Who Holds Your Records?
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Obtaining Exam Results
Past exam certificates JMHS does not hold records of students' individual awards nor does it retain any copies of past certificates. To obtain copies of past certificates, you would need to contact the relevant awarding bodies. There are now five main awarding bodies for these qualifications operating in England, Wales and Northern Ireland. Please consult the list below to see who may now have a copy of your past certificate: Old Exam Title New Awarding Body Board AEB Associated Examinations AQA (Guildford) Board Tel - Switchboard: 01483 506506 - ask for Candidates Services Records SEG Southern Examining Group Email: [email protected] Fax: 01483 455731 SEREB South East Regional Examinations Board SWExB South Western (Regional) Examinations Board ALSEB Associated Lancashire AQA (Manchester) Schools Examining Board Tel - Exam Records : 0161 953 1180 - ask for Candidates Services Records JMB Joint Matriculation Board Email: [email protected] Fax: 0161 4555 444 NEA Northern Examining Association NEAB Northern Examinations and Assessment Board NREB North Regional Examining Board NWREB North Western Regional Examining Board TWYLREB The West Yorkshire and Lindsey Regional Examinations Board YHREB Yorkshire and Humberside Regional Examinations Board NISEAC Northern Ireland School CCEA Examinations and Assessment Council Download form from the CCEA website , print out and send in hard copy, or NISEC Northern Ireland School Examinations Council Request form - asking for Exam Support - by: Post Tel - Exam Support: 02890 261200 Email: -
Edexcel NVQ Competence-Based Qualification/S 2014
SVQ 4 in Customer Service at SCQF Level 8 Scottish Vocational Qualifications Specification First registration September 2015 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification websites at www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus About Pearson Pearson is the world's leading learning company, with 40,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the candidate at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your candidates at qualifications.pearson.com References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) All information in this specification is correct at time of publication. ISBN 978 1 446 92544 7 All the material in this publication is copyright © Pearson Education Limited 2015 Contents Purpose of this specification 1 1 Introducing -
Scheduling Exams in International Centres Policy
Policy for scheduling of examinations in international centres Quality Services and Governance Who and what is this policy for: Because our exams are sat by students around the world, we create a schedule of start times across the different global time zones to keep exam content confidential. This policy explains our approach to achieving this, and is published as information for centres administering Pearson exams, students taking our exams, parents of students and any other relevant stakeholders. September 2020 version 2.6 DCL 1: Public (Unclassified) Ratified by PUKLT November 2020 Pearson Education Ltd – Our Mission and Values Welcome to Pearson, the world's learning company. We have a simple mission: to help people make more of their lives through learning. Whether it's at home, in the classroom or in the workplace, learning is the key to improving our life chances. We are the UK's largest awarding body and we are regulated by Ofqual (England), SQA Accreditation (Scotland), CCEA Regulation (Northern Ireland) and Qualifications Wales (Wales). We offer academic and vocational qualifications that are globally recognised and benchmarked, with educational excellence rooted in names like Edexcel, BTEC, and LCCI. Our regulatory policies are integral to our approach and articulate in a consistent way how we meet regulatory requirements. These policies are designed to support centres and learners with the design, delivery and award of Pearson qualifications and services. Contents 1. Scope of policy ..................................................................................................................... -
KS4 Options Prospectus 2021 Community of Courage and Commitment to Success
