Are you a high achieving school with record results, is your Progress 8 score currently below average, or maybe you somewhere in between? No matter what your current standing, all types of schools are finding huge GCSE learning and revision success using GCSEPod. Let us show you how GCSEPod could help reach your school goals.
Concerned about the path the current coronavirus pandemic was going to take, Sacred Heart Catholic High School in Newcastle-upon-Tyne brought forward plans to buy into the GCSEPod online learning platform to help bolster its distance learning strategy. Within 3 days of Sacred Heart Catholic High School bringing forward plans to introduce GCSEPod, it was being rolled out.
Newcastle High School for Girls once again celebrated outstanding GCSE exam success this summer. In a year which has seen major changes to both sets of GCSE exams, girls and staff at the school rose to the challenge and reported a sharp rise in the number of top grades. “This year, we saw more students than ever use GCSEPod for GCSE learning and revision. GCSEPod is to education what Spotify is to music.”
“GCSEPod has become an integral part of our student achievement. A high quality GCSE resource with a simple user interface which is effective without increasing my workload. A superb resource I can’t recommend highly enough. Any subject, any topic and most importantly anywhere and on any device. Constantly updated with new resources and topic detail. Genius!”
12 months on from being put into Special Measures the picture is very different for Stuart Bathurst Catholic High School who have changed their head, schools culture and increased their Progress 8. “Our GCSE exam results this year have been the best they have been in three years. GCSEPod has absolutely been a key driver in improving GCSE results in our school.”
Horsforth School is improving progress and saving time through PiXL, DTT and GCSEPod. To fully understand the academic needs of their students, the leadership team developed a strategy to join academic and pastoral data together to better meet their needs. This strategy has been adopted by PiXL and names the Horsforth Quadrant.
If you ask James Pickering what stands out in his mind since his appointment as GCSEPod Lead at his school in Romford, Essex, he’ll reply quick as a flash. “It’s hearing the students say, ‘I’m really glad I watched that GCSEPod video’, as they’re coming out of a GCSE exam. Statistics reveal that the students with the highest GCSEPod usage exceeded their predicted GCSE grades.”
GCSEPod helps top performing school move up a gear
“We subscribed to GCSEPod as we felt the college needed to move up a gear as we sought to stand out in the highly competitive educational marketplace. GCSEPod has had a phenomenal impact at our school even though we are already amongst the highest achieving in the country. Using GCSEPod improves results.”
The performance gap between girls and boys in KS4 is a serious national concern. At this school GCSEPod isn’t just being used as a GCSE teaching and learning tool for its Year 10 and 11 students, but has been rolled out across the academy as it looks to close the Progress 8 gap between boys and girls.
“We identified a correlation between high GCSEPod usage and P8, so we promoted GCSEPod more heavily for 2018-19. That year saw more than double the number of Pods watched with 16,313 and a P8 of 0.73 for the school (up from the previous year’s 0.17)”.
Impact on results is staggering. But don’t tell the students!
Subscribing to GCSEPod as part of their pledge to support students with their GCSE learning outside of the classroom, South Moton are delighted with the impact it has had. “The best GCSEPod users achieved 1.20 higher Progress 8 scores. If you’re looking for a GCSE learning and revision resource that will make a real difference then look no further than GCSEPod.”
St Paul’s Catholic College introduced GCSEPod two days before the coronavirus lockdown came into effect, but the online learning platform quickly proved itself a home schooling success. And the award-winning digital publisher is integral to the college’s plans for the autumn term too, as it seeks to promote independent and blended learning.
For Jonathan Wates, GCSEPod has been “worth its weight in gold” to the school mentoring programme he runs at Tavistock College in Devon – especially during the coronavirus lockdown. Tavistock College is a mixed gender state-funded school in Tavistock, Devon, England, with students aged 11–18. They are an ambitious, successful and friendly school.
Turning the educational tide with “challenging cohort”
“GCSEPod is proving its worth at our school, both teachers and students find it useful and see the value in it. One unexpected benefit of GCSEPod has been its effect on less engaged students, including two boys formerly deemed to be among the most disruptive. It’s the way GCSEPod speaks to students on many different levels. GCSEPod is a massive asset to the school.”
Within a month of launching GCSEPod Alperton Community school were topping the download tables with more ethan 90% of it’s year 11s actively engaged. “We are thrilled by how positively students have taken to GCSEPod. We launched direct to students so they had a sense of ownership.”
Before subscribing to GCSEPod, the Academy’s GCSE results hadn’t been great. In their first year with GCSEPod, students watched 50,000 Pods. “In lessons, students will volunteer information we haven’t yet covered. I’ll ask where they got their facts and they’ll say GCSEPod. They’re getting ahead, which is fantastic.”
Pupil Premium student at St Paul’s Catholic School takes GCSEs with optimism thanks to GCSEPod. “One young girl was particularly high on my radar. Within just a few weeks after she started to learn and revise with GCSEPod, she sat her Year 11 mock exams. As I marked her paper, I could not believe what I was reading. From a hugely disappointing grade 1 less than 6 months earlier, she scored a comfortable grade 6.”
