Engagement with Exam Boards for 2022 External Exams and use of CAIE
| Authority | Department of Education, Sport and Culture |
|---|---|
| Date received | 2021-08-20 |
| Outcome | Some information sent but not all held |
| Outcome date | 2021-09-21 |
| Case ID | 1960801 |
Summary
The request sought correspondence and internal documents regarding 2022 exam changes and the suitability of the CAIE board following the Beamans Report. The Department of Education, Sport and Culture released some internal updates and a summary table but withheld consultation responses and other correspondence, stating they were not held or could not be found.
Key Facts
- The Department does not hold consultation responses as they are submitted online without a facility to save them.
- Released documents include a summary table of 2022 exams and updates from Ballakermeen and Castle Rushen High Schools.
- Information regarding WJEC adaptations to GCSE and AS/A Level qualifications for 2022 was provided.
- The Department could not find some of the requested information after taking reasonable steps.
- The request specifically targeted the period from the Beamans Report (22 September 2020) to the request date.
Data Disclosed
- 2022
- 2021-08-20
- 2021-09-21
- 22nd September 2020
- 73 pages
- 6 documents
- 1960801
- 2020
- 2021
Exemptions Cited
- Information not held
- Information could not be found after taking reasonable steps
Original Request
Further to Minister Allinson's comments highlighting that his Department (DESC) is engaging with examination boards regarding the 2022 examination system (https://www.manxradio.com/news/isle-of-man-news/desc-right-system-must-be-in-place-for-2022-exam-results) I seek the following information: Copies of all correspondence (including consultation responses if applicable) with respective examination boards and any other authorities regarding potential and agreed changes to summer term 2022 Key Stage 4 and Key Stage 5 examinations. Where no such engagement with a particular examination board has commenced I would, by way of help and advice appreciate an indication of this; and Copies of all internal information relating to any potential or agreed changes including but not limited to DESC - Examination Centre emails and other correspondence, minutes of meetings where such matters were discussed etc; and Details of any changes to 2022 exams (by subject) promulgated to the DESC by respective examination boards; and Regarding the use of CAIE as a compulsory examination board for a number of key subjects (English, Sciences, Humanities etc) and noting widespread dissatisfaction from the Island's teaching sector with CAIE and recognising the fact that Beamans specifically highlighted such discontent in their report (notwithstanding such areas were outside the terms of reference of the Review!) I seek copies of all information relating to the use and suitability of CAIE as an examination board produced from the date of the Beamans Report (22nd September 2020) to the date of this request. This includes but is not limited to minutes of meetings where the use and suitability of CAIE was under discussion including its handling of examinations and awarding of grades for 2020 and 2021 during Covid, such concerns re the continued engagement of CAIE as may have been expressed to the DESC by the Secondary schools or their Governing Bodies and any discussion of the Beamans recommendation regarding CAIE and such work undertaken as a result of it since publication of the Review.
Data Tables (41)
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| Your feedback: Potential alternatives to | ||||||
| exams in June 2022 | ||||||
| Dear Colleague, | ||||||
| The Covid-19 pandemic continues to disrupt education worldwide. | ||||||
| For the June 2021 series we offered two approaches: exams, and a school-assessed | ||||||
| grade route for schools unable to sit exams. | ||||||
| We will continue to run exams where it is safe and permitted to do so but are | ||||||
| considering alternative way of assessing students if schools cannot hold face-to-face | ||||||
| exams in the June 2022 series. | ||||||
| To inform our plans for June 2022, we would like to learn about the experiences of | ||||||
| schools that entered candidates in the June 2021 exam series. We are also seeking | ||||||
| feedback from all schools planning to enter candidates in June 2022 on a proposed | ||||||
| portfolio of evidence model to replace exams if necessary. We will explain more about | ||||||
| this model in the survey. | ||||||
| The results of this survey will help us to finalise our contingency plans for June 2022. | ||||||
| We will communicate our plans for June 2022 to schools in September 2021, to allow | ||||||
| as much time as possible for schools to prepare for any alternatives to face-to-face | ||||||
| exams. | ||||||
| Please forward this invitation to the Head of Centre, or to the person best placed to take | ||||||
| part in the survey. It will take ten minutes to complete and your feedback is important | ||||||