KS4 Options Prospectus 2021 Community of courage and commitment to success Aiming to achieve our best Taking full advantage of every learning opportunity Showing resilience through our experiences and challenges Seeking out our talents and following our dreams Reaching out for opportunities to lead and encourage others Making a positive difference and celebrating success Including the whole community, sharing, caring and giving time as needed Treating each other with kindness, fairness and respect Principal’s Welcome Dear Students and Parents, Here at Thomas Estley, we aim to provide the best mix of support and challenge to help your child to achieve their academic potential whilst maximising their growth as a young person, ready to tackle the complex and competitive world of further study and work. We are a 'Community of Courage and Commitment to Success', passionate about working with our young people to enable them to develop skills to tackle the complex and competitive adult world and its challenges with courage and confidence, in order to make a positive difference to society whilst maximising their own life chances and opening doors for success. Our specialist teaching staff provide a rich and well balanced curriculum, including a wide variety of GCSE and other option choices opening up future pathways for all. Choices include facilitating GCSE subjects for Oxbridge and Russell Group universities, supported by university led enhancement programmes and specialist opportunities for those with academic talents and future plans, we well as a wide range of academic and more practical subjects for those wishing to keep options open or pursue particular passions and interests. -
Edexcel GCSE Geography A
GCSE (9-1) Geography A Specification Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in Geography A (1GA0) First teaching from September 2016 First certification from 2018 Issue 3 Summary of Pearson Edexcel GCSE in Geography specification Issue 3 changes Summary of changes made between previous issue and this current Page issue number Component 1: We have made some amendments to add clarity around 8, 10 the number of case studies and to make the wording consistent and 13 Component 1: The words 'freeze thaw' have been removed from 11 1.11a, which means a minor change to the content delivery Component 3: We have made some minor changes to titles on these pages 27, 28, 29, to make them consistent throughout the specification and removed the words 31 and 33 ‘Richter scale’ from the numerical skills bullet points. If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html. Contents 1 Introduction 2 Why choose Edexcel GCSE Geography A? 2 Supporting you in planning and implementing this qualification 3 Qualification at a glance 4 2 Subject content and assessment information 6 Component 1: The Physical Environment 8 Component 2: The Human Environment 17 Component 3: Geographical Investigations: Fieldwork and UK Challenges 27 Geographical skills 32 Mathematics and Statistics Skills 33 Assessment Objectives 34 3 Administration and general information 35 Entries 35 Access arrangements, reasonable adjustments, special consideration and malpractice 35 Student recruitment and progression 37 Appendix 1: Fieldwork Statement 41 Appendix 2: Definitions 42 Appendix 3: Exam command word definitions 43 Appendix 4: The context for the development of this qualification 44 Appendix 5: Transferable skills 46 Appendix 6: Codes 47 1 Introduction Why choose Edexcel GCSE Geography A? We’ve listened to feedback from all parts of the geography subject community, including hundreds of fellow teachers. -
EDEXCEL INTERNATIONAL GCSE (9 –1) Student Book 1
EDEXCEL INTERNATIONAL GCSE (9 –1) MATHEMATICS A Student Book 1 David Turner, Ian Potts eBook included 1 Online access to your ActiveBook Thank you for buying this Edexcel International GCSE (9-1) Mathematics A Student Book 1. It comes with three years’ access* to ActiveBook – an online, digital version of your textbook. You can personalise your ActiveBook with notes, highlights and links to your wider reading. It is perfect for supporting your coursework and revision activities. * For new purchases only. If this access code has already been revealed, it may no longer be valid. If you have bought this textbook second hand, the code may already have been used by the fi rst owner of the book. How to access your ActiveBook Scratch the panel off with a coin to reveal your unique access code. Do not use a knife or other sharp object 1 as it may damage the code. 2 Go to www.pearsonactivelearn.com If you already have an ActiveLearn Digital Services account (ActiveTeach or ActiveLearn), log in and click 3 ‘I have a new access code’ in the top right of the screen. • Type in the code above and select ‘Activate’. If you do not have an ActiveLearn Digital Services account, click ‘Register’. It is free to do this. 4 • Type in the code above and select ‘Activate’. • Simply follow the instructions on screen to register. Important information • The access code can only be used once. • Please activate your access code as soon as possible, as it does have a ‘use by date’. If your code has expired when you enter it, please contact our ActiveLearn support site at [email protected] • The ActiveBook will be valid for three years upon activation. -
