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How important are University League Tables? 

University League Tables are not nearly as important as they are often believed to be. 

While it may be true that there are employability advantages if you attend Oxford, Cambridge, or another top institution (e.g. from the Russell Group), the biggest advantage you can give yourself is to study the right course for you at the institution that suits you best. 

Though I generally discourage students from spending much time looking at league tables, one of the areas where they might provide some useful insight is the reputation of the university for the chosen course of study. 

For example, for a student who wishes to study Computer Science, the University of Aberdeen ranks 4th in the UK for its Computer Science department, even though its overall ranking is 20th (Guardian, 2022). Aberdeen may not be a typical “top five” choice, but for a student who wishes to level up their Computer Science skills, it could be well worth considering. 

There are many unexpected surprises like this. You can try this tool on the Guardian for your chosen course of study. 

Extra curricular activities are a great way to enrich the curriculm, and there are a range of activities that can complement an existing hobby or introduce your child to a new interest. Here is a list of recommendations of places we would suggest looking into in addition to your child’s academic lessons to enrich their learning. Please note these are not tried and tested by Keystone Tutors.

How do Super-curricular Activities help applicants to top Universities? 

Anybody can say that they have a passion for history and many people do. Most of us are interested in some aspect of the past, whether we are keen students of local history or the traditions associated with our favourite sport, or fascinated by a particular figure whom we have encountered in a book or historical drama on TV. That said, it takes more than this relatively common appreciation of history to carry a student through several years of challenging study for a History degree. It is for this reason, and others explored below, that super-curricular activities are so beneficial to students’ preparations and applications to study History at top universities. 

How hard is it to get a 9 in GCSE Geography? 

 Geography is often misperceived as an “easier”, less academic subject.  

I think one of the main reasons for this is that it is an interdisciplinary subject. Geography touches on lots of different subject areas (science, economics, politics, sociology etc.) so the depth on knowledge required in each aspect is not to the same level as if you were studying each component subject individually. 

However, beware of complacency. There are two big areas where even the most gifted students fall down in their attempts to get a level 9: 

1. Exam technique – Geography questions have a very specific style and set of examiner expectations, all of which vary slightly depending on the exam board you are doing. Therefore, it is important to get familiar with (and practice!) all of the Geography question types, which will be unlike your other subjects.
2. Willingness to go the extra mile – reading and regurgitating the textbook will not get you a level 9 grade. You will need to go beyond the textbook and demonstrate independent study, through further research and application of Geography case studies, keywords and theories.

One of the key considerations when choosing a school for your child is between day school and boarding school. Would you like your child to be a day student, a full boarder or a weekly-boarder? To attend a day school, you would need to live nearby whereas boarding widens the geographical area for you to choose from. If you like the idea of full boarding you need to consider the proportion of students that board full-time to ensure the weekend provision is strong. 

For an overview of the different UK school types and what to expect from each, our UK School Entrance Guide sets out key considerations for families making this choice.

What is a gap year?

A gap year, sometimes known as a ‘year out’ is typically a year long break taken between completion of Year 13 (Upper Sixth) at school and the start of college/university.

In the United Kingdom the practice of taking a gap year became popular in the 1970s. The year out was seen as an opportunity to gain life experience through travel and volunteering. The number of students opting to take a gap year reached its peek in 2008 (21,020) but dropped hugely in 2011 (7,320), the number declining would appear to be a direct response to the increased tuition fees.

Choosing your A levels can be a challenging time. In the UK, we specialise at a relatively young age, meaning that choices you make at 16 will have a not-insignificant influence on your future employment prospects. But choosing your A levels shouldn’t be this daunting, so, in this article, I’ll cover some common questions many have surrounding A level Economics. Hopefully, by the end of it, you’ll feel more confident in your decision making, whether that’s to take Economics at A level or to achieve an A* if you’re already studying it.

Key findings from past examiners reports for GCSE Latin

Examiners release reports talking about how well students got on in that year’s
exams and highlighting common mistakes that were made. Given these examiners are the
ones who make the exams, we should probably pay attention to what they have to say!

We trawled through these examiners’ reports, as well as past exams, to put together a list of
the top 5 areas that students often stumble on in GCSE Latin. Sorting these out is sure to give you a great head start on revision and help you feel much more confident. 

1. Attention to detail

Candidates who performed best in the Latin GCSE exhibited an impressive attention to detail, both in the translation, and in their understanding of the set text. Reviewing past papers will best ensure a developed understanding of previous question structure, and ensure you are well versed in key terms to understand and interpret.

