to make because she then passed the ball on, it ended up getting straight to the goal circle and Keswick scored because of this. If my marking of GD had been stronger and more efficient, this could have easily been prevented because C wouldn’t have had the opportunity to pass to GD (as I would have been marking her) and therefore the pass into the goal circle wouldn’t have been able to be made. The defensive players in my team were marking Keswick’s attack well and therefore the Keswick Centre’s only option was to pass back to the GD. This meant that if I had stuck to my player tighter, the Keswick Centre may have been pulled up for a ‘held ball’ as they were out of options. If this had happened, UCC would have gained possession of the ball and had the potential to score off a Keswick Centre, however, this was not the case. Their extra goal that they had gained because of my mistake was vital in helping them to win the game and we took the loss closely of 17-18. Without this unnecessary mistake then the score could have possibly had a different outcome. Type of Training. The training type which I feel will help improve my fitness weakness of cardiovascular endurance is continuous training. Continuous training is a form of exercise that is performed at a 'continuous' intensity throughout and doesn't involve any rest periods, prolonged periods of aerobic exercise. It involves working at a continuous speed or intensity. Sports that are most beneficial to this type of training are aerobic activities therefore it will really help with my netball training as netball matches on the whole are aerobic. I have chosen continuous training because it’s a type of training which is easily adaptable to my sporting needs. Continuous Training can be easily carried out in many different forms; whether it be in a run or cycle or a swim. All aspects can help to improve one's cardiovascular endurance as it tests the aerobic capacity of the lungs, through staying in my aerobic threshold (between 60- 80% of my maximum Heart Rate). This will help my netball performance because I will be able to maintain the intensity of the match throughout and prevent myself from tiring with much stronger cardiovascular endurance. I will then be able to work extra hard in the game to make interceptions. My continuous training will involve running as that is what I do during a netball match; therefore making it sports specific.

squats and lunges. This will be followed by some static stretches of arm stretching. These are a variety of exercises here that will allow me to warm up each part of my body and will also be able to ensure that my respiratory system prepares itself as well. This will ensure that I avoid straining any muscles and reduce the chances of injury through preparing the body appropriately for exercise. I will perform hamstring stretches and gastrocnemius stretches to prepare my legs for running, and also a couple additional stretches for my arms just to ensure that I am fully prepared for my training session. Warming up is very important because it gets your body and muscles prepared for exercise. It raises your heart rate to prepare for th e strenuous breathing it's about to undergo to allow oxygen to reach all of the working muscles. Warming up helps to make your muscles warm to avoid straining them. It will also help me to mentally prepare for the training I am about to undertake. For my session, it will last for 30 minutes, so that it can be classified as aerobic being a long enough duration, and the frequency of three times a week at first, but then as the programme continues, I will increase it to 5 times a week. It will mainly consist of jogging as that will help me to gain better cardiovascular endurance. I will also run in company as this will assist with my perseverance. I have selected five routes which I will alternate over the course of the programme. The routes that I have chosen are different, this will mean that I prevent tedium as there is a change of scenery each time that I train. One of my routes is around Thacka Beck, a local wildlife reserve. It’s 4 and so it will take me roughly 30 mins to complete two laps of the course. The other route is up the Beacon. It is 286m high. The route is slightly less than Thacka however as it is uphill, it will take me longer - roughly 30 mins. Another route which I will train on is the local park run course. This is a 5km route which takes me roughly 30 minutes to complete therefore would be perfect for one of my training sessions. It is a fairly flat terrain which goes past a river. Alternatively, I could run for 30 minutes around my school playing fields. This would be beneficial because there is a steep hill which I would encounter and that would add to the intensity of the course. It would also be easily accessible as I could complete this training session during one lunchtime in the school day. A final route that I will take will be using the local fell at Askham. This route is lovely and scenic and is a gradual uphill slope that reaches its peak as it overlooks Lake Ullswater. This will also take me roughly 30 mins to run up and down therefore adhering to my training programme. By ensuring that I switch up the route and terrain that I am running on each week, it will ensure that I relieve tedium and motivate me to continue with the programme.

