In Geography and History for Edexcel, I observed that is not so much emphasis on the knowledge one individual has about the course, but rather how they express this knowledge in arguments. These exams are basically the proper way of assessing one's ability to speak English...However, not so much for Geography or History. For instance, one person who has a decent-good grasp on English could very easily create amazing arguments that impress any examiner, therefore have higher chances of getting higher grade than persons who might know more about the two subjects, but are not as developed in vocabulary. Now, I know that being good at persuasion and arguing is an important skill that is quite essential in life, but I am just attempting to highlight how this is quite a big disadvantage for people who are passionate about these subjects but are unable to draft such good essays as people who might hate the subject, but are able to produce nicely structured answers.
And I am not saying I have this problem with creating essays, I would say my answers in these two subjects are very well done, but I am just saying about candidates who might be disadvantaged.
@@iuliusconstantcornelio2018 It's a bit of a combination really. The awarding bodies ensure that the AOs are balanced so that there isn't too much of an emphasis on just plain knowledge or the argument. You would need both the ability to create a compelling argument and the ability to retain the knowledge to score highly. You cannot score highly if you lack one or the other.
This was a very interesting insight into the perspective of teachers and I agree with everything you said. I have always thought that there are many problems with our education system, and it really annoys me to think that all of our countries children are being out through a system which needs to be improved in so many ways. Something I find is wrong is that we have to decide our futures so early. If a student chooses to do English, Maths, and Spanish for A Levels, and then in the middle of year 13 realises they would like to study medicine, they can’t (easily) do so, and therefor their whole future is altered by what they chose to do at the age of 16.
Very well spoken especially as I am planning to become a Neurologist. I am making revision much harder than it needs to be. Your rant was very coherent and has made me to realise why over the course of high school since I started to taking my Gcses in may why I basically know nothing. Thanks a lot
what I dislike is that if someone is an absolute genius in science and maths but isn't really good at other subjects so they won't really go to the degree they want it limits them even though they would be really good or if their good at English and history but other grades push them down
that's how thwy design exams you have to have a general knowledge of all subjects weather you're a genius and one and not the other yes wrong but it's sucks. that's why you need to revise subjects.
your point of the 'year 11 causing anxiety and other mental illness' is so true. Ever since I've started year 11 I've had sleeping problems (bc im so stressed abt my mocks and the actual gsce) and now anxiety problems where during the day I feel overwhelmed.It's getting worse and I blame the pressure of not doing 'well enough' which is set by our teachers with a stupid amount of subjects and revision. Worse thing is they dont even test your knowledge but as you said, exam skill and stamina.
Set a level of work which is hard but totally sustainable. Focus on the subjects you like or need. If you do that you’ll get the GCSEs you need. Once you have them, they count only as a measure of the quality of your revision. Then, A levels are easy, as you’ll know if your effort level is enough. If you miss the uni you want, the next one on the list will be just as good.
I think it's the absolute worst that someone could be great at certain subjects, for example I think I have talent in written subjects, like English lit and lang, history, RE etc. But I've never been able to crack into maths, EVER, I've consistently gotten a 4 and then one 5 in February. But it's so annoying that I had to leave what I love, the written subjects, to the last minute at GCSE and spend all my time on maths and science which I suck at so that I don't fail. But I still think I either failed or barely scraped a pass in maths and got maybe a 5 or 6 in sciences. Now I feel like I sacrificed what I love and I'm gonna do worse cause I spent so much wasted time on things I've never understood. But my fear of failing maths and having to retake pushed me to that and now I'm just so worried that my usual 8s in my written subjects are going to go down by a lot. Why is it that no examiner could see the blood, sweat and tears that went into revising maths and sciences and no one will see the piles and piles of written subject practices and essays and things that scored high previously, all that my hard work is based on is on one simple exam that could be botched by having a headache, or just not being in the right state of mind, or being so anxious that I don't read the question well. It's just so annoying.
You're doing well at maths, 4s and 5s that's great! If you consistently get that grade, then you will do amazing! If you are not passionate about maths, then it doesn't matter, don't let others force you to get a higher grade. 4s or 5s will do!
