Exam Pressures | Collab With Elm

This post is a collab I’ve done with Elm whose blog I’ve only been following for a while now but I’ve been absolutely loving. We decided to both write posts on our experience with public exams and the education system we have in England, as she’s just had her A Levels and for me, GCSEs.

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GCSEs are a couple months ago now (thankfully) and with results coming up I thought I’d reflect on the whole process. I considered writing one of these posts straight after they’d finished, or after getting my results, but I thought that I’d be the least biased writing at this point in time: not too bitter from the aftermath, whilst not distorted by the grades I receive.

In England, most students spend two years prepping for these exams, and one of the worst things is that all your education so far is determined within a month, give or take a week or so. Not great to say the least. And it’s simply impossible to ignore the pressure that results from that. Your teachers and school wants you to do well, due to a mix of personal accreditation as well as school leader-boards, your parents want you to start working towards your future, and hopefully you, the person sitting those exams, wants to do pretty damn well too. The idea that if you do badly in your GCSEs you’re screwed over is perpetuated way too much, but the one suggesting that they’re useless comes up just as frequently, and, funnily enough, neither of them are true.

It’s a stressful time, whether you’re an A* student (or level 9 quality, but let’s be real, no one likes the new system) or if you’re someone who doesn’t find exams as accessible, you’re going to be affected by the period: mentally and emotionally. Stress understandably causes students to under-perform, and even worst, completely freeze up in the exam hall, which is a nightmare everyone fears. There’s been too many cases of people literary killing themselves over the pressure, and the government is still adamant on that the exams not being hard enough as it is. (Honestly though, how you could not see that blatant message by now!?) People deal with stress in different ways, and I also know a few people who barely get stressed at all, but, at the very least, students should have some support, from each other and from school, which is something there’s an undeniable lack of.

Some students naturally do better at exams. Just like how some are naturally more academic or creative; learn at different speeds and in different ways, but that’s ignored when it was decided to examine us all in the same way. I believe everyone realises at this point that exams are a test of memory and past paper practice, rather than having an in-depth knowledge of the subject. And again, is that the kind of learning that we should be glorifying? Or should teachers be trying to engage their students so they can enjoy learning, allowing them to get shed-loads more out of the five (compulsory) years set in secondary school. I do understand that the new GCSEs are trying to solve this problem by making them harder, but the only change to the system I see is a lot more stress and anxiety. Only time will tell if it was a good move.

With the new exams cutting out coursework in many cases it’s only added more pressure onto students. In a lot of the old specifications teachers and schools were given the option to include it in preference to another exam, or leave it out, but now that choice has been taken away from us. I can understand why, of course, many students and teachers alike abuse the system by helping too much (to the point where they’re doing the work for them) or allowing students too much time. Scrapping coursework was done, supposedly, in the hope of creating a level playing field, but when a lot of people benefit from the system, as it takes away some element of pressure, can we really be sure that’s what we’ve done?

I don’t want to project the idea that exams are all bad. Annoyingly they do help, whether to get a new certificate on the wall, show commitment, or to allow you to progress onwards. In addition, they certainly make decisions easier for employers and universities. But then again, if what’s supposedly deciding our future is an act of convenience, how reliable can it be?

So, what do you think about exam stresses? How do you cope and how do you think it affects you and the people around you? Elm’s written her post focusing on learning styles and the transition from GCSEs to A Levels, I’ve read it already and it’s super interesting so make sure to check it out!

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6 thoughts on “Exam Pressures | Collab With Elm

  1. Elm says:

    So I *finally* am home and can write a proper comment on this! Debbie, I LOVE this post. I think it’s so important to know that exams may be beneficial but that they can cause huge stress and anxiety, as well as enormous amounts of pressure, that aren’t considered concerning enough to the government. It frustrates me so so much that people are suffering and all that seems to matter is which grades they get. Of course, grades are important to a person’s future but they should never sacrifice their own mental health in order to get good results.

    It’s been amazing collaborating with you – I love your opinions because they’re real and honest. I respect that a lot. Thank you so much!! ๐Ÿ™‚

    Like

    • brewingcolour says:

      Exactly! I think the government also need to accept that these pressure-filled environments are going to have mostly negative affects on students as it can massively affect one’s mental health which isn’t going to affect their learning and retention and so forth.

      I loved collaborating with you too! I think you provide such a valuable insight into SEN that isn’t talked about so much but should be.

      Liked by 1 person

      • Elm says:

        I’m thinking of talking about SEN in another post at some point. People gloss over it who aren’t SEN but for those of us who are, it can seriously affect us. Thank you – I’m so glad we could work together!

        Liked by 1 person

  2. Lost says:

    I’m one of those lucky suckers that got coursework and I honestly don’t understand how they think students can perform their best in timed conditions; I understand their reasoning, but it then disadvantsges the people who could really benefit from knowing that not everything balances on two hours of their life?
    Love the post ๐Ÿ™‚ xx

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    • brewingcolour says:

      Yes! I managed to get coursework in English Language which I will forever be eternally grateful for, and then creatives but that’s obvious. Most people got high grades in their coursework in English (as it’s a selective school) so were pretty happy, and that’s without the teachers constant help. For one piece they refused to look, and the other they would look at a single paragraph and tell you vague feedback. So I think done properly coursework is really beneficial, it just sucks that people want to cheat their way through it.

      Liked by 1 person

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