After I complete my training session, it’s vital to perform a cool down. This will allow my body to return to its resting state (temperature). The cool down will help my body to repay any oxygen debt that occurred during exercise. The residual lactic acid will be flushed out and this will help to reduce DOMS (delayed onset of muscle soreness). If there is an absence of any of these components then there is a risk of unnecessary injury. My cool down will consist of low intensity runs to allow my breathing rate to gradually return to normal. I will also perform some stretches to ensure that my muscles don’t stiffen and seize. If I do not cool down appropriately, it will result in me being stiff the following day. This could have an impact on my training sessions as I may not be in an appropriate state to exercise the following day. Health and Safety There will be many safety precautions that will need to be in place for each time that I perform my continuous training. This is just to ensure that I keep myself safe when I am training. First thing I need to do before my training session starts is ensure I look ready to train. This includes making sure my hair is tied back and out of my face and my jewellery is all removed, taking away the risk of unnecessary injuries. I also need to make sure that I am wearing the appropriate clothing. Leggings or shorts and a vest will be fine because it will mean that I am agile and ready to run. On the days that I train, I will have to choose my outfits accordingly, based on the weather so that I am not too cold or too hot and can complete my training session to maximum efficiency. Also, depending on the location, I may have to wear a high visibility jacket so that I am visible to cars as both of my running routes consist of me having to go on the road side for a small section. Before I go out to run, I will make sure I have something nutritious and fatty to eat. This will increase my blood sugar levels and give me more energy for when I perform thus being able to last longer before tiring. I will ensure that I will wait 30 mins before I start my session so that I do not acquire a stitch. Before my training, I will perform a thorough warm up. This will include a pulse raiser and then some static stretching. This will help to prepare my body and mind for the session. My heart rate and breathing levels will be increased to prepare my cardiovascular system for exercise. It will also reduce the risk of injury as my

intensity will be putting more pressure on my respiratory system so the long-term improvement on my cardiovascular endurance should be greater. Time can ensure overload by increasing the time you spend exercising in each training session. I will ensure that this increases by adjusting the ratio each week of how much time is spent running versus how much time is spent walking. In my initial stages of training, I will run for 10 minutes and walk for the remaining 15 minutes still at a fast pace. Gradually, I will increase the time spent running and decrease the time spent walking. In week 5, this will result in me running for the full duration of 30 minutes. Type can ensure overload by taking part in different methods of training. I will do this by varying the terrain in which I am running on each training session. Some weeks, I will run around Thacka Beck, which is fairly flat terrain and quite even underfoot. Alternatively, sometimes I will run up the Beacon. This is a fairly steep course and very uneven underfoot. By differentiating the type of terrain I run on, this will successfully help me to progressively overload. Reversibility means that when exercise is stopped, fitness levels start to decrease and gains made with previous training are lost more quickly than they are achieved. It can take up to three times longer than the break in your training to return to the same fitness level as before the break. I will be able to ensure that I don’t take many breaks and see my fitness levels and the gains that I have made decrease because you can do continuous training anywhere and it doesn’t require any equipment, this will mean that I should be able to maintain and improve my increased level of cardiovascular endurance anywhere I go. Tedium is boredom that can occur from training the same way continuously. I will make sure that I change the area and routes that I run each week to make the session more interesting. Also I will set targets to motivate myself and keep enjoyment levels high throughout the training session. I can also do different types of training to release tedium for example fartlek training as that will also help to improve my cardiovascular endurance. Relevant Theory for my Skill Weakness To help me improve my skill weakness of defending, I am going to use the aid of guidance. Guidance simply refers to how coaches 'guide' performers as they teach them new skills or help them to improve skills that they have already learned. There are four different types of guidance that are each used and beneficial in their own ways. A performer will carefully select the type of guidance which they hope to use based on their sport and what they are trying to achieve. Visual guidance is when a performer can see the skill being performed or

