Looking at the SAM’s at the minute and it’s dawned on me that it’d be worth making it clear some of the following from Ofqual’ s document ( THIS DOC  )that sets out amongst other things how awarding bodies must interpret the interpretation of subject content, how the tiering must work and also the use of calculators. For clarification it also makes it clear that “an awarding organisation must take all reasonable steps to ensure that each Learner who takes an Assessment by Examination during the month of November has reached at least the age of 16 on or before 31 August in the same calendar year as the assessment “

The other main points are: An awarding organisation must ensure that between 33 and 50% of the total marks available must be completed without the use of a calculator.

However, the most pertinent points relate to tiering:

Foundation tier must be targeted at the “level of demand” required for the award of GCSE grades 1 to 5.

  • 50% of those marks must be targeted from a grade 1 to the lower part/half of grade 3.
  • 50% of marks must be targeted at the upper part/half of grade 3 to grade 5.

Higher tier must be targeted at the “level of demand” required for the award of grades 4 to 9. A concessionary grade 3 is also available – but this grade is “not actively targeted” in the higher tier, so don’t expect grade 3 topics.

  • 50% of those marks must be targeted at a “level of demand” consistent with grades 4 to 6.
  • 50% of marks must be targeted at a “level of demand” consistent with grades 7 to 9.

At this point I’ll remind you that the bottom of a 7 is pegged to the bottom of grade A, so 50% of the Higher tier is aimed at those students that are traditionally grade A students.

Grades 4 and 5 are the only grades that are accessible on both tiers. There is an intention that regardless of which tier is entered the level of attainment at grades 4 and 5 is consistent with at least 20% of the marks available through questions that are common to both tiers – these should be targeted at a “level of demand” consistent with grades 4 and 5.

An awarding organisation should apply the below weightings for each subject area (subject to a +/-3% tolerance) across the assessments for each tier in each exam series.

 weightings

So what does that mean? For me I have noticed a difference in the topic areas covered BUT there is still lots of procedural stuff … in terms of the implications for tiering choice … I’m not sure which way this will go for us. Given that 50% of the Foundation is aimed at grades 1 – 3 and 50% aimed at 4-6 I’m thinking that the grade boundaries for a 5 will be quite high. AND THIS IS MY BIG THINKING … if the “pass” had been set at a 4 maybe I would be considering a massive shift to the foundation tier, but now we’re looking for a 5 I am wondering if this shift will now take place?

Anyway we’ve loads of time … there is no rush. I for one intend to teach my students and try to teach them well. Simples!