Scottish Highers and Advanced Highers
Scottish Highers and Advanced Highers Jill Johnson and Dr Geoff Hayward July 2008 CONTENTS PAGE LIST OF TABLES 6 LIST OF FIGURES 7 THE CONDUCT OF THE COMPARABILITY STUDY 8 SUMMARY AND RECOMMENDATIONS 9 SECTION 1: THE COMPOSITION OF THE EXPERT GROUPS 16 1.1 Chemistry 16 1.2 English 16 1.3 Geography 16 1.4 Mathematics 16 1.5 Health and Social Care 17 SECTION 2: OVERVIEW OF THE AWARDS SEEKING UCAS TARIFF REVIEW 18 SECTION 2A: ALL GRADED HIGHERS AND ADVANCED HIGHERS 18 2A.1 Aims and purpose of the qualification 18 2A.2 History of the qualification 18 2A.3 Entry requirements for the qualification 19 2A.4 Age of candidates 19 2A.5 Guided Learning Hours 19 2A.6 Content and structure of the qualification 20 2A.7 Assessment – procedures, methods and levels 20 2A.8 Grading 21 2A.9 Quality assurance system and code of practice 21 SECTION 2B: HEALTH AND SOCIAL CARE UNGRADED HIGHER 23 2B.1 Aims and purpose of the qualification 23 2B.2 History of the qualification 24 2B.3 Entry requirements for the qualification 24 2B.4 Age of candidates 25 2B.5 Guided Learning Hours 25 2B.6 Content and structure of the qualification 25 2B.7 Assessment – procedures, methods and levels 25 2B.9 Quality assurance system and code of practice 26 SECTION 3: OVERVIEW OF THE BENCHMARK AWARDS 27 3A OCR GCE A LEVEL CHEMISTRY 27 3A.1 Aims and purpose of the qualification 27 3A.2 History of the qualification 27 3A.3 Entry requirements for the qualification 27 3A.4 Age of candidates 27 3A.5 Guided Learning Hours 27 3A.6 Content and structure of the qualification 28 3A.7 Assessment -
Edexcel International Advanced Level in Physics
INTERNATIONAL ADVANCED LEVEL EDEXCEL INTERNATIONAL GCSE MATHS A (9-1) PHYSICSECONOMICS SPECIFICATIONSPECIFICATION Pearson Edexcel International Advanced Subsidiary in Physics (XPH11) Edexcel International GCSE in Economics (9-1) (4ET0) Pearson Edexcel International Advanced Level in Physics (YPH11) FirstFirst teaching examination September June 2018 First examination from January 2019 First certifi cation from August 2019 (International Advanced Subsidiary) and August 2020 (International Advanced Level) Issue 2 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus About Pearson Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com Acknowledgements This specification has been produced by Pearson on the basis of consultation with teachers, examiners, consultants and other interested parties. Pearson would like to thank all those who contributed their time and expertise to the specification’s development. References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. -
Edexcel Approval Centre Certificate
Edexcel Approval Centre Certificate This is to certify that LONDON GATES EDUCATION GROUP is approved to offer: Edexcel Academic Qualifications Centre Number: 90370 Issued on: 20 November 2020 Derek Richardson Responsible Officer Pearson Education Terms and conditions for Certificates for Approved or Recognised Centres. 1. The issuance of this certificate attests that “you” (the centre named on the front of this certificate) have been approved as an approved or recognised centre by Pearson (“us” /”we”) as at the date on the face of this Certificate. 2. Your status as a recognised Pearson centre and your retention of this certificate is subject to your compliance with the terms and conditions contained in the form which you completed and signed on application for approved status, these terms and conditions, the identity guidelines and any other terms of guidance issued by us from time to time (collectively “Pearson Terms and Conditions”). 3. By retaining this certificate and/or displaying this certificate, you are deemed to accept the Pearson terms of approval. A copy of the Pearson terms are available from us on request or from our website under policies, Pearson UK Centre and Qualification Approval terms and Conditions. 4. You agree to us conducting any audit we deem necessary to ensure compliance with the Pearson Terms. We will give you reasonable notice of such an audit. 5. You are permitted to display this certificate at your premises (and nowhere else) to attest your status as a recognised Pearson centre. If your status is withdrawn or altered, we will send you a withdrawal notice and the provision of clause 10, below, will take effect. -
Kathleen Tattersall's Speech