practised. It can be used for elite performers for example tactical analysis, this can highlight tactical, skill, formation and statistical analysis which enables a player to acquire a deepened and further in depth understanding of a skill. Visual guidance can be used in the form of video analysis from elite or advanced players which allows them to watch their own performance to evaluate what they have done well and small areas to work on. However visual guidance may not be as suitable for less advanced performers in the form of video analysis as they would not have the same core knowledge of the sport and would therefore not know the correct way to perform a skill and would not be able to correct themselves. Visual guidance could be used in netball through the use of video analysis in two main ways. You could use it to self- assess and watch videos of yourself shooting. This would allow you to see your technical strengths and weaknesses. For example, you could watch slow motion footage of you performing your shooting technique. This would allow you to clearly see whether or not you had your arm correctly placed behind your head, flicking your wrist after your shot and if your knees were fully bending and finishing the shot on your toes. All of these are key fundamentals in a successful shot. You could also use video analysis to watch and compare yourself to some of the best players in the game to pick up how they carry out their technique of shooting and how this affects the outcome of if the ball goes in or not. I will analyse videos of my role model ( Helen Housby) and see how she performs the technique and pick up tips from her. This will help me to improve. Verbal guidance involves the transfer of information from a teacher or a coach to a learner by speech. They might tell them what to do, or talk about tactics and strategies. Verbal guidance used on its own is not ideal for a less experienced or beginner athlete because they might not be able to build up a mental image of how the skill should be performed, however this could be used in tandem with visual guidance to get the best results for a beginner. It can also demotivate the performer through receiving constructive criticism. This means that they may not react well to the coaching points and their performance could decline. It is essential that the coach or teacher uses this method appropriately, understanding the players needs. It is very subjective to the player themselves and important that they understand that it is used in order to benefit their performance. If not, the performer's head may go down during the game and have a negative impact on their overall performance. Alternatively, for an elite performer, you can use verbal guidance by itself as they will already have a core knowledge and a mental image of how the skill should be performed. For example, in a netball training session, the coach may say to me that I need to tighten up my marking and ‘stick’ to my player. As I am an experienced netball player, and have a deepened knowledge of the game, I would know that this means that I need to be on my toes and stay close to my defender when marking her on a sideline pass to ensure that she doesn't get free to receive a pass. However, for a beginner performer who does not have this knowledge a much simpler instruction such as ‘mark your player’ may suffice and not be too complicated for them and not understand the requirements.

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Non Exam Assessment (NEA) or Coursework

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Non-exam Assessment, A guide for Parents

• Non Exam Assessment: A Guide for Parents

What is Non Exam Assessment?

Non Exam Assessment or NEA has replaced what used to be known as “Coursework”. In essence they are pretty much the same thing, in other words,  research – or project-based work – that counts towards a student’s final grade. It is considered to be an excellent way for students to demonstrate the skills and knowledge they have gained throughout a course and their ability to conduct independent research and write up their own project. Completing the NEA will help a student gain valuable life and work skills and for our students it is done at home. Students are encouraged to use research resources such as textbooks, journals, TV, radio and the internet and importantly to learn how to attribute and reference them.

Which subjects have NEA?

Currently the subjects which we offer with part assessment by NEA are;

GCSE; English (AQA), this NEA is not written work, it is an oral test

A LEVEL; English Language, English Literature and History (all AQA)

Entry for these subjects has to be made through Oxford Open Learning where you will be entered as an internal candidate by our Examination Officer, Jenny Booth ( [email protected] tel; 01865 798022) or through Tutors and Exams if there is a centre near you.

How is the exam entry made?

At the same time as you make your exam entry with us (by the end of January at the latest), you will also need to find another centre in your own locality which will be willing to be your “ host centre ” for the written part of the exam. You do this by following the same instructions we give for finding any exam centre but obviously you will need to explain that OOL will make your actual exam entry and that your local centre will only need to “host” your written exam using the transfer of entry system.

This means that OOL/OHS will be responsible for; making your examination entry, helping you to transfer your entry to the host centre, dealing with supervising, authenticating and marking your NEA, helping with enquiries about results and providing your results slip and certificates. All payment for this will be made to us.

The “host centre” which you will need to find and contact as early as possible will have to be prepared to accept your transfer of entry and allow you to sit the written exams with them. The fee that you will have to pay to the host centre should therefore only be for their administration time and invigilation of the written papers.

If you choose to sit with Tutors and Exams and they are an especially good option if you have SEN requirements, then the process is different. You will make your entry directly with them and no hosting or transfer will be needed. Your Oxford tutor will still mark your coursework.

What rules do students have to follow?

The NEA must be a student’s own original work, and they will have to sign a declaration to their examination board stating that this is the case. Tutors also have to sign the declaration to confirm that the work is the student’s own. This is called “authenticating” the work. Rules regarding submission are the same as for Coursework and are shown on the back of the enrolment form which students/guardians have to sign before starting our courses.

