My Little 2.0 Project

I know I am jumping around a bit at the moment, but now seems like a good time to look back again.

Summer is always the time of year when class numbers drop dramatically. As teachers, we work even harder, cramming in those last bits of advice on the build up for the exams. But our cohort just want it over with. I was in a very unique position in 2022. I had both AQA and Pearson students preparing for exams. Those last couple of weeks, AQA numbers were falling very rapidly, while the Pearson numbers remained faitly steady. AQA students argued that they ‘knew the crack!’ Been there, done it, bought the T-shirt. Pearson- this was new, so many wanted to make sure they knew what they were doing. I always get my groups to plan their revision lessons with me. That way I cover what they actually think they need and it has the added bonus that they engage more.

Finally, the day of the first exam arrived. We were all set for the first exam. I made sure my students knew where they could find me if they had a problem. I reassured that their best was amazing, and sent them off. I have no idea how, but I somehow managed to hide my anxiety from my students. I made jokes and sang ‘3 is the magic number’ at them. They left me smiling. Mission accomplished!

That first 1hr 55 minutes was certainly one of the longest in my life. Would they like the texts? Would they be able to do the writing task? I know I sang it them, but would they remember that 3 was THE magic number? (I had also subjected my AQA students to this, would it also help them?)

Eventually the first students emerged. My AQA students, who were keen to talk and decompress. They said the paper was ‘alright’ they didn’t like question 4, but we’re positive for their writing. I had a feeling this would be the case. Mostly, they were relieved it was over.

Finally my Pearson groups found me loitering. They had a spring jn their steps, which their AQA counterparts lacked. Similat to my AQA students, they were relieved it was over but there was something elae. My Pearson students were actually excited. ‘I think I absolutely smashed that paper!’ Was the response from one of my initial reluctant learners. This was a great outcome, regardless of what the results were. My students actually felt they could finally achieve and were able to answer every question. I had done my job well. Only Paper 2 to go!

Paper 2, we repeated the same dance as Paper 1. I met my nervous students before the exam. We made jokes but this time, they sang ‘3 is the magic number’ with me. Then they set off to meet their fate. Again, I paced and fidgeted, watching the clock. Until a colleague, obviously frustrated by my twitching, suggested I organise a cupboard. Having finally been distracted, I had lost track of time and went racing off to meet my precious students.

I didn’t get chance to meet them at the foyer, this time a group came to me. I was heading out the door when they greeted me. Big beaming smiles told me all I needed to know. They found question 6 to be tricky, but were happy that they gave it a go. A couple of them straight away asked how do they get their papers back? One in particular had written a really fantastic story, ‘best one ever!’ and wanted to share it with his family. He said he had a second and third chapter and wanted to complete the story, irrespective of what he may have achieved.

There was also a big feeling of relief. It was over! Covid had interfered with their lives for the past 2 years, but now normality was officially here. They had faced their exams head on and felt proud. My AQA students were quieter than Pearson students, but all secretly hoped they didn’t have to do it again.

Many had received teacher assessed grades previously, some had not returned to school after covid. The general vibe was that they were grateful to finally sit an exam and be judged how their counterparts had been two years previously.  It was in the hands of the examiners. Would the grade boundaries be harsh? Time would tell.