2. Omission impossible

Candidates who did not perform as well in their Latin GCSE were found to have omitted key details and words in their translations. This can be avoided by periodic translation practice, and by reviewing translations at the end of the paper, scheduling in time to accommodate this.

3. Style Matters

When responding to the set text, it is crucial to consider the literary devices employed by the author in order to score well. When considering the style of the author, ensure you are well versed in the different literary devices, and are able to discuss them fluently in your answers.

4. Interesting Developments

It is also noted in the examiner reports that candidates who perform best are those who are able to develop their points. This is achieved in two distinct ways – the first, through ensuring that translations use the most appropriate definitions, the second, through ensuring that literary devices are understood and reflected upon.

5. Structured debate

Ensure that you structure your answers in accordance with the mark scheme. This will ensure that you are able offer answers that are coherent and logically structured, in a manner that is rewarded in the mark scheme.

Geography is, in its broadest sense, the study of the Earth. The study of the natural environment is referred to as physical geography, and humanity’s interactions with the environment are referred to as human geography. Overall, the study of geography helps us understand the world we live in and the different ways that people and places are connected.

The IB DP Geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio-economic methodologies.

IB Geography is an interesting course in that it draws on a wide variety of subjects and disciplines. This enables students to evaluate global issues from multiple perspectives. The subject also considers examples and detailed case studies at a variety of scales, from local and regional to national and international.

A Levels can be a stressful time for anyone sitting them – as well as their parents. In this short blog, I’ll discuss how best to approach A Level revision, covering how much to do, when do to it, and how best to revise, including some best practice. Hopefully, by the end, the task won’t feel quite so daunting!

How should I create a timetable for my GCSEs?

Creating a comprehensive timetable is one of the most helpful things you can do to ensure success in your GCSEs. While this timetable may vary depending on other commitments, there are of course some aspects that are helpful to remember.

The first is to ensure that you dedicate time to the areas you find more complex. Be it Evolution, or the Elizabethans, write a list for each subject of the areas you are required to study, and be sure to spend a little more time on those you find challenging. Don’t neglect the areas you are more proficient at, in your GCSEs balance is key.

The very best timetables allow for flexibility. While studying for your GCSEs is a priority, it is important to remember that taking periodic breaks will aid your retention of information. You may also need to adapt your timetable for the rate at which you have managed to cover your subjects. Try not to overload yourself.

As part of the IB Diploma Programme, students take at least one subject from studies in language and literature.

This means that for all students, some form of “IB English” is mandatory. Depending on the student, this can either be an exciting prospect or a daunting one.

For those students who find English to be a chore or a necessary evil, may I begin by offering a piece of general advice: see if you can reframe your way of thinking about the subject so that English isn’t just a box to tick. Reading widely and writing for different audiences can, among other things, equip you with excellent communication skills and exposure to different ideas and cultures, which are invaluable tools for success in any given career, or indeed, life in general. More often than not, all that’s required - to uncover a passion for reading and the study of English - is the right book at the right time. Explore texts from your reading list and beyond to give yourself the best chance of success.

It is vital that, before making decisions about a particular course of study within the IB English curriculum, students first evaluate their own skills, interests and capabilities.

With regard to IB English, here are the possible courses on offer:

• Literature (SL/HL) – literary texts only
• Language and literature (SL/HL) – literary and non-literary texts
• Literature and performance (SL only)

Teaching requirements for IB English

• Standard Level (SL): 150 hours of teaching
• Higher Level (HL): 240 hours of teaching

Through each course, students are able to develop:

• a personal appreciation of language and literature
• critical-thinking skills in their interaction with a range of texts from different periods, styles, text-types and literacy forms
• an understanding of the formal, stylistic and aesthetic qualities of texts
• strong powers of expression, both written and oral
• an appreciation of cultural differences in perspective
• an understanding of how language challenges and sustains ways of thinking.

Common Entrance Science Syllabus

The Common Entrance (CE) syllabus is determined by the Independent Schools Examination Board (ISEB) and can be found on the ISEB website. At 11+, it is expected that content in the National Curriculum for KS1 has been covered, and the majority of KS2. At 13+, both KS1 and KS2 are assumed prior knowledge.