You must always be aware that the NEA is meant to show the student’s own ability to complete a project using their initiative and resources.  This means that other people should not have a direct input and the more help the student has from their tutor, the stricter the tutor will have to be when marking the work . In other words there will be a fine balance between the amount of help given and the amount of marks which have to be forfeited because of this help. You should discuss this carefully and in detail with the tutor to make sure it is fully understood. You should also download and read the JCQ document; “ Information for Candidates – non-examination assessments “.

Rules for Authentication of your NEA

If your subject has a written NEA assessment then there are strict rules that you and we must abide by to satisfy the Awarding Body and JCQ.

If you do not follow these rules then your tutor will not be able to authenticate and mark your coursework/NEA.

1, You must have regular contact with your tutor by telephone/Skype and email throughout your study time. (If you do not speak to your tutor until you try to submit your NEA, the tutor will be unable to accept it.)

2, You must complete at least 4 Tutor Marked Assignments, a plan and a draft before your tutor can consider authenticating your NEA. Submitting all of your TMAs together just before, or at the same time as your NEA will not be acceptable. (Please be aware that 4 TMAs is the minimum for authenticating your work, it is certainly not enough to secure a good exam grade as there will be 19 or 20 TMAs in total. )

3, Your tutor should supervise the planning of your NEA and see a draft essay which will be checked for plagiarism.

4, Your NEA and the correctly signed form(s) must be with your tutor by the OOL deadline. This is the  15th March and it is not negotiable for any reason . ( Do not assume that you can work to AQA’s deadline, this will be too late.)

5, When you have submitted your NEA you must be able to answer in depth questions about your ideas, your sources and how you came to your conclusions. This should be a telephone or Skype interview and not email. We have to be assured that the work was produced by you and not plagiarised or written by someone else. ( We and AQA have various methods of checking for plagiarism and they are used rigorously.)

6, Your tutor may refuse to authenticate your NEA if you do not follow any of these rules. In this case your work will be returned to you and AQA will be informed. We may refuse to provide any further tuition.

7, We will inform you when we have received your NEA and also of the mark you have been awarded.

8, If you have a problem with the mark that you receive, you will be able to question the assessment process before exam board moderation but you may not question the mark awarded. This is covered in Oxford Open Learning’s Internal Appeals Procedure.

9, The AQA moderating process may lead to changes in your mark but this is beyond the control of OOL.

How can I support my child?

You can encourage your child to plan their project in good time, talk to their tutor in detail, use a variety of sources which must be properly referenced, hand work in on time, and stick to the rules especially those regarding plagiarism. Together with providing a quiet place to study, this will help them to achieve their best. If your child often completes work at the last minute you could discuss with them how and when they plan to do their coursework. Encourage them to think about the project as early as possible so that the tutor has time to comment on their plan and draft and if things have gone wrong they can still be altered. This is especially important for distance learners as the deadlines are early and rules are strict.

How much can the tutors, or I, help?

Tutors can provide guidance on suitable titles/topics and what should be included in coursework projects and the planning. They can also explain what the Assessment Objectives are and what the exam board will be looking for when the project is being marked. However, the teacher cannot tell students exactly how to do the work or specifically what corrections to make – the point of coursework is for your son or daughter to work independently. You can encourage your child to do well and you and the tutor can provide them with guidance and access to resource materials. You must not put pen to paper – you must not write the coursework. You can discuss the project with them but you must not give direct advice on what they should, or should not write and nor can the tutor.

If your child is not sure how to complete their coursework then encourage them to speak to their tutor to get help. Planning and a “tight” plan are key. You and the tutor can suggest particular books that they might read, or discuss how to search the internet for relevant information. You should also encourage your child to express themselves clearly and most importantly to keep the AOs (Assessment Objectives) in mind. Accurate spelling, punctuation and grammar are also very important. However, always bear in mind that the more help the tutor gives, the more strictly they will have to mark the final submission.

Please also bear in mind that if the tutor believes that the work submitted is of a higher standard than they would expect they will have to question the student very closely to establish that someone else did not provide substantial help.

Are students allowed to quote from books or the internet?

Students can refer to research, quotations or evidence, but they  must  list and reference their sources. The sources could be anything – for example, books, internet sites, or television programmes.

Students must not plagiarise, copy, purchase essays, or collude with anyone else. This is considered to be cheating and could lead to your son or daughter being disqualified. There are now very sophisticated internet sites which we and the exam boards use to check work for plagiarism.

