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IGCSE 2014 Analysis

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DWC 2014 IGCSE RESULT ANALYSIS   2014 2013 2012

 

2014 2013 2012

S/No

EXAM

SUBJECT A* A B CTOTAL

%A*%A*/

A%A*/B

%A*/C

 %A*/

A%A*/

A%A*/

A%A*/

C%A*/

C%A*/

C

1

CIE

ART & DESIGN 3 6 6 0 15 20 60 100 100   60 57 20 100 86 80

2 BIOLOGY 12 8 5 5 31 38.7 64.5 80.6 96.8   65 82 25 96.8 100 63

3 CHEMISTRY 22 8 6 5 42 52.4 71.4 85.7 97.6   71 69 71 97.6 100 86

4 DRAMA 3 4 1 0 8 37.5 87.5 100 100   88 N/A N/A 100 NA NA

5 ECONOMICS 18 12 7 4 44 40.9 68.2 84.1 93.2   68 29 26 93.2 74 86

6 FRENCH 8 6 6 3 23 34.8 60.9 87 100   61 22 N/A 100 83 NA

7 GEOGRAPHY 9 8 6 3 29 31 58.6 79.3 89.7   59 20 40 89.7 80 100

8 HISTORY 8 2 0 3 13 61.5 76.9 76.9 100   77 43 43 100 87 86

9 ICT 12 5 7 0 24 50 70.8 100 100   71 82 56 100 100 100

10 MUSIC 0 6 1 0 7 0 85.7 100 100   86 N/A N/A 100 NA NA

11 PHYSICS 14 8 10 4 38 36.8 57.9 84.2 94.7   58 68 22 94.7 100 67

12RELIGIOUS STUDIES

20 14 9 4 51 39.2 66.7 84.3 92.2   67 68 64 92.2 94.6 100

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EDEX

ENGLISH LANGUAGE

31 7 7 4 52 59.6 73.1 86.6 94.2   73 68 55 94.2 100 82

14ENGLISH LITERATURE

6 8 3 2 21 28.6 66.7 81 90.5   67 29 50 90.5 82 100

15 MATHEMATICS 20 13 15 4 52 38.5 63.5 92.3 100   64 62 75 100 100 100

16 FURTHER MATHS 1 3 5 8 19 5.3 21.1 47.4 89.5   21 17 N/A 89.5 83 NA

    ALL SUBJECTS' GRADE

187

118

94 49 469 36 66 86 96 

66 51 46 96 92 87     

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Comparison to 2013

10% and above improvement from last academic year(2013)

1-9% improvement from last academic year (2013)

0% improvement from last academic year (2013)

• Economics (19%)

• French (17%)• Art and

Design (14%)• History

(13%)  

• Geography (9.7%)

• English Literature (8.5%)

• Further Maths (6.5%)

  

• Mathematics (100%)

• ICT (100%) 

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A*

TOP A* BY SUBJECT

• ENGLISH 31 A* cohort=52 ( 59.6%)

•CHEMISTRY 22A* cohort = 42 (52.4%)

•RELIGIOUS STUDIES 20A* cohort =51 ( 39.2%)

•MATHEMATICS 20A* cohort =52 (38.5%)

• PHYSICS 14A* cohort = 38 ( 36.8%)

•BIOLOGY 12A* cohort = 31 (38.7%)

• ECONOMICS 18A* cohort = 44 (40.9%)

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2012 2013 2014

87%

92%

96%

Percentage A* - C

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2012 2013 2014

46%51%

66%

Percentage A*/A

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TOP SCHOOLS IN THE UK % of A*-C

% of 5 A* - C including eng and

maths

% of entries

achieving A*

% of entries

achieving A*/A

SEVEN OAKS SCHOOL 99 96 68 94

THE ABBEY SCHOOL (GIRLS) 100 100 57 89

ST ALBANS SCHOOL 100 100 55 90

CULFORD SCHOOL 91 88 39 43

DAY WATERMAN

COLLEGE 96 93 36 67NATIONAL

AVERAGE (UK) 63 58 7 10

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CHECK POINT RESULTS 2014 (year 9)MATHEMATICS

 Average

Algebra 5.1  

Geometry & Measure 4.7  

Handling Data 5.3  

Number 5  

Overall 5 Excellent understanding

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CHECK POINT RESULTS 2014 ( year 9)

ENGLISH

     

  Average 

Reading 3.5  

Usage 4.2  

Writing 4.1  

Overall 3.9

 Sound understanding

10

CHECK POINT RESULTS 2014 ( year 9)SCIENCE

 

      

   Average  

Biology   4.8  

Chemistry   5.0  

Physics   5.0  

Scientific Enquiry   4.8  

Overall   4.9 Very good understanding

School Target 2014/15

•98% A*-C

•95% A*-C ( 5 subjects including eng & maths)

• 70% A*-A

•45% A*

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Academic and Pastoral (Intervention)

Curriculum Leader (CL)

• Learning walks

• Lesson plans review

• Departmental interim tracking

• Departmental work scrutiny

• Subject based catch-up/workshops weekly for identified students

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Academic and Pastoral (Intervention)

Key stage 3 and 4

• Tracking and monitoring data updated half term (school reports)

• Year group intervention meetings with academic and pastoral teams

( 7-11) rolling programme per key stage

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Academic and Pastoral (Intervention)

key stage 3 and 4

• Improve by tracking and monitoring 7 -11 ( use of PASS effectively)

•Use of Higher Order Thinking Skills (to improve % of A/A*)

15

Academic and Pastoral (Intervention)

key stage 3 and 4

•Create and develop a reading culture ( literacy across the curriculum, read a book a week)

• Early intervention for underachievers at all years (Booster classes)

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Academic and Pastoral (Intervention)

Senior Leadership Team (SLT)

•One to one monthly meetings with identified students

•Monitor class and home work ( Quality assurance)

•Evaluate effectiveness of PASS software and research a better fit for purpose.