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Sometimes the smallest things make the biggest difference!

Recently we might have achieved this with the template improvements that have enhanced the smartphone experience and a “last visit date” display in the school admin area.

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Do we cover all the models required for AQA Business?

The business models required within the AQA syllabus generates a lot of interest among our users. We are often asked if we cover all the models. The answer to that question is yes we do and this table details coverage along with links to various content videos and assessment material.

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Last year and next year at EzyEducation

Xmas has arrived! What a year 2018 has been. For the Ezy team, it has been nothing less than inspiring to see schools modernising teaching delivery and students responding with quite incredible levels of activity. Thank you for all the support provided by our schools and for making successful use of the service.

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Something to engage and inspire your economists

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This article and videos are great material for young economists. Loved watching the video and reading the article on Sky News this morning.

Historical context, some good explanations, several connections to the real economy and some interesting thoughts on what happens to US interest rates, what the consequences might be and why current policy tools might not dig us out of another financial crisis.

For more detail on the technicalities of banks and coverage of the 2008 crisis please feel free to use and share:

Financial crisis recap video

Banks and financial institutions recap video

2017 CPD presentation - free slide pack

Don't forget:

  1. You won't learn much via passive video viewing i.e. just watching a video
  2. Take your time, make notes and turn your time into an active viewing event.
  3. When you think you understand it then test yourself via our assessments
  4. Read the feedback when you get questions wrong as "feedback is the food of champions"

 Here is an outline with links to our main course activities:

Ref

Description

Videos

Qs with unique explanations

Unit 1

Provision of Finance

Money

Monetary Aggregates

10

Unit 2

Financial Markets

Roles

Types

Equity and Debt

10

Unit 3

Calculating Bond Yields

Intro to bonds

Calculating yields

Bond variables

15

Unit 4

Financial Institutions

Commercial banks

Investment banks

Other institutions

Credit creation

15

Unit 5

Interest Rate Determination

Liquidity pref theory

Loanable funds theory

10

Unit 6

Central Banks

Role

Quantitative easing

Funding for lending

10

Unit 7

Bank Failures and Systemic Crises

Financial market failure

Bank failures

2008

10

Unit 8

Financial Regulation

Purpose of regulation

Types of regulation

UK structure

Evaluating financial reg

Internation fin organisations

10

Unit 9

Financial Sector in Developing economies

Financial sector

Microfinance schemes

Inter cap markets

Remittances

10

10

Finale

End of Module Assessment

 

25

 

 Total activities

27

135

 

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Ignorance is bliss - the psychology of textbook bias

Ignorance is bliss - the psychology of textbook bias

First of all, I would like to make it clear that I think some textbooks are an incredibly useful guide for teachers. If they are exam board accredited, they will provide far more detail than the board specification and can be used to guide teachers through a course.

However, is the level of textbook content appropriate for pupils?

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We believe in "Learning by doing"

What is EzyScience?

Perhaps it would be more helpful to dispell any possible misconceptions and start by explaining what it is not:

  • Not a content platform
  • Not a video package
  • Not a simple AO1 testing tool
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Nurturing Independence

Nurturing Independence

 

“Pupils have really enjoyed the independence the system gives them. They can choose a topic they feel they need more help on rather than just doing the revision we set them. It has been good to see that pupils from all across the ability range have been able to make progress and achieve a feeling of success.”

Vicky Pimblett, Head of Science at Queen Elizabeth School, Cumbria.

 

In life in general, we all get enthusiastic about, and invest time in the things we are good at. Even if we initially think we like something, we tend to drift away and avoid things if we subsequently fail to acquire competency. This might explain why many students are often reluctant about specific subjects or school in general and have limited enthusiasm for studying independently.

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Are you ready to move on from simple AO1 testing tools?

The main issue with probably every digital science service is that they do not really do any more than test AO1 (able to effectively recall knowledge and demonstrate understanding).

Obtaining value added by developing AO2 (apply knowledge and understanding to solve problems including the use of calculations) and AO3 (analyse and assess data to inform judgements) cannot be achieved in GCSE Science with simplistic question formats like true or false statements or multi-choice and not providing any explanation feedback.

 We work very hard to achieve a very strong focus on developing AO2 and AO3:

  1. Achieve consistency via a single source for end to end coverage of syllabus content, assessment of understanding and provision of detailed feedback whenever it is needed.
  2. Challenge students to perform calculations but support them by visualising questions, achieving multi-input and multi-layered question structures and provide detailed explanations following answers.
  3. Record every detail so that teachers have the intel they need to address learning gaps.
  4. Cover every required practical to the same high standard and use this opportunity to develop the analytical side of AO3.
  5. Provision of a complete automated learning process releases teaching time to increase the focus on AO3 development in class time.

We recently looked at our AQA GCSE Combined activities for Momentum (Edexcel is the same on this topic) and analysed our proposition to highlight what we have achieved with EzyScience:

 

 

Covering the entire syllabus means we achieve this level of detail for 65 GCSE Science modules!

Contact us now to make sure you don’t miss out on EzyScience next year.

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How can I improve the outcomes my students achieve next year?

This is the time of the year when there is time to think ahead. In order to think about how to do better next year a good idea might be to focus on what you are trying to achieve. If the objective is to improve performance against target grade it is worth reflecting on just how this might be achieved.
 
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Fast GCSE Maths Revising

CLICK ON THE APPROPRIATE LINK FOR FAST ACCESS TO 88 SHORT RECAP VIDEOS COVERING THE GCSE MATHS COURSE.

NUMBER

  1. Place value and number lines
  2. Rounding
  3. Addition and subtraction
  4. Multiplication and division
  5. BIDMAS
  6. Prime numbers, factors & multiples
  7. Prime factor decomposition, HCF & LCM
  8. Powers and roots
  9. Fractions – simplifying, improper, mixed
  10. Adding and subtracting fractions
  11. Multiplying and dividing fractions
  12. Converting decimals to fractions
  13. Converting fractions to decimals
  14. Converting recurring decimals to fractions
  15. Approximations and error intervals - bounds
  16. Standard form
  17. Surds and denominator rationalizing
  18. Units - mass, length, area and volume
  19. Units – time and money

ALGEBRA

  1. Notation and collecting terms
  2. Formulae
  3. Laws of indices
  4. Simultaneous equations
  5. Functions
  6. Expanding brackets
  7. Factorising
  8. Linear equations
  9. Quadratics
  10. Sequences
  11. Inequalities
  12. Factorising and the quadratic formula
  13. Completing the square and solving quadratics
  14. Algebraic fractions

STATISTICS AND PROBABILITY

  1. Mean, median, mode and range
  2. Frequency table averages
  3. Grouped frequency table averages
  4. Representing data
  5. Frequency and two-way table
  6. Cumulative frequency tables and