Encourage your child to use their own words as much as possible. If they do want to quote or refer to others’ work, tell them to use quotation marks and provide appropriate references. If your child is unsure on how to reference different sources then their tutor should be able to provide examples of good and bad referencing. By referencing their sources correctly your child will avoid being accused of cheating.

Who marks the NEA?

The NEA will be marked by your OHS tutor, checked by the Head of Department and then possibly checked again by AQA. If you have a problem with the marking of the NEA you must follow the “Internal Appeals Procedure” shown in our policy document.

How is cheating detected?

Our tutors have to authenticate the work produced. In other words they have to say that to the best of their knowledge it was produced by the student concerned. To do this the tutor and student have to follow strict guide lines, including the tutor having seen at least 4 Tutor Marked Assignments, a plan and a draft submission of the project. Tutors become familiar with their students’ work as well as books on specific subjects and they will be able to tell if the student did not do the work, or if the work was copied from another source.  Exam boards and OHS also routinely use plagiarism software to carry out checks on coursework/NEAs.

Encourage your child to complete their work honestly and follow the rules. By taking the time and choosing a topic that interests them, your child will learn to study independently, research different areas and present different types of projects. These skills will all be valuable when they go to university or enter the world of work.

What happens if a student breaks the rules?

There are a number of things that could happen. The relevant exam board decides which action is appropriate, but the student may not receive a mark for the work, may be disqualified from the whole qualification or part of it, or be barred from entering a qualification with a particular exam board for a period of time.

Please go to the “ NEA Guidelines ” section, in the Student Information part of www.ool.co.uk for more information on this topic.

Coursework and NEAs  take time and effort, and because it is a substantial part of your child’s final grade it is important that they do as well as they can. You can help by providing a quiet place to work, encouraging them to do their best, begin early and hand their work in on time. Please remember however that because you have chosen distance learning, there are strict rules that our tutors must adhere to which may seem harsher than those followed in everyday contact in school.

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COURSEWORK GUIDES

You have art coursework and need to research artworks for it. Where do you start? How do you find relevant inspiration? How have other artists approached the themes?Our thematic coursework guides provide ideas and inspiration to get you started. Try our 'Have A Go!' section at the bottom of our guides for activities to keep you motivated!

2023 Coursework Guides

Past coursework guides, we recommend, closeness and simplicity to nature coursework guide.

From the gardens and paradise to land art, discover the artworks in our collection that explore the themes of closeness and proximity to nature

Complex and simple movement coursework guide

From machines to humans, discover the artworks in our collection that explore the themes of simple and complex movement

Simple processes, complex outcomes coursework guide

From optical illusions and repeating forms to instructions, discover the artworks in our collection that explore the theme of simple processes, complex outcomes

Details and the uncanny coursework guide

From photoreal to dreams, discover the artworks in our collection that explore the themes of details and the uncanny

Layers Coursework Guide

From stacking and painting to collage and hidden layers, discover the artworks in our collection that explores the techniques of layering

Objects Coursework Guide

From the uncanny and personal to advertisement and politics, discover the artworks in our collection that explores the themes of object

Senses Coursework Guide

From touch and taste to sight and smell, discover the artworks in our collection that explores the themes of the senses

Reflection Coursework Guide

From mirror and glass to water and fractals, discover the artworks in our collection that explores the themes and techniques of reflection

Weather Coursework Guide

From sun worshipers, cloud gazers and storm chasers to artists who use the weather to explore broader themes and ideas

Materials Coursework Guide

From 'usual' to unlikely art materials: explore textures, qualities, techniques and symbolism of things artists use to make their work

Still Life Coursework Guide

Not just fruit and flowers, explore still lifes from realistic to abstract and familiar to unexpected

Dynamism and Movement Coursework Guide

Explore how artists use marks and colour to suggest motion or make kinetic, performance and video art to explore movement

Landmarks Coursework Guide

From art about landmarks to art that is itself a landmark: get some inspiration on the theme of landmarks

Diary Coursework Guide

From sketchbooks to video diaries and the everyday to big life events, explore how artists use diaries to record the world around them

Mark Making Coursework Guide

Explore the different ways artists use marks and expressive qualities

Outline Coursework Guide

Discover surprising ways artists use outlines in art from graphic to graffiti or abstract and animated