| to us. You can complete the survey by: | ||||||
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| 08 September 2021 15:39 | |
| WJEC Adaptions to GCSE and As/A Level qualifications in summer 2022 |
| WJEC Adaptations to GCSE qualifications in summer 2022 Subject booklet Thursday 15 July 2021. @WJEC_CBAC WWW.WJEC.CO.UK @WJECCBAC | |||
| WJEC Adaptations to GCSE qualifications in summer 2022 Subject booklet Thursday 15 July 2021. @WJEC_CBAC WWW.WJEC.CO.UK @WJECCBAC | WJEC Adaptations to GCSE qualifications in summer 2022 Subject booklet Thursday 15 July 2021. | ||
| @WJEC_CBAC WWW.WJEC.CO.UK @WJECCBAC | |||
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 116 | 28% | 30% | 13% | 8% | 21% |
| *the proposal helps alleviate issues linked to social distancing for practical work? | 113 | 23% | 23% | 19% | 11% | 20% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 111 | 38% | 31% | 9% | 11% | 12% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 110 | 31% | 38% | 9% | 9% | 13% |
| remote moderation/ examination would allow learners to be accurately and reliably assessed in this qualification in 2022? | 124 | 10% | 15% | 6% | 13% | 57% |
| remote moderation/ examination in this qualification will be manageable for centres in 2022? | 122 | 10% | 20% | 3% | 10% | 57% |
| In general, comments reflected strong agreement that the removal of the ESA offered a |
|---|
| sensible compromise that would allow students to demonstrate the skills, understanding and |
| knowledge appropriate to the assessment objectives; with all grades accessible, whilst |
| providing necessary flexibility of approach, in view of the limitations imposed on teaching |
| and learning opportunities. |
| Business Activity | Franchising The advantages and disadvantages of operating as a franchisor and franchisee |
|---|---|
| Influences on Business | The European Union and the European single market The impact of membership and non-membership of the European Union to businesses and their stakeholders |
| Business Operations | Supply chain The various stages of the movement of goods and services from their source to the end customer: The relationship between the functional areas of a business and its supply chain The impact of supply and logistical decisions on businesses and their stakeholders |
| Finance | What is meant by a cash-flow forecast, construct, calculate and interpret cash-flow forecasts The impact of cash-flow forecasts on a business and its stakeholders Recommend and justify what can be done to improve cash-flow problems |
| Marketing | The different pricing strategies used by businesses The use of different pricing strategies for different businesses in different contexts and scenarios |
| Human Resources | The importance of having an effective recruitment process to employ the right people with the right job skills The recruitment process and how this will differ for different businesses in different contexts The different methods of recruitment used by different businesses in different contexts The advantages and disadvantages of the different methods of recruitment The most appropriate recruitment process and methods for different businesses in different contexts and scenarios The benefits of a motivated workforce The methods which businesses use to motivate its workforce The most appropriate method a business can use to motivate employees in different contexts and scenarios |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 15 | 33% | 40% | 0% | 13% | 13% |
| *the proposal helps alleviate issues linked to social distancing for practical work? | 15 | 20% | 13% | 7% | 7% | 13% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 15 | 53% | 27% | 13% | 7% | 0% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 15 | 47% | 27% | 13% | 13% | 0% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 13 | 46% | 31% | 8% | 0% | 15% |
| *the proposal helps alleviate issues linked to social distancing for practical work? | 12 | 42% | 25% | 8% | 0% | 8% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 11 | 45% | 27% | 0% | 9% | 18% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 11 | 27% | 45% | 9% | 0% | 18% |
| Content | Amplification points that will not be subject to assessment in 2022 | ||||
|---|---|---|---|---|---|
| a | Ferrous Metals • Strengths and weaknesses • Cast iron, mild steel, medium carbon steel and high carbon steel • Stainless steel, high-speed steel and high-tensile steel • Physical properties including melting point, thermal and electrical conductivity. | ||||
| b | Nil | ||||
| c | Nil | ||||
| d | • Quantum Tunnelling Composite (QTC) – when used in circuits the resistance changes under compression. | ||||
| e | • Pulley systems, for example curtain rails, sewing machine. • Levers and linkages, for example scissors. | ||||
| f | • The function of AND, OR, EOR, NOT, and NAND logic gates • Combining logic gates to form control systems • Levers. | ||||
| g | Nil | ||||
| h | • Manufactured boards are commonly available in sheet form and in standard sizes and various thicknesses. | ||||
