Distance learning comes home with IGCSE

March 5th, 2010

The recent launch of our new range of IGCSE courses now allows our students not only to study in any and every corner of the world, but also to sit their exams closer to home.

Whereas those currently studying GCSE’s abroad are required by the AQA examinations board to sit their exams in the UK, those opting for IGCSEs (which, of course, do not include coursework) can sit their exams in test centres around the world.  What a difference that will make to our students!  No need to travel to the UK in order to take the exam – doesn’t that make the whole thing much more accessible?

At Oxford Open Learning we have chosen to offer students IGCSE courses leading to assessment by Edexcel.  Edexcel’s international office now provides information online about where their test centres are located all over the world.  At Edexcel International you will find an easy-to-use interactive map of the world that will allow you to find your nearest test centre.  The site also provides addresses and contact details so that you can find out more.

So wherever you are in the world, if you want to study for an IGCSE – and these are widely recognised as qualifications for A level courses and University entrance – our courses will help you on your way.  We currently offer IGCSE courses in:

  • English
  • Maths
  • Geography
  • History (Modern World History)
  • Business Studies
  • Economics
  • French
  • Spanish
  • Accountancy

If you would like more information about studying for IGCSEs wherever you are then contact us.  We’re closer than you think!

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IGCSE and Academy Schools

March 4th, 2010

In February it was reported (e.g. in the Guardian) that Flagship “Academy” schools want the government to be less prescriptive about the qualifications they can offer.

In particular, this group of new schools, set up at vast expense by the Labour government, wants to be allowed to teach “elite” international GCSES (IGCSEs) discouraged in the state sector by the government.

The O-level-style IGCSE exams are favoured by many independent schools, which believe they are more rigorous than traditional GCSEs and more likely to impress universities and also employers.

But government ministers have declined to approve and fund these courses for state secondary schools, effectively preventing schools from offering IGCSEs. Meanwhile, an increasing number of prominent independent schools across the UK (who are not the receipients of funding anyway) have made the switch from GCSE to IGCSE because they believe IGCSE offers a better preparation for A-level and future careers.

In its recent manifesto, the Independent Academies Association (IAA), a coalition of the academies’ heads, insisted the government should be less prescriptive about the qualifications it allows schools to offer.

The body’s chairman, Mike Butler, said several academies had told the IAA that they see IGCSEs as “robust” qualifications and want to be able to offer them. “Academies should have the freedom and autonomy to determine the most appropriate curriculum for their cohort of students,” he said.

Colleges and universities considering student applications adopt an official policy that IGCSEs and GCSEs are directly equivalent but there are some signs that, for institutions “in the know”, IGCSEs carry greater weight. A top grade at IGCSE is seen as a better predictor of future success than the equivalent grade at GCSE.

Recognising this, there are clear indications that if the Conservatives win the forthcoming general election, IGCSEs will be brought into the mainstream, funded and encouraged in secondary schools. Then, if schools are given a free choice, there is a chance that most, if not all, of them, will opt for IGCSE in preference to GCSE. Certainly, the majority of universities would welcome such a development.

The increasing success of IGCSE is also good news for distance learners, adult learners, home-educated children and a variety of other students outside mainstream education because IGCSEs do not pose the same practical obstacles that GCSEs currently pose, particularly in terms of the requirements for controlled assessment now unavoidable in most GCSE subjects.

For all these reasons, Oxford Open Learning supports the IAA campaign.

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Breaking new ground: Geography IGCSE

March 3rd, 2010

In developing our brand new Geography IGCSE course we looked around for online resources that would enable our students to explore and investigate further its highly topical content. 

Focusing on urban, fragile, river and coastal environments, renewable and non-renewable energy sources, and the pressing issue of climate change, the course also develops geographical skills and enables students to engage with global, national and local issues that impact on us all, wherever we are in the world. 

Written by two young postgraduate geographers at the University of Oxford and a highly experienced teacher of geography, the materials in the course folder are closely integrated with IGCSE resources at GeographyAlltheWay.  Developed by Richard Allaway, a geography teacher living in Geneva, GeographyAlltheWay, includes lively, innovative activities based on video footage, photographic images, interactive maps and diagrams, each chosen to support the IGCSE specification (and others). 

We think that these resources fit well with our course, and believe that our Geography IGCSE students will enjoy this blended approach to a subject that requires detailed study of a wide range of visual materials.  The course has been carefully designed to integrate links to GeographyAlltheWay into well-structured lesson activities, in some cases providing suggested answers, and in others asking the student to evaluate his or her own approach to a task. 