Summarising the year 5 and 6 recommended programme of study, at 11+ pupils are expected to:

Work scientifically:

• Plan experiments involving variables
• Record and measure data
• Draw conclusions and discuss results, using them to predict related outcomes

Be familiar with living things and their habitats:

• Describe life cycles and life processes
• Classify living things into groups based on characteristics
• Identify the circulatory system
• Describe how nutrients are transported within animals and plants

Recognise the impact of evolution and inheritance:

• Understand what fossils can tell us
• Be familiar with inheritance and adaptations

Explain how we see things:

• Know that light appears to travel in straight lines
• Explain that we see things because light travels or is reflected into our eye

Identify an electric circuit and the components:

• Know that increasing voltage increases brightness of a lamp or volume of a buzzer

Understand properties of materials:

• Classify materials as soluble, transparent, conductive etc
• Know the differences between solids liquids and gases
• Explain processes such as evaporation and filtration
• Understand why certain materials are used for certain functions given their physical properties

Describe Earth and Space:

• Describe the movement of planets relative to the sun, and the moon relative to earth
• Understand the rotation of the Earth

Explain and identify forces:

• Gravity
• The effects of resistance
• How levels and pulleys allow a smaller force to have a greater effect

Please note that topics covered in previous years are also required. For detail on the 13+ curriculum, do look at the ISEB specification.

What is the best way to teach children to read? 

Teaching reading requires children to master two skills; phonics and language comprehension. They need to be able to decode by blending sounds in words to read them and they need to comprehend what the word means in the given context. In school, children will be taught these two skills at the same time.

Phonics is used to teach word reading. Phonics connects letters (graphemes) with the sounds they make (phonemes). When children recognise the phonemes, represented by the graphemes, and blend them together, they can read words. Children will probably be taught letters and sounds in a specific order at school. Good phonic teaching relies on the accuracy of adults’ articulation of the phonemes so while it is possible to teach your child phonics, they need to be accurately spoken.

A common misconception when adults teach children these sounds is to lengthen the sound. For example, in the word nut, ‘n’ is often said as ‘nuh’; ‘u’ is often said as ‘uh’ and ‘t’ can be pronounced as ‘tuh’. This could end up causing lots of confusion, since the word could sound like ‘nutter’. While you may want to introduce letter sounds to your children, it’s worth noting that inaccurate modelling of these sounds could cause confusion and lead to inaccuracies when sounding out.

The IB Economics Diploma Programme at Higher Level is a rigorous part of the IB. Like any subject, it is difficult if you don’t get to grips with the basics. Below, I’ll briefly outline the course structure, followed by a focus on the final exams and the internal assessment. I’ll share some revision techniques and advice on achieving the top grade. Finally, I’ll share some advice on where to pursue your interest in economics at university level once you’ve finished the IB!

What is the extended essay for IB?

The extended essay is a compulsory element of the International Baccalaureate for any subject group. The components are an essay of 3500 to 4000 words and a viva voce, and these are completed over the course of a year. The key focus of the extended essay is to allow students to develop research skills into a topic of their choosing, and extend their engagement beyond the school syllabus.

What is IB ToK?

Theory of Knowledge (ToK) is one of the core components of the IB Diploma Programme. It is mandatory for all students and the ToK requirement is central to the educational philosophy of the IB Diploma.

The ToK course provides an opportunity for students to reflect on the nature of knowledge, and on “how we know” what we claim to know. Students will be required to think deeply and philosophically about what knowledge actually is; where it comes from, what it is constituted of, and the role of bias in shaping our views and beliefs.

How hard is it to get a 9 in GCSE French?

French continues to be the most popular modern language subject at GCSE, with 126,185 provisional entries in 2022, but it saw a fall in the top grades: 31.4 per cent achieved a grade 7/A or above compared with 32.9 per cent in 2021 and 23.7 per cent in 2019. The pass rate fell by 5 percentage points to 78.1 per cent compared with 83.1 per cent in 2021 and 69.7 per cent in 2019. Almost 12,500 students received the top grade of a 9 in French this year, representing the top 10.3% of overall entries. The plurality of students (almost 33,000) received a grade 5, just over 27.2% of the total. Interestingly, this is a slight decline on 2021 figures, where 9.3% of overall candidates received a 9 in GCSE French, when grades were teacher assessed due to the pandemic.

The number of students receiving top grades should only really be reviewed if you’re a bit of a polymath! Understanding these statistics will be of little practical use. While you’re technically competing with over a hundred thousand other candidates, you’re really competing with the exam paper or examiner (in the speaking exam) as to how well you can answer the question and demonstrate what they want to see. The next few sections will go into detail about how best to revise for your French GCSE, prioritising revision tips as you head into exams.