| i | Nil | ||||
| j | Under: Deforming/Reforming • Bending plastics • Laser cutter • 3D printing. Under: Assembly and components • Components for a particular purpose, including nuts, bolts, washers, screws, rivets. The main stages in the following joining processes: • Temporary: machine bolt and nut, self-tapping bolts, cutting threads for appropriate fixing bolt. | ||||
| k | Nil |
| Content | Amplification points that will not subject to assessment in 2022 | ||||
| a | • Regenerated: Viscose, rayon, acetate, lyocell (Tencel®) | ||||
| b | Under technical textiles remove reference to: • Geo textiles for landscaping and agricultural textiles • Bonding breathable waterproof membranes to outer fabrics for all-weather wear: Gore-tex, Permatex, Sympatex • Nomex. | ||||
| c | • The differences between a thermoforming (thermoplastic) and thermosetting material. | ||||
| d | • Microfibres in clothing manufacture • Phase changing materials: breathable materials, pro-active heat and moisture management. | ||||
| e | • Blending and mixing fibres to improve the properties and uses of yarns and materials • Blends for example: polyester and cotton, silk and viscose, hemp and cotton or silk. • Mixture for example: cotton and wool, lycra with wool or nylon. • Bonding breathable waterproof membranes to outer fabrics for all weather wear (Gore-tex, Permatex). | ||||
| f | • To enhance aesthetic quality: Colouring, surface decoration, glazing, stiffening, increasing lustre, (calendaring, mercerising), brushing, stain resistance (Scotch guard, Teflon). | ||||
| g | Nil | ||||
| h | • How manufacturing systems are organised: line production, progressive bundle system and production. | ||||
| i | • Hot notch marking in industry. | ||||
| j | • Painting: felt tip, dimensional, fabric paint, silk paints. |
| Content | Amplification points that will not subject to assessment in 2022 |
| a | • The aesthetic and functional properties of common papers, cards and boards including cartridge paper, photocopy paper, bleed proof paper, mounting board, foam board, solid white board, corrugated board and duplex board. |
| b | • The aesthetic and functional properties of hardwoods and softwoods including beech, oak, balsa, jelutong, scots pine, western red cedar and parana pine • Natural timber is protected using different finishes and these finishes are sometimes used to improve aesthetic appeal. |
| c | Nil |
| d | Nil |
| e | • Quantum Tunnelling Composite (QTC) – when used in circuits the resistance changes under compression • Polymorph • Thermochromic polymers or dyes. |
| f | Natural and Manufactured timber • The difference between a hardwood and softwood. Papers and boards • The basic sources of paper and boards • Recycled boards • The use of microns to measure thickness of paper and boards • The physical and working properties of paper and board including: texture, weight, thickness, strength, surface finish, transparency, folding ability and absorbency. |
| g | Nil |
| h | • Natural timber is available in different sectional forms, various standard sizes and can have a different finish (sawn or planed) • Plastic polymers are available in a wide range of forms including: powders, granules, pellets, liquids, films, sheets and extruded shapes • Standard sizes of papers and boards. i.e. rolls, A5, A4, A3. and measured in grams per square metre. |
| i | • On‐press and the finishing processes used by commercial printers to produce products in batches or mass/high volume. |
| j | Nil |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 17 | 0% | 24% | 29% | 18% | 29% |
| *the proposal helps alleviate issues linked to social distancing for practical work? | 17 | 0% | 18% | 29% | 18% | 29% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 16 | 0% | 44% | 6% | 25% | 25% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 16 | 6% | 38% | 31% | 13% | 13% |
| remote moderation/ examination would allow learners to be accurately and reliably assessed in this qualification in 2022? | 18 | 11% | 28% | 17% | 17% | 28% |
| remote moderation/ examination in this qualification will be manageable for centres in 2022? | 17 | 6% | 29% | 12% | 29% | 24% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 14 | 36% | 43% | 0% | 14% | 7% |
| the proposal helps alleviate issues linked to social distancing for practical work? | 14 | 29% | 71% | 0% | 0% | 0% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 14 | 50% | 43% | 0% | 7% | 0% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 14 | 57% | 43% | 0% | 0% | 0% |
| remote moderation/ examination would allow learners to be accurately and reliably assessed in this qualification in 2022? | 14 | 36% | 36% | 7% | 14% | 7% |
| remote moderation/ examination in this qualification will be manageable for centres in 2022? | 14 | 14% | 43% | 21% | 14% | 7% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 42 | 33% | 40% | 5% | 7% | 14% |