We very much hope that the fieldwork opportunities included in the course will make our students want to get down to the beach, the river, or city centre, and get busy photographing, measuring, mapping, analysing, interpreting and evaluating the local environment in which they live. 

Students may also like to know that Richard Allaway now has two blogs at http://www.geogalot.com/. One of these informs students about new resources that he has recently added to his website, and in the other Richard reports back on geography issues in and out of the classroom.  They will help you keep up to date with geography resources and issues in the world today, and are definitely worth subscribing to – by email or RSS feeds.  Click the link to find out more.

If you are thinking about studying Geography then check out our IGCSE course – it’s packed full of exciting new materials that can really take you places!

Annette Peach

Commissioning Editor

Oxford Open Learning

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Controlled Assessment – The Future

February 25th, 2010

One major legacy of the current government will be the introduction of controlled assessment across the GCSE range. This has profound implications for the future of education in this country.

Controlled assessment replaces the relatively “relaxed” regime of coursework which has been a big part of GCSE exams for the last 24 years. There is a belief that too many parents were, in effect, writing coursework for their children and that something needs to be done about this in order to shore up the academic credibility of the GCSE system.

Rather than get rid of coursework altogether, the government’s “solution” is to turn coursework into something like another exam.  Now it must be timed, supervised and carefully regulated at all stages of preparation, so that parents and other helpers are unable to load the dice.

Although this seems well-intentioned and sensible, it has a number of catastrophic side effects. It means that most GCSEs have become almost impossible for distance learners and home-educated students, indeed virtually everyone outside mainstream education. This, in turn, may damage the educational prospects of many different categories of learners.

Although the government understood that this would be a consequence of controlled assessment, they refused to allow the exam boards to offer alternative GCSE specifications without coursework or any other leeway for unsupervised candidates.

One consequence has been a rise in popularity of IGCSE courses precisely because these do not entail coursework. So far the government has refused to allow IGCSE courses to be funded or included in the National Qualifications Framework but fortunately colleges and universities understand that IGCSEs cover the same ground as GCSEs and are, if anything, more academically rigorous. So an IGCSE is “worth” every bit as much as GCSE. Nonetheless, this is a highly unsatisfactory situation.

A further consequnce of the insistence on face-to-face supervision is to stall the introduction of new teaching media. Who would want to study online if they were unable to pass any examinations that way? Thus the UK risks falling behind its competitors because it insists on a single mode of teaching and learning (i.e. face to face) at the expense of more sophisticated methods.

I believe a new government will review controlled assessment and do one of two things. It will either allow the exam boards to make alternative arrangements for candidates who can’t (or don’t want to) do coursework, or it will bring IGCSE into the mainstream, monitor it and fund it properly. Then we can return to a situation where there is genuine educational opportunity for all, not just for 14-16 year olds in mainstream education.

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GCSEs and Controlled Assessment

February 25th, 2010

The introduction of controlled assessment in place of coursework means that most GCSEs are, in effect, impossible for home learners and distance learners. Yet some distance learning organisations are continuing to sell GCSE courses despite this fact.

Students are being signed up to study for GCSE History, French, Geography and a wide variety of other titles. In a year’s time, they will be told “sorry, the exam board (AQA) is refusing to accept and mark your coursework”. Such students will be unable to take their exams and a year of study will be wasted.

Why is this happening? It is clear that controlled assessment is impossible for home learners and distance learners because such students are not directly supervised in the same room as their teachers while they research and write their coursework. This rule has been clear for almost two years.

AQA has told the distance learning providers concerned that there is no way their students can satisfy the controlled assessment rules. There is no discretion involved – AQA simply does not have the power to bend these rules. The providers understand this although, in a year’s time, they will pretend that they didn’t.

So why are they continuing to sell such GCSE courses? It is commercial desperation. The courses and the tuition are so poor that only a tiny fraction of the current intake will still be studying in a year’s time, certainly less than 10%. They calculate that they will refund the fees of the survivors in full and keep the fees of the other 90%+ who have fallen by the wayside. That way they will still make a handsome profit. There is a slight fear that one or two students may sue them for the hundreds of hours they have wasted in study, the lost opportunities, etc, but that is a risk they are prepared to take.