Selby High School initially subscribed to GCSEPod to support Pupil Premium students. However, all students loved GCSEPod resulting in 83% exceeding their predicted GCSE grades. “It has been so successful, we have had a child in isolation win our monthly top user competition! PP students are using it in their own time and getting results.”
When chemistry teacher Donna Tolley at Ashby School took on a new leadership role at the beginning of the 2019 autumn term focusing on Pupil Premium students, she made it her priority to hunt out a modern, easy to use online learning resource that could be effectively used to narrow the knowledge gap.
Assistant Head, Andrew Rome shares his experience of being the GCSEPod Lead at his school and how they implemented GCSEPod as a whole school resource. “We introduced GCSEPod to provide students with an extra resource to help them with GCSE revsion. It’s been pretty easy to promote it to students as GCSEPod provides engaging GCSE videos and the way it is delivered it second nature to them. All in all, I’m enjoying my role as GCSEPod lead, some of my colleagues even think I’m an ICT guru!”
Integrating GCSEPod as a whole-school GCSE resource
GCSEPod Lead Nicol Ellis could see the potential in GCSEPod but knew she had a hard job getting the whole school on board. She recalls: “I remember thinking there was nothing available that did what GCSEPod does. The content is so up to date, it’s mapped to the GCSE exam boards so students can’t get confused and the subjects are fully compatible both in class and for GCSE homework.”
Our new Student Ambassador Programme has been developed by recent GCSE student Tom Hollins. Tom took his GCSEs in 2016 and would describe himself at the time as someone of average ability who was likely capable of more. His predicted grades were poor when GCSEPod was introduced into his school. He became the school’s highest GCSEPod user, turning his predicted D- in English into an A* and eventually came away with three A*s, six As and two Bs.
As part of The Marches Academy Trust, Sir John Talbot school have access to a network of support, ensuring they operate at the forefront of educational thinking. In the first 6 months of their GCSEPod subscription students watched a whopping 12,486 pods. Assistant Headteacher, Mrs Dawson, shares her experience on how they have been using GCSEPod to track student behaviours.
Revitalise your students’ thirst for GCSE knowledge
Manor Croft Academy, part of the Delta Academies Trust, are reaping the benefits of embracing GCSEPod for GCSE learning and revision, which has revitalized their students’ thirst for knowledge just weeks after being introduced to the school. “GCSEPod allows students to work independently and it didn’t increase teachers’ workload. GCSEPod ticks all boxes.”
Independent GCSE/IGCSE learning in the flipped classroom
“GCSEPod is a very affordable resource, ideal for flipped learning. It directs students along their own learning pathway, providing more ‘pods’ if they aren’t answering questions correctly or moving them on if they are.”
“As schools look ahead and prepare students for the new academic year, there is much to be learnt from the home learning experience. Blended learning can make for a more efficient and personalised learning experience, which is valuable for all pupils. “
GEMS Cambridge International School Abu Dhabi explains why GCSEPod is one methods used to nurture independent learning students need in school and when they move on to their next level of study. GEMS Cambridge International School is a high performing private school teaching the British curriculum to children from around the world.
St Christopher’s in Bahrain was the very first British International School to sign up. Adrian Walker Assistant Head tells us how GCSEPod is still making an impact at their school. “GCSEPod is the one way that we have managed to keep the focus on learning. I would recommend GCSEPod to international schools.”
The British School Al Khubairat in Abu Dhabi has good cause to celebrate; the school which has been helping students to thrive for nearly half a decade announced record GCSE results at the same time as securing one of the highest inspection ratings across the Emirate and being named one of the top UAE schools.”
Interactive learning for more diverse revision and learning
Xabia International College, Spain, wanted more diverse revision and learning materials to suit the differing needs of their cohort. “Many students travel regularly, and GCSEPod helps them to keep up with their learning and revision. I have no hesitation in recommending GCSEPod to other international schools in Spain and elsewhere.”
After seeing GCSEPod at the GESS conference, Principal, Nan Billingham recognised how well it would fit into the teaching ethos and practice at the school. “We took part in the Value Added Project, which directly compares CAT4 target grades to actual GCSE grades achieved. The usage of the GCSEPod had a positive impact and was used as a strategic resource during revision.”
“The thing the students enjoy most about GCSEPod is the audio-visual nature of the GCSE/IGCSE resource. We have many students who enjoy reading and GCSEPod really compliments their learning. The pods have also had a big impact for more visual learners.”
Leeds City College’s English and Maths Development Manager, Jonny Diamond, shares his experiences using GCSEPod. “It is a challenge when the majority of our students haven’t met the set GCSE standard. We are having to break-down the barriers and re-engage. What GCSEPod does is show them that there is a different way of GCSE learning, one that empowers them.”