| *the proposal helps alleviate issues linked to social distancing for practical work? | 42 | 36% | 38% | 7% | 2% | 0% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 40 | 40% | 38% | 10% | 3% | 10% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 39 | 31% | 38% | 18% | 3% | 10% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 28 | 29% | 32% | 4% | 7% | 29% |
| *the proposal helps alleviate issues linked to social distancing for practical work? | 27 | 19% | 26% | 4% | 4% | 4% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 26 | 38% | 19% | 8% | 12% | 23% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 26 | 23% | 27% | 23% | 12% | 15% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 14 | 36% | 36% | 7% | 14% | 7% |
| the proposal helps alleviate issues linked to social distancing for practical work? | 14 | 29% | 36% | 14% | 7% | 14% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 13 | 62% | 8% | 0% | 15% | 15% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 13 | 38% | 31% | 8% | 15% | 8% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 31 | 19% | 42% | 13% | 13% | 13% |
| *the proposal helps alleviate issues linked to social distancing for practical work? | 30 | 13% | 37% | 17% | 0% | 13% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 30 | 27% | 50% | 7% | 13% | 3% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 30 | 20% | 43% | 20% | 13% | 3% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 51 | 10% | 22% | 10% | 39% | 20% |
| the proposal helps alleviate issues linked to social distancing for practical work? | 50 | 6% | 14% | 10% | 34% | 36% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 50 | 10% | 56% | 8% | 16% | 10% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 50 | 12% | 60% | 16% | 8% | 4% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 19 | 68% | 11% | 11% | 11% | 0% |
| *the proposal helps alleviate issues linked to social distancing for practical work? | 19 | 47% | 11% | 0% | 11% | 0% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 18 | 67% | 22% | 6% | 6% | 0% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 18 | 61% | 33% | 0% | 6% | 0% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 32 | 72% | 16% | 3% | 6% | 3% |
| *the proposal helps alleviate issues linked to social distancing for practical work? | 32 | 38% | 25% | 3% | 3% | 3% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 31 | 74% | 19% | 0% | 0% | 6% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 29 | 66% | 24% | 7% | 0% | 3% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 13 | 54% | 15% | 0% | 0% | 31% |
| *the proposal helps alleviate issues linked to social distancing for practical work? | 13 | 62% | 0% | 8% | 0% | 8% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 13 | 54% | 15% | 0% | 8% | 23% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 13 | 46% | 31% | 23% | 0% | 0% |
| Topics that will not be assessed in the Summer 2022 examinations. | Mathematics- | Additional Comments | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Numeracy and | |||||||||||
| Mathematics OR | |||||||||||
| Mathematics only | |||||||||||
| Number | |||||||||||
| 1 | Understanding annual rates, e.g. AER, APR. | Mathematics- Numeracy and Mathematics | |||||||||
| 2 | Understanding and using Venn diagrams to solve problems. | Mathematics- Numeracy and Mathematics | |||||||||
| Algebra | |||||||||||
| 3 | Finding the nth term of a sequence where the rule is quadratic. | Mathematics only | The following could be assessed: Finding the nth term of a sequence where the rule is linear. | ||||||||
| 4 | Drawing, interpretation, recognition and a sketching the graphs of y = , x y = ax3. Drawing and interpretation of graphs of y = ax3 + b. Drawing and interpretation of graphs of a y = ax + b + with x not equal to 0, x y = ax3 + bx2 + cx + d, y = kx for integer values of x and simple positive values of k. Drawing and interpreting graphs when y is given implicitly in terms of x. | Mathematics only | Drawing, interpretation, recognition and sketching of graphs of linear and quadratic functions could be assessed. | ||||||||
| 5 | The use of straight-line graphs to locate regions given by linear inequalities. | Mathematics only | |||||||||
| 6 | Distinguishing in meaning between equations, formulae, identities and expressions. | Mathematics only | It is only identities that will not be assessed. The following could be assessed: Distinguishing in meaning between equations, formulae and expressions. |
| Topics that will not be assessed in the |
|---|
| Summer 2022 examinations. |
| Topics that will not be assessed in the Summer 2022 examinations. | Mathematics- | Additional Comments | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Numeracy and | |||||||||||
| Mathematics OR | |||||||||||
| Mathematics only | |||||||||||
| Geometry and Measure | |||||||||||
| 7 | Interpretation and drawing of nets. | Mathematics- Numeracy and Mathematics | |||||||||
| 8 | Drawing 2-D representations of 3-D shapes, including the use of isometric paper. | Mathematics- Numeracy and Mathematics | The following could be assessed: Using 2-D representations of 3- D shapes (but not ones drawn on isometric paper). | ||||||||