Clothing Coursework Guide

Explore art and fashion, from clothes and identity to shapes, patterns and textures of clothing inspired by art

Masks Coursework Guide

Explore how artists have used masks in their work, to protect, disguise, hide and amuse

Trees Coursework Guide

From atmosphere and symbolism to textures and abstract shapes, explore how trees have inspired artists

Memory Coursework Guide

Explore memories of the past, memories of people and fading memories to see how artists recall and reminisce in art

Food Coursework Guide

Can a humble bag of chips or slice of pizza become a masterpiece? Explore some tasty art about food

Colour Coursework Guide

Explore how different artists have used colour in their work and sketches

Form Coursework Guide

What exactly is form? And how can you explore it in your sketchbook?

Play Coursework Guide

What does play mean for you? Is it sports, or music? Perhaps it’s drifting into a personal imaginary world, or maybe it’s social – board games, card games, or just meeting others

Underwater Coursework Guide

About 70 percent of the Earth is covered in water. It’s probably the least-explored part of our planet - we’ve explored more of space than the oceans. But maybe because of that, for artists, water has been a theme, a subject and even a medium to work with

Line Coursework Guide

See how artists use the power of a line and try some ideas in your sketchbook

Tone Coursework Guide

Learn how you can use tone in your sketchbook

Transmission Coursework Guide

Discover works in which artists explore the complex ways humans spread thoughts and ideas

Isolation Coursework Guide

Recently we have all had to deal with long and short periods of isolation. How have artists explored the ideas of isolation in their work, and what can you learn from those experiences?

Mother and Child Coursework Guide

Discover tender images of new mums and babies and artists' in-depth explorations of mother and child relationships

Journeys Coursework Guide

From physical journeys and migration to journeys of self-discovery, get ideas and inspiration about journeys in art

Relationship Coursework Guide

Exploring relationships in art, as a connection or association between people, things or ideas

Letters and Words Coursework Guide

Discover how artists use letters and words in their art

Force Coursework Guide

From forces of nature and forceful feelings to force as a method, explore how artists have used force in art

Ritual Coursework Guide

What is a ritual? Discover how ritual has been used as a theme in art

Self-Image Coursework Guide

Explore how artists have represented themselves, and others, using portraiture

Transformation Coursework Guide

Explore how artists have transformed objects and ideas through their work

Details Coursework Guide

Explore the theme of details through works in our collection

Human Figure Coursework Guide

Explore people drawn, painted or sculpted from life and art that explores abstract ideas about being human

News and Event Coursework Guide

Look at artists responses to news, from headline-grabbing events and social or political issues, to stories of the extraordinary everyday

Light and Dark Coursework Guide

Look at artworks made from light and shadow to the symbolic use of light and dark to make powerful statements

Interwoven Coursework Guide

Explore art that interweaves materials, ideas, experiences and histories

Perspective Coursework Guide

From vanishing points to points of view, explore perspective in art

Spaces Coursework Guide

Busy crowded streets, eerie empty rooms, explore spaces in art

Habitats Coursework Guide

From art about home life to art that highlights the impact of climate change and pollution on natural habitats

Texture Coursework Guide

Explore textures in art from woven textures and textured fabrics and materials to gestural marks and patterns

Toys Coursework Research

From pop art to gender politics, see toys in a new light and get some inspiration for your coursework

Myths and Legends Coursework Guide

Be inspired by myths and legends – or create your own!

Changed Identity Coursework Guide

From changing their own identities to changing the identity of objects, how have artists explored the theme of changed identity?

Space Coursework Guide

From the space race to heavenly bodies, find some coursework inspiration

Plastics Coursework Guide

Explore plastic in art for some research inspiration

Old and New Coursework Guide

Uncover ways of thinking of Old and New in art

Circus Coursework Guide

Uncover ways of exploring the theme of Circus for coursework inspiration

Rhythm Coursework Guide

Explore artworks with rhythm for some coursework inspiration

Geometric Coursework Guide

Maths meets art to inspire your coursework

Moments in Time Coursework Guide

See how artists respond to moments in time to inspire your coursework

Crowded Coursework Guide

Pack in tightly for some inspiration for your coursework

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Student resources.

Discover more for students from Tate

Create Like an Artist

How to make art inspired by artists like Rachel Whiteread, Andy Warhol and Frank Bowling