This unjustifiable commercial practice must not be allowed to continue. Such “rogue” organisations damage the good name of respectable and dedicated providers, all of whom have stopped offering GCSEs (in subjects with controlled assessment) some time ago.

For distance learning, the only realistic option for most subjects (although there are a few exceptions, like Maths, which are exam-only and can still be taken by distance learners) is IGCSE. IGCSE courses do not require coursework yet they carry just as much weight with colleges, universities and employers.

If you know anyone who is expecting to take GCSE exams as a private candidate in 2011, make sure that they are aware of the implications of controlled assessment. It is vital that students do not embark on a path that they can never complete.

If you come across an organisation which is continuing to enrol students for the new GCSEs with controlled assessment, make sure they know you know what they are doing and please do your best to stop them doing it.

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Business Studies IGCSE

August 27th, 2009

Oxford Open Learning’s all new Business Studies IGCSE course is now enrolling students. The OOL course consists of five modules and twenty-two lessons in total, with 9 TMAs. The module names and contents follow the sequence laid out in the Edexcel 4BS0 specfication:

  • Business Activity and the Changing Environment
  • Human Resources (HR)
  • Accounting and Finance
  • Marketing
  • Production

This specification is examined for the first time in 2011. There is no coursework.
Students aiming for 2010 exams should take the Business Studies GCSE course instead.

Please feel free to contact a Student Adviser on 0800 0111 024 if you have any queries or wish further information.

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IGCSE English

August 26th, 2009

Oxford Open Learning’s IGCSE English course is now ready!

The course has been written to match the Edexcel IGCSE Spec-A, 4EA0, for first examination in June 2011.  Students who wish to complete a GCSE in 2010 should take Oxford Open Learning’s English GCSE course.

Edexcel supplies an anthology of extracts from various texts. This great course will cover each extract in some detail.

Some of the advantages of this course include:

  • No coursework
  • No oral
  • 2 written exams only
  • exams available abroad,
  • No “difficult” or “adult” literary texts to study, just short extracts from uncontroversial texts
  • Big focus on language skills
  • Great preparation for doing English Language A-level
If you are interested in studying this course please contact a Student Adviser today on 0800 9757575.
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The Examinations Map

October 24th, 2008

For many years Oxford Open Learning has carefully gathered information on which examination centres are prepared to accept Private Candidates and then have happily distributed this information via our examinations map.

This information is available to Oxford Open Learning and Oxford Home Schooling students who get great support from our examinations department and can also access the examinations map.

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Spanish AS is back!

September 23rd, 2008

We are proud to announce that we now have a new edition of our Spanish AS Level course. There are 15 lessons and 11 Tutor-marked Assignments. The course materials include an audio-CD (with 8 AS Level tracks), new activities and updated references to the new required textbook:

¡Sigue! AS by David Mort and  John Connor (Hodder Education, ISBN978 0340 95023  4)

Students will also need a dictionary. We recommend:

Spanish/English, English/Spanish Dictionary  (HarperCollins)

The A2 Level Spanish course is also available providing students with materials to complete their Spanish A Level studies.

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School administrators course taught by OOL

September 16th, 2008

A survey undertaken recently by the School of Educational Administration revealed that in more than half the schools in the UK, work that was previously undertaken by managers and teachers is now moving across to the school office.

Not every school admits to there being such changes, and some have said that they “couldn’t imagine it happening here.” And yet the evidence is that once the idea is mooted in a school, the new approach can take hold very rapidly.

Where transferring is happening, the list of work that has moved into the province of the school’s administration includes Timetabling, Staff Induction, Arranging cover, Mentoring, Personnel management, Budgeting, Examination management, Work experience management, School trips, Health and Safety and Site management

To help administrators adjust to these changes the School of Educational Administrators runs two courses which focus on issues of efficiency and effectiveness in school administration. Both courses are taught by Oxford Open Learning through distance-learning.

Students who have completed the courses tell us that apart from their increasing awareness of educational and administrative matters the course enhances their status within the school, giving administration a new aura of professionalism – and this of course can only be for the good.

We have had a record number of applicants for our one year course this term, and because of this we have added an extra intake for the course in November.

The closing date for the current intake of the one-year course is 26 September. The next intake will now close on 10 November. The closing date for the next intake for the two month Work Management and Administration course is 13 October.

There are more details on our courses on www.admin.org.uk – or you can phone 01536 399007 or email enquiries@admin.org.uk for an application form.

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