| 9 | Bisecting a given line, bisecting a given angle. Constructing the perpendicular from a point to a line. | Mathematics- Numeracy and Mathematics | The following could be assessed (but not in questions assessing constructions): Accurate use of ruler, pair of compasses and protractor. | ||||||||
| 10 | Constructing 2-D shapes from given information and drawing plans and elevations of any 3-D solid. | Mathematics- Numeracy and Mathematics | |||||||||
| 11 | Use of ruler and pair of compasses to do constructions. Construction of triangles, quadrilaterals and circles. Constructing angles of 60, 30, 90 and 45. | Mathematics only | |||||||||
| 12 | The identification of congruent shapes. Understanding and using SSS, SAS, ASA and RHS conditions to prove the congruence of triangles using formal arguments. Reasons may be required in the solution of problems involving congruent triangles. | Mathematics only | |||||||||
| 13 | Using angle and tangent properties of circles. Understanding that the tangent at any point on a circle is perpendicular to the radius at that point. Using the facts that the angle subtended by an arc at the centre of a circle is twice the angle subtended at any point on the circumference, that the angle subtended at the circumference by a semicircle is a right angle, that angles in the same segment are equal, and that opposite angles of a cyclic quadrilateral sum to 180. Using the alternate segment theorem. Understanding and using the fact that tangents from an external point are equal in length. Understanding and constructing geometrical proofs using circle theorems. | Mathematics only |
| Topics that will not be assessed in the |
|---|
| Summer 2022 examinations. |
| Topics that will not be assessed in the Summer 2022 examinations. | Mathematics- | Additional Comments | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Numeracy and | |||||||||||
| Mathematics OR | |||||||||||
| Mathematics only | |||||||||||
| 14 | Location determined by distance from a given point and angle made with a given line. | Mathematics only | |||||||||
| 15 | Solving problems in the context of tiling patterns and tessellation. | Mathematics- Numeracy and Mathematics | |||||||||
| 16 | Constructing the locus of a point which moves such that it satisfies certain conditions, for example, (i) a given distance from a fixed point or line, (ii) equidistant from two fixed points or lines. Solving problems involving intersecting loci in two dimensions. Questions on loci may involve inequalities. | Mathematics- Numeracy and Mathematics | |||||||||
| 17 | Distinguishing between formulae for length, area and volume by considering dimensions. | Mathematics- Numeracy and Mathematics | |||||||||
| 18 | Using the compound measures: density and population density. Using compound measures that relate to density, such as kg/m3, g/cm3, population per km2 | Mathematics- Numeracy and Mathematics | All compound measures that are not density-related, e.g. speed, could be assessed. | ||||||||
| Statistics | |||||||||||
| 19 | Specifying the data needed and considering potential sampling methods. Sampling systematically. Working with stratified sampling techniques and defining a random sample. | Mathematics- Numeracy and Mathematics | The following could be assessed: Considering the effect of sample size and other factors that affect the reliability of conclusions drawn. | ||||||||
| 20 | Designing and criticising questions for a questionnaire, including notions of fairness and bias. | Mathematics- Numeracy and Mathematics | Learners will need to understand the notion of fairness and bias, but not in the context of questionnaires. | ||||||||
| 21 | Estimating the probability of an event as the proportion of times it has occurred. Relative frequency. Understanding the long-term stability of relative frequency. Graphical representation of relative frequency against the number of trials. Estimating probabilities based on experimental evidence. Comparing an estimated probability from experimental results with a theoretical probability. | Mathematics only | The following could be assessed: Calculating theoretical probabilities based on equally likely outcomes. | ||||||||
| 22 | Identifying all the outcomes of a combination of two experiments using Venn diagrams. | Mathematics only | Identifying outcomes using all other methods could be assessed. |
| Topics that will not be assessed in the |
|---|
| Summer 2022 examinations. |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 73 | 30% | 37% | 4% | 11% | 18% |
| *the proposal helps alleviate issues linked to social distancing for practical work? | 71 | 13% | 23% | 17% | 6% | 6% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 71 | 32% | 32% | 8% | 17% | 10% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 70 | 23% | 39% | 20% | 11% | 7% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 13 | 31% | 23% | 8% | 31% | 8% |
| the proposal helps alleviate issues linked to social distancing for practical work? | 12 | 0% | 33% | 50% | 8% | 8% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 12 | 17% | 58% | 0% | 17% | 8% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 12 | 17% | 50% | 17% | 8% | 8% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 23 | 43% | 39% | 0% | 17% | 0% |
| *the proposal helps alleviate issues linked to social distancing for practical work? | 23 | 61% | 30% | 0% | 4% | 0% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 23 | 61% | 35% | 4% | 0% | 0% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 23 | 48% | 48% | 4% | 0% | 0% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 26 | 8% | 50% | 15% | 19% | 8% |
| *the proposal helps alleviate issues linked to social distancing for practical work? | 26 | 4% | 42% | 19% | 23% | 8% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 26 | 19% | 65% | 4% | 12% | 0% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 26 | 27% | 42% | 15% | 15% | 0% |
| remote moderation/ examination would allow learners to be accurately and reliably assessed in this qualification in 2022? | 26 | 12% | 35% | 12% | 27% | 15% |
| remote moderation/ examination in this qualification will be manageable for centres in 2022? | 26 | 4% | 31% | 8% | 42% | 15% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 22 | 27% | 23% | 9% | 18% | 23% |
| *the proposal helps alleviate issues linked to social distancing for practical work? | 21 | 10% | 5% | 10% | 14% | 5% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 20 | 35% | 20% | 0% | 30% | 15% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 19 | 32% | 32% | 16% | 11% | 11% |
| Question | N | Percentages | |||||
|---|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | Not applicable | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 81 | 25% | 26% | 4% | 17% | 28% | 0% |
| the proposal helps alleviate issues linked to social distancing for practical work? | 78 | 12% | 14% | 18% | 21% | 33% | 2% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 78 | 28% | 27% | 8% | 15% | 22% | 0% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 78 | 19% | 31% | 19% | 13% | 18% | 0% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 13 | 31% | 46% | 8% | 15% | 0% |
| the proposal helps alleviate issues linked to social distancing for practical work? | 12 | 50% | 33% | 8% | 8% | 0% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 12 | 42% | 42% | 8% | 8% | 0% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 12 | 33% | 25% | 17% | 25% | 0% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 11 | 45% | 18% | 0% | 36% | 0% |
| *the proposal helps alleviate issues linked to social distancing for practical work? | 11 | 55% | 18% | 0% | 9% | 9% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 11 | 55% | 36% | 0% | 9% | 0% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 11 | 45% | 27% | 9% | 18% | 0% |
| Question | N | Percentages | ||||
|---|---|---|---|---|---|---|
| To what extent do you agree that: | Strongly agree | Tend to agree | Neither agree nor disagree | Tend to disagree | Strongly disagree | |
| the proposal is appropriate to mitigate lost teaching and learning time? | 9 | 0% | 56% | 0% | 11% | 33% |
| the proposal helps alleviate issues linked to social distancing for practical work? | 9 | 0% | 44% | 22% | 11% | 22% |
| the adapted qualification remains a valid and reliable measure of learners’ attainment in this subject? | 9 | 11% | 56% | 11% | 0% | 22% |
| the proposed adaptations will allow learners to progress to GCE in this subject? | 8 | 25% | 25% | 25% | 13% | 13% |
| Subject Team Leaders Tuesday 14 September 2021 |
|---|
| Agenda 1. ( ) 2. ( ) 3. Exam board updates ( ) 4. |
Full Response Text
Corporate Services Division Department of Education, Sport and Culture Hamilton House Peel Road, Douglas IM1 5EZ Telephone: (01624) 685808 Website: www.gov.im/dec Email: dec@foi.gov.im Our ref: 1960801 20 September 2021
Dear ###,
We write further to your request which was received on 20 August 2021 and which states:
"Further to Minister Allinson's comments highlighting that his Department (DESC) is engaging with examination boards regarding the 2022 examination system (https://www.manxradio.com/news/isle-of-man-news/desc-right-system-must-be-in- place-for-2022-exam-results) I seek the following information: Copies of all correspondence (including consultation responses if applicable) with respective examination boards and any other authorities regarding potential and agreed changes to summer term 2022 Key Stage 4 and Key Stage 5 examinations. Where no such engagement with a particular examination board has commenced I would, by way of help and advice appreciate an indication of this; and Copies of all internal information relating to any potential or agreed changes including but not limited to DESC - Examination Centre emails and other correspondence, minutes of meetings where such matters were discussed etc; and Details of any changes to 2022 exams (by subject) promulgated to the DESC by respective examination boards; and