24:20 - 25:05 i agree with you mr salles, i am a math-and-science-type student and you helped me to enjoy english for this; now i look like an english-type student in class.(taking the y11 mocks next week)
This is a bit late Mr Salles but I can't thank you ENOUGH. As an immigrant who moved to the UK this year, I was perplexed by the British education system. But guess what?!! For my english language speaking assesment, i watched your video plus did intense research and chose THIS topic for my speech. GUESS WHAT! I got DISTINCTION all thanks to this video. I was very scared to do it on this topic bcz I just moved to this country but I was so passionate in my speech, everyone loved it. However, I really wanted to speak about the idea of having sets but was too shy and didn't have any evidence. Do you reckon it's unfair about segregating students based on their academic intelligence? I came from Saudi Arabia and always got top grades, yet was placed in bottom set for maths and set 4 in English only bcz I'm foreign? I struggled so much but hopefully year 11 should be better. This set system is quite discriminating. Once again, TYSM Mr Salles and I apologise for the long rant.
What's wrong with education? Well it's not really an education - it's really training, getting us ready to work for long hours and low pay for the rest of our lives for some big company that will reap the benefits of our labour whilst we expend our health, time and youth filling their coffers until we're too old and tired and life has passed us by. Then when we are old and of no use to the economy we will sit and wonder what was the purpose of our existence.
You know what I find unfair? The fact that only people in high top sets can do a language at GCSE than those who are at low sets. (I understand a language is difficult to master, but there are many people in low set who are passionate to learn a language)
Yeah everyone's schools are different, but most schools are expected to have 20% of GCSE students study a language. I guarantee you, by the time you finish the language GCSE, you will forget every word of it.
I think every nation has got some people who are not happy. And I do respect that. But knowing the fact that UK is the hub of education imp, how does still it fail ??
Mr salles! At 9:15 you start an argument how the worst third of English students had to retake and did better than before, showing that the students are more likely to have gotten better at the rules of the exam as opposed to improving in the actual subject. However, this is not necessarily true, since those bottom third of students were most likely the ones who had just run out of energy or were having a bad day or were just unlucky, so on average these students would do better than before since they probably aren’t going to be unlucky twice. So although this could be partly because of your reasoning, it isn’t proof since a better score is expected in the second test if your sample is the people who did worst in the previous test, as they are the people most likely to have been affected by bad luck. If that didn’t make sense, imagine ten people taking a test where the questions are complete nonsense with true or false, so the people’s scores are completely random. As a whole they will average 50% with their scores varying based on luck. If you make the worst 5 people retake the test they will again average about 50% since this is based on luck, yet they as a whole will appear to have improved at the test just because of not having as bad luck. Of course, in the real test not all of the results are based on luck, but there are definitely luck related factors like the marking ambiguity you mentioned, so this could explain the apparent improvement in the students. This doesn’t disprove your point, but the improvement from the bottom third of students is not evidence for it.
I really like this post, it is making me think. I think my argument is different. What has happened isn't that they have got higher marks - that is as you point out, expected. But it is that the marks they got were so much higher that the grade boundaries had to be moved. The bottom third will include a random element who, for whatever reason, didn't perform on the day, but it will also include every student who just wasn't good enough. To imagine that students who got a grade 2 or grade 3 in June could suddenly do so well that grade boundaries for grade 5, 6 and 7 had to increase can't be explained by them just having a better day. Going from a 3 to 4 would definitely fit your description, and perhpas many going from a 3 to 5. But to 6 and 7? That shouldn't be possible as an average effect, only at the level of the individual. What do you think?
I've had a theory for a while now that the age at which pupils enter school fairly accurately predicts later acheivement. I was born in September so I was lucky to enter school with a whole year of extra experience and knowledge than students born in August. As early as year 1 we were streamlined because there were 30 pupils in each class. Because that extra year makes such a difference at that age I was immediately being taught more advanced stuff. This meant that throughout primary school the gap between the pupils born at the start of the school year compared to the end had a much higher chance of getting good grades in SATs or whatever tests the secondary schools used to determine the capabilities of a student. This meant that although I went into a higher set in secondary there were plenty of more intelligent students who were just born at the wrong time of year. If anyone can think of a good way of solving this while keeping up a high level of education, please reply, its been getting on my nerves for ages.
Is it unrealistic if I get a grade 3 in English language but however can I get a 6 or is it to unrealistic because I really want to get a grade 6 so much but I keep getting 3 and 4
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"Let the adverts run; I get money that way"
- Dominic Salles 2019
Make a video or podcast on how you would fix the system/ your dream system
Thanks, I'll see if anyone watches this one first! I will probably get low views as it is the summer
Yes, that would be so interesting!
I'm on your poll to watching it! :3
In Geography and History for Edexcel, I observed that is not so much emphasis on the knowledge one individual has about the course, but rather how they express this knowledge in arguments. These exams are basically the proper way of assessing one's ability to speak English...However, not so much for Geography or History. For instance, one person who has a decent-good grasp on English could very easily create amazing arguments that impress any examiner, therefore have higher chances of getting higher grade than persons who might know more about the two subjects, but are not as developed in vocabulary. Now, I know that being good at persuasion and arguing is an important skill that is quite essential in life, but I am just attempting to highlight how this is quite a big disadvantage for people who are passionate about these subjects but are unable to draft such good essays as people who might hate the subject, but are able to produce nicely structured answers.
And I am not saying I have this problem with creating essays, I would say my answers in these two subjects are very well done, but I am just saying about candidates who might be disadvantaged.
@@iuliusconstantcornelio2018 It's a bit of a combination really. The awarding bodies ensure that the AOs are balanced so that there isn't too much of an emphasis on just plain knowledge or the argument. You would need both the ability to create a compelling argument and the ability to retain the knowledge to score highly. You cannot score highly if you lack one or the other.
Our saviour has spoken
Someone from the government should watch this gold
Yes Mr salles. Couldn't agree more with you 🙏
This was a very interesting insight into the perspective of teachers and I agree with everything you said. I have always thought that there are many problems with our education system, and it really annoys me to think that all of our countries children are being out through a system which needs to be improved in so many ways. Something I find is wrong is that we have to decide our futures so early. If a student chooses to do English, Maths, and Spanish for A Levels, and then in the middle of year 13 realises they would like to study medicine, they can’t (easily) do so, and therefor their whole future is altered by what they chose to do at the age of 16.
Ooh this seems interesting. Gonna grab myself a snack and give it a watch.
This guy is the definition of a legend thank you for the English and videos like this one
This is so enlightening thankyou Mr Salles and your so funny as well😂😂
This is a topic I have been thinking about a lot recently! Thanks for this!
Very well spoken especially as I am planning to become a Neurologist. I am making revision much harder than it needs to be.
Your rant was very coherent and has made me to realise why over the course of high school since I started to taking my Gcses in may why I basically know nothing.
Thanks a lot
Good luck with neurology.
what I dislike is that if someone is an absolute genius in science and maths but isn't really good at other subjects so they won't really go to the degree they want it limits them even though they would be really good or if their good at English and history but other grades push them down
that's how thwy design exams
you have to have a general knowledge of all subjects weather you're a genius and one and not the other yes wrong but it's sucks. that's why you need to revise subjects.
100% true
No they just do a levels in science and maths, cos for universities gcses arent that important, while a levels are.
@@samjoshi1812 GCSEs are important for many universities
your point of the 'year 11 causing anxiety and other mental illness' is so true. Ever since I've started year 11 I've had sleeping problems (bc im so stressed abt my mocks and the actual gsce) and now anxiety problems where during the day I feel overwhelmed.It's getting worse and I blame the pressure of not doing 'well enough' which is set by our teachers with a stupid amount of subjects and revision. Worse thing is they dont even test your knowledge but as you said, exam skill and stamina.
Set a level of work which is hard but totally sustainable. Focus on the subjects you like or need. If you do that you’ll get the GCSEs you need. Once you have them, they count only as a measure of the quality of your revision. Then, A levels are easy, as you’ll know if your effort level is enough. If you miss the uni you want, the next one on the list will be just as good.
@ 36:20 was such brilliant example. Thank you Mr. Salles!
I think it's the absolute worst that someone could be great at certain subjects, for example I think I have talent in written subjects, like English lit and lang, history, RE etc. But I've never been able to crack into maths, EVER, I've consistently gotten a 4 and then one 5 in February. But it's so annoying that I had to leave what I love, the written subjects, to the last minute at GCSE and spend all my time on maths and science which I suck at so that I don't fail. But I still think I either failed or barely scraped a pass in maths and got maybe a 5 or 6 in sciences. Now I feel like I sacrificed what I love and I'm gonna do worse cause I spent so much wasted time on things I've never understood. But my fear of failing maths and having to retake pushed me to that and now I'm just so worried that my usual 8s in my written subjects are going to go down by a lot. Why is it that no examiner could see the blood, sweat and tears that went into revising maths and sciences and no one will see the piles and piles of written subject practices and essays and things that scored high previously, all that my hard work is based on is on one simple exam that could be botched by having a headache, or just not being in the right state of mind, or being so anxious that I don't read the question well. It's just so annoying.
Faith Anwuri this breaks my heart because this is my exact situation. It’s not fair.
You're doing well at maths, 4s and 5s that's great! If you consistently get that grade, then you will do amazing! If you are not passionate about maths, then it doesn't matter, don't let others force you to get a higher grade. 4s or 5s will do!
This is a wonderful analysis. Thanks !
PLEASE MAKE INDIVIDUAL VIDEOS ABOUT EACH OF THE FOUR REVISION METHODS YOU SAID
It's called active recall. You can find many videos on the subject.
Random comment but your house looks beautiful ❤️
Sir can you please do a minecraft let's play
😅 that would be so weird. Imagine his second channel, "Mr Salles plays Minecraft"
Now this I will genuinely pay to see
Great argument
This was really interesting 👍🏼 thanks again for all the gcse English help !
24:20 - 25:05 i agree with you mr salles, i am a math-and-science-type student and you helped me to enjoy english for this; now i look like an english-type student in class.(taking the y11 mocks next week)
Genuinely worried for you Salles. The Government will not be happy. Big brother requests your presence.
love your videos man xx
This is a bit late Mr Salles but I can't thank you ENOUGH. As an immigrant who moved to the UK this year, I was perplexed by the British education system. But guess what?!! For my english language speaking assesment, i watched your video plus did intense research and chose THIS topic for my speech. GUESS WHAT! I got DISTINCTION all thanks to this video. I was very scared to do it on this topic bcz I just moved to this country but I was so passionate in my speech, everyone loved it. However, I really wanted to speak about the idea of having sets but was too shy and didn't have any evidence. Do you reckon it's unfair about segregating students based on their academic intelligence? I came from Saudi Arabia and always got top grades, yet was placed in bottom set for maths and set 4 in English only bcz I'm foreign? I struggled so much but hopefully year 11 should be better. This set system is quite discriminating. Once again, TYSM Mr Salles and I apologise for the long rant.
Well done! Your English reads very well too. Yes, I agree with you that the setting sounds wrong
This video is actually really good. I think I learnt a lot about the education system here
mr salles for education secretary?
Otakar???
Yo its Luca
What's wrong with education? Well it's not really an education - it's really training, getting us ready to work for long hours and low pay for the rest of our lives for some big company that will reap the benefits of our labour whilst we expend our health, time and youth filling their coffers until we're too old and tired and life has passed us by. Then when we are old and of no use to the economy we will sit and wonder what was the purpose of our existence.
At 33:10 I burst out laughing
Lmao I also watched it at 1.50x speed and got a heart attack
jhopes flamingoes SAME OMGGG 😂 I was GONEEE
You know what I find unfair? The fact that only people in high top sets can do a language at GCSE than those who are at low sets. (I understand a language is difficult to master, but there are many people in low set who are passionate to learn a language)
My school everyone had to do it
Yeah everyone's schools are different, but most schools are expected to have 20% of GCSE students study a language. I guarantee you, by the time you finish the language GCSE, you will forget every word of it.
Was this video chopped up from other videos?
I think every nation has got some people who are not happy. And I do respect that. But knowing the fact that UK is the hub of education imp, how does still it fail ??
This is a brilliant analysis
Thanks
Ghana😂😂 is such a specific country
Too right!
Knowledge = WHO WHAT WHERE WHEN WHICH/Understanding = WHY/Wisdom = HOW
Lol I did the Pisa test this January, I’ve let the country down 😂
Damn just look at that like to dislike ratio .
Well done sir you make us proud
He is a good example of a teacher who understands how students feel!
We had one set in year 9 in classrooms, one set in year 10 in an exam hall, 2 sets in year 11 and finally gcses. Not fun
When Michael Gove thinks Drama GCSE is about writing not acting, THEN we know he definitely has a problem.
You deserve more subs
We need a minecraft let’s play
Mr salles! At 9:15 you start an argument how the worst third of English students had to retake and did better than before, showing that the students are more likely to have gotten better at the rules of the exam as opposed to improving in the actual subject. However, this is not necessarily true, since those bottom third of students were most likely the ones who had just run out of energy or were having a bad day or were just unlucky, so on average these students would do better than before since they probably aren’t going to be unlucky twice. So although this could be partly because of your reasoning, it isn’t proof since a better score is expected in the second test if your sample is the people who did worst in the previous test, as they are the people most likely to have been affected by bad luck.
If that didn’t make sense, imagine ten people taking a test where the questions are complete nonsense with true or false, so the people’s scores are completely random. As a whole they will average 50% with their scores varying based on luck. If you make the worst 5 people retake the test they will again average about 50% since this is based on luck, yet they as a whole will appear to have improved at the test just because of not having as bad luck. Of course, in the real test not all of the results are based on luck, but there are definitely luck related factors like the marking ambiguity you mentioned, so this could explain the apparent improvement in the students.
This doesn’t disprove your point, but the improvement from the bottom third of students is not evidence for it.
I really like this post, it is making me think. I think my argument is different. What has happened isn't that they have got higher marks - that is as you point out, expected. But it is that the marks they got were so much higher that the grade boundaries had to be moved. The bottom third will include a random element who, for whatever reason, didn't perform on the day, but it will also include every student who just wasn't good enough. To imagine that students who got a grade 2 or grade 3 in June could suddenly do so well that grade boundaries for grade 5, 6 and 7 had to increase can't be explained by them just having a better day. Going from a 3 to 4 would definitely fit your description, and perhpas many going from a 3 to 5. But to 6 and 7? That shouldn't be possible as an average effect, only at the level of the individual. What do you think?
Does Reading A lot impact how quick you memorise stuff?
Yes, because the more you know, the easier it is to add to it
Sir have you heard about the examiners being horrified by the marking guidance given this year for English Language
Atta Senior , Where did you hear you that?
@@decemans5726 It's in the news.
Yes, I will release a video on it tomorrow!
www.telegraph.co.uk/news/2019/06/28/examiners-lefthorrified-byflaws-englishgcse-marking/
Mr Salles Teaches English looking foward to it:)
I've had a theory for a while now that the age at which pupils enter school fairly accurately predicts later acheivement. I was born in September so I was lucky to enter school with a whole year of extra experience and knowledge than students born in August. As early as year 1 we were streamlined because there were 30 pupils in each class. Because that extra year makes such a difference at that age I was immediately being taught more advanced stuff. This meant that throughout primary school the gap between the pupils born at the start of the school year compared to the end had a much higher chance of getting good grades in SATs or whatever tests the secondary schools used to determine the capabilities of a student. This meant that although I went into a higher set in secondary there were plenty of more intelligent students who were just born at the wrong time of year. If anyone can think of a good way of solving this while keeping up a high level of education, please reply, its been getting on my nerves for ages.
Is it unrealistic if I get a grade 3 in English language but however can I get a 6 or is it to unrealistic because I really want to get a grade 6 so much but I keep getting 3 and 4
If you do the right practice, it is totally realistic.
Well I don’t know if I have to retake then I will try my very best to get a grade 6
I hope I did good in my gcse English language if I have to retake I will be crying so much
Mr sallles have you seen what happened at aqa with the papers
what?
A secret examiner said the marks are all over the plahers and there’s a lot of flaws in marking
wt
Yeah I heard somthing really bad is going on.
Annce Iqbal where did you hear this?