In many households across the country panic stations are being hit as everyone realises exams start in just over a week's time. Some committed and diligent students may have been revising steadily for months now. Others will barely have glanced at a text book or flicked through their exercise book.
I was about thirteen. My dog-eared science exercise book was on my lap. I looked at it, looked up and sighed. I was supposed to be revising; the trouble was, I had no idea how.
Rather a lot of actors have got their doublets and hose in a twist about the changes to the Drama GCSE syllabus and have written an impassioned letter...
From 2017, the new GCSE Mathematics syllabus will be examined. There's much to admire about the principle - more problem solving, a little more rigour...
This would inform people, spark an interest from a young age, and give a scope for creativity that is not currently present, without forcing people to solely study fashion. I am not putting other arts down, I am trying to bring fashion up to a similar position, and it is my belief that, with these changes in attitude and procedure, this is a very real possibility.
Maths is hard. Well, it is for most people. I used to have a distinct feeling of dread before every maths lesson. The kind that lay low in the belly and made you feel like you were constantly on the verge of vomiting.
Every year, in the middle of August, we congratulate young people across the UK for their A-level results. That day's media is packed with stories of success and failure. There is the usual debate about whether the exams are getting easier or harder, coupled with mountains of footage of students opening envelopes and photos of despair and elation. The following day we all go back to normal. Until next year.
A level and GCSE results have now been released and the nerve-wracking wait is finally over for thousands of students around the country. As we hear ...
Once teachers are free from the pressure of preparing students for exams, they will be able to put time and energy into providing the much needed feedback to each individual student so that real learning will take place in schools.
At a critical point in the learning life of young people, GCSEs and A-levels should be about breadth and wider skills, not ticking boxes. The one-size-fits-all approach is not working; it is failing our young people.