Case Studies

We have a growing bank of case studies and news articles from subscribers. Read how other teachers are finding success with GCSEPod in all kinds of schools, academies, colleges and situations. If you would like to hear about schools in your area please do get in touch or take a look at our interactive Subscriber Feedback Map.

How to engage 97% of year 11 students in less than 2 months

Alperton School, Wembley

Overview

Last month assistant head teacher Alan Hart launched GCSEPod into school and already it is topping the download tables, with more than 90% of its year 11s now actively engaged. Alan gives us an insight into how the school managed to so successfully roll out the software and engage such a huge percentage of students so quickly.

The results

“We decided to make GCSEPod a student-led resource and launched it directly to them as opposed to our teaching staff. This imediately created a sense of ownership amongst the students and encouraged a desire to use something that had been introduced just for them.”

Alan Hart, Headteacher

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GCSEPod helps exam results shoot up by 15%

Toynbee School, Hampshire

Overview

Exam results at Toynbee School in Hampshire have jumped a staggering 15% in just one year since the introduction of GCSEPod.

In 2014 GCSE results rose from 59% to 74% A*-C including Maths and English – 19% above the national average. Derryn Hinks, Deputy Head Teacher, attributes much of this success to the introduction of GCSEPod.

The results

“The pupils here love ‘podding’ as we call it, and usage amongst some of our specific student groups has been remarkable. GCSEPod has helped us to meet the specific needs of target groups, but with a resource that actually benefits the whole school.”

Derryn Hinks, Deputy Headteacher

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RAISEonline results show fantastic improvement for students of all abilities

Robert May’s School, Hampshire

Overview

Andrew Page, Assistant Head at Robert May’s School sees a close link between record breaking 2014 GCSE performance and GCSEPod usage. In a difficult year that saw national GCSE results in English suffer, standards achieved by pupils at Robert May’s School broke all records.

The results

“RAISEonline analysis shows that the proportion of pupils who achieved 5 A*-C including English and Maths rose from 71% to 74% in 2014 and the best results were achieved in those subjects which made full use of GCSEPod, namely: English, Maths, Science, MFL, History and Geography."

Andrew Page, Assistant Head

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How would you do if you re-sat your GCSEs?

Priory Community School, Weston-super-Mare

Overview

Priory Community School believes in putting forward staff for GCSEs, in pursuit of lifelong learning, and also to share empathy with the students taking their exams. Two senior leaders at the school opted to sit GCSE examinations and use only the material available to them via GCSEPod for revision.

The results

“Whilst the use of mobile technology undoubtedly enhances our students’ learning, I did discover a few harsh home truths about GCSE examinations and what we ask or our youngsters.”

Neville Coles, Principal

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Engaging students with the use of technology

Flixton Girls’ School, Trafford

Overview

When Sonia Schofield, Director of Progress and Achievement at Flixton Girls’ School in Trafford, introduced a new technology tool into the school, she knew that it was important to gain the buy-in of both staff and students from the outset in order to ensure its success and impact.

The results

“Regardless of learning styles, there is one thing that most young people today have in common, which is their regular interaction with mobile technology, particularly their smart phones. It touches upon all aspects of their life, so we asked why not make it a vehicle for learning too?"

Sonia Schofield, Director of Progress and Achievement

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Using digital platforms to encourage active learning

Central Newcastle High School, Newcastle upon Tyne

Overview

When Steve Lovell, a history teacher at Central Newcastle High School in Newcastle upon Tyne, wanted to incorporate greater use of technology in his classroom, little did he know that he was in the first stages of a major research project to establish the impact of some of the most popular social media and digital platforms on encouraging greater active learning among students.

The results

"The case for GCSEPod was strong. With smart phone ownership drastically increasing year on year amongst our student population I could see the potential for harnessing the devices as valuable tools for teaching and learning to encourage more active learning both within and outside the classroom.”

Steve Lovell, History Teacher

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21st century learning in a 20th century building

Wayland Academy, Norfolk

Overview

Glen Allott is Assistant Principal at Wayland Academy, a small rural academy in Norfolk with 672 pupils age 11-16. Previously a Specialist Technology College, it was one of the first schools in Norfolk to convert to an Academy. It is part of the TEN Group (Transforming Education in Norfolk), a federation with City Academy Norwich – one of the most improved Academies group in the country.

The results

"We have looked at how we too can harness the power of mobile without necessarily having each piece of the jigsaw readily in place. How can we provide 21st century learning in a 20th century built environment? Taking phones out of pockets and into our classrooms is already having a hugely positive effect."

Glen Allott, Assistant Principal

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GCSEPod helps to close the gender gap

St Augustine’s Catholic College,Wiltshire

Overview

St Augustine’s Catholic College is a faith school in Wiltshire with traditional values, a wealth of experienced teachers and results well above the national average. Adam Sturdee, AST for History & Cross Curriculum ICT, joined the school two years ago and was immediately interested to find out what technologies were being used at St Augustine’s and how he could add value.

The results

"The impact was immediately visible. In 2011 there was a 15% difference between the boys’ results and the girls’ results. GCSEPod was a significant part of our strategy to close this gap and in 2012 the difference was less than 1%. We’d be hard pushed to find anything of similar value with the same impact as GCSEPod.”

Adam Sturdee, AST for History & Cross Curriculum ICT

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