Regarding the use of CAIE as a compulsory examination board for a number of key subjects (English, Sciences, Humanities etc) and noting widespread dissatisfaction from the Island's teaching sector with CAIE and recognising the fact that Beamans specifically highlighted such discontent in their report (notwithstanding such areas were outside the terms of reference of the Review!) I seek copies of all information relating to the use and suitability of CAIE as an examination board produced from the date of the Beamans Report (22nd September 2020) to the date of this request. This includes but is not limited to minutes of meetings where the use and suitability of CAIE was under discussion including its handling of examinations and awarding of grades for 2020 and 2021 during Covid, such concerns re the continued engagement of CAIE as may have been expressed to the DESC by the Secondary schools or their Governing Bodies and any discussion of the Beamans recommendation regarding CAIE and such work undertaken as a result of it since publication of the Review."
Our response to your request is as follows: Correspondence with examination boards We have enclosed a copy of the following information that is held: - Email from Cambridge Assessment International Education (CAIE) By way of advice and assistance consultation responses are completed and submitted by individuals online and there is not a facility to save the response. Internal information We have enclosed copies of the following information that is held: - Summary table of the 2022 exams - WJEC adaptions to GCSE and AS/A Level qualifications in 2022 - Ballakermeen High School update for staff - Castle Rushen High School update for staff Details of any changes to 2022 examinations While our aim is to provide information whenever possible, in this instance the Department does not hold or cannot, after taking reasonable steps to do so, find some of the information that you have requested. This is because the Department and the schools have not yet been notified by the examination boards of any changes to the 2022 examinations by the date this FoI request was received. Information relating to the use of (CAIE) We have enclosed copies of the following information that is held: - Extracts from the Secondary Headteachers Executive meeting Redacted content Some information received in relation to the information released for parts 1 and 2 of the FoI request contained personal and third party information and under section 25 of the Freedom of Information Act (absolutely exempt personal information) is exempt and has therefore been redacted. The reasons why that exemption applies are that: • the Department is satisfied that the information amounts to personal data of which you are not the data subject; and • the Department is satisfied that disclosure of the information would contravene one of the data protection principles as set out at Article 5 of the General Data Protection Regulation as it applies in the Isle of Man pursuant to The Data Protection (Application of GDPR) Order 2018, namely that the Department of Education Sport and Culture can only disclose the information where it would be
fair, lawful and meet one of the conditions for lawful processing in Article 6 and in this case, none of those conditions have been met. Please quote the reference number 1960801 in any future communications.
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An electronic version of our complaint form can be found by going to our website at https://services.gov.im/freedom-of-information/Review . If you would like a paper version of our complaint form to be sent to you by post, please contact me and I will be happy to arrange for this. Your review request should explain why you are dissatisfied with this response, and should be made as soon as practicable. We will respond as soon as the review has been concluded.
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I will now close your request as of this date.
Freedom of Information Coordinator
1 From: Market Research at Cambridge International
Sent: 21 July 2021 15:55 To:
Subject: Consultation on potential alternatives to exams in June 2022
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Your feedback: Potential alternatives to 2
exams in June 2022
Dear Colleague,
The Covid-19 pandemic continues to disrupt education worldwide.
For the June 2021 series we offered two approaches: exams, and a school-assessed grade route for schools unable to sit exams.
We will continue to run exams where it is safe and permitted to do so but are considering alternative way of assessing students if schools cannot hold face-to-face exams in the June 2022 series.
To inform our plans for June 2022, we would like to learn about the experiences of schools that entered candidates in the June 2021 exam series. We are also seeking feedback from all schools planning to enter candidates in June 2022 on a proposed portfolio of evidence model to replace exams if necessary. We will explain more about this model in the survey.
The results of this survey will help us to finalise our contingency plans for June 2022. We will communicate our plans for June 2022 to schools in September 2021, to allow as much time as possible for schools to prepare for any alternatives to face-to-face exams.
Please forward this invitation to the Head of Centre, or to the person best placed to take
part in the survey. It will take ten minutes to complete and your feedback is important
to us. You can complete the survey by:
Clicking on the link
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1 From: Sent: 08 September 2021 15:39 To:
Cc:
Subject: WJEC Adaptions to GCSE and As/A Level qualifications in summer 2022 Attachments: GCSE adaptations booklet for summer 2022 (15 July 2021).pdf; GCE adaptations booklet for summer 2022 (15 July 2021).pdf Hi all I hope you have had a relaxing summer Attached are the adaptions being made to your subjects for summer 2022. More information will follow this month. Any specific queries please let me know and I can email WJEC. If you would like to let parents/carers aware of anything, please email typing in the usual way. Thanks
WWW.WJEC.CO.UK @WJEC_CBAC @WJECCBAC WJEC Adaptations to GCSE qualifications in summer 2022 Subject booklet Thursday 15 July 2021. 1 Adaptations to GCSE Assessments in summer 2022
Due to the extensive disruption to teaching and learning throughout 2020 and 2021, Qualifications Wales announced on 23rd March 2021, in order to mitigate lost teaching and learning time and facilitate current social distancing guidelines that GCSEs, AS and A levels will be adapted for learners sitting these qualifications in summer 2022.
In their regulatory document Requirements for Adapting Assessments for GQ Qualifications in 2022, Qualifications Wales has set out clear principles (quoted below) which we have followed in making adaptations to GCSEs for 2022. Compliance with these requirements will be monitored by Qualifications Wales. Therefore, this document, which sets out the individual subject adaptations for all our GCSEs approved by Qualifications Wales for use by centres in Wales and other jurisdictions, should be read in conjunction with Qualifications Wales’ document.
The adaptations for each subject have been carefully designed following Qualifications Wales’ principles:
Principle 1 – WJEC must seek to ensure that Learners are not advantaged or disadvantaged relative to their peers in other jurisdictions.
Principle 2 – WJEC must seek to ensure that all qualifications are a reliable indication of the knowledge, skills and understanding specified in the qualification following any Adaptations to assessments.
Principle 3 – WJEC must seek to ensure that qualification content, in general, is not reduced; however, content can be restructured so it can reasonably be streamlined, such as in relation to optional units.
Principle 4 – WJEC must seek to ensure that the Manageability of assessment is maximised, where this will allow for an increase in teaching time in order to minimise the impact on outcomes.
Principle 5 – WJEC must seek to maintain standards, as far as possible, within the same qualification in line with previous years.
Principle 6 – WJEC must seek to maintain standards, as far as possible, across similar qualifications made available by WJEC and by other awarding bodies.
Principle 7 – WJEC must seek to ensure that flexibility in the delivery of assessments is maximised so as to reduce the impact of disruption, illness or quarantine, including lockdown at a local level.
All learners taking GCSE qualifications in summer 2022 will have experienced disruption to their education between March 2020 and the end of the 2020-2021 academic year. As well as considering the principles above, our starting point has been to review the adaptations which were developed for summer 2021 and consider whether changes to these are necessary for learners sitting our qualifications in summer 2022. We have worked to the following assumptions:
- All learners will have missed out on some opportunities to develop vital skills and knowledge, particularly in practical work which cannot be undertaken while working remotely. Therefore, we cannot assume that learners, taking their assessments in summer 2022, will have the same breadth of skills and knowledge as would normally be expected.
2 2. Schools and colleges will be open for face-to-face teaching for all or most of 2021-2022. 3. Every GCSE subject will have some adaptations in place for January 2022 (where available) and summer 2022 assessments. 4. Exams are likely to take place as normal in 2022 using adapted content and also adapted assessments where relevant. 5. Exams are likely to take place as normal in 2023 with no adaptations to specification content or structures. Although we have worked to the assumptions listed above, we are also discussing contingency plans with Qualifications Wales which will be implemented if necessary. Each qualification has been considered individually in order to produce an adaptation which is appropriate for the subject. In doing so we have carefully considered the broad range of design features of GCSEs approved for delivery in Wales, including: • linear qualifications • unitised qualifications with summer only assessment opportunities • unitised qualifications with January and summer assessment opportunities • uniti
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