"The Relationship of Examination Boards with Schools and Colleges: a historical perspective", Cambridge June 2008 My background I dub myself a historian but in reality I am not one for looking back, at least in my career which I began as a teacher: I taught in three schools: grammar, primary and comprehensive before joining an examination board. It's ironic that one of the motivations for my leaving a grammar school and moving into primary education was the oppressive nature of the examinations system and its impact on teaching and the curriculum. No escape these days! I found in a primary school all my faults and limitations as a teacher and moved back into my comfort zone – teaching history, as Head of Department in a newly developing comprehensive school where not just GCE O and A levels were on offer but CSE too. That was my first encounter with an examination intended – to paraphrase the 1958 Beloe Report - for the 20% of the ability range below the 20% of whom GCE O-level was designed. For the first time I assessed my students' course work with, as I recall, - but memory may do a disservice to the Board in question – very little guidance as to what I should be doing, let alone guidance on standards. What I well remember, however, is my first visitation from a course work moderator and the anxieties that provoked. Given that potted history of my teaching career of 7 and a half years, you could say that it is surprising that it ended with my move to an examination board – a CSE Board, the first of the five boards that I worked for in the next 30 years. -
I've Lost My Examination Certificates, Where Can I Get Hold of Copies?
I’ve lost my examination certificates, where can I get hold of copies? Contact the exam boards directly for replacement certificates, using the links below for further information: AQA - http://www.aqa.org.uk/contact-us/past-results-and-lost-certificates OCR - http://www.ocr.org.uk/students/lost-or-incorrect-certificates/ WJEC - http://www.wjec.co.uk/students/certificates/ Pearson / Edexcel - https://qualifications.pearson.com/en/support/Services/replacement- certificates.html Over the past twenty years a number of examination boards have merged. If you are not sure which board/s you took your examinations with or how to contact them please see the document produced by Ofqual at http://www.ofqual.gov.uk/help-and-support/94-articles/264- getting-copies-of-exam-certificates this shows how examination boards merged to form the current awarding bodies. If you still cannot remember which board/s you took your examinations with you can contact the various awarding bodies to see if they have a record of you achieving a qualification with them. If they cannot find a record of your qualification with them and therefore cannot issue confirmation they will not make any charge. Please note that there is generally a charge for issuing confirmation of qualifications and you will need to be able to prove that you are the certificate holder. If your old exam board no longer exists Check which board to contact for a replacement certificate or certified statement of results if your old board no longer exists. AQA (Education) Contact AQA if your old exam -
2 a Brief History of Policies, Practices and Issues
QCAChap2CB:QCAchap2CB 11/12/2007 17:16 Page 43 Techniques for monitoring the comparability of examination standards, edited by: Paul Newton, Jo-Anne Baird, Harvey Goldstein, Helen Patrick and Peter Tymms 2 A BRIEF HISTORY OF POLICIES, PRACTICES AND ISSUES RELATING TO COMPARABILITY Kathleen Tattersall Abstract This chapter which describes developments in education and assessment in England from the mid 19th century to the present day is in three parts: 1. the emergence of a ‘national system’ (the 1850s to the end of the Second World War) 2. the development and expansion of the system (1945 to the 1990s) 3. the emergence of a regulated system from the 1990s onwards. The role of comparability at each stage of these developments is highlighted. 1 An emerging national system of education and examinations 1.1 Overview Comparability is a fundamental requirement of England’s assessment system: between providers of the same product, qualifications, subjects, the demands of tests and tasks, between assessor judgements of students’ work and across time. Comparability is also an essential element of England’s accountability methodology and is expected to guarantee to governments, the general public, students and selectors that assessment is fair, equitable and reliable. Without assurances of equivalence between different instruments and outcomes that are used to make selections for jobs or a university place or to aid future learning, the basis of decision- making is flawed. The more intense the competition for work, places on courses or financial reward, the more intense is the pressure on the assessment system to demonstrate the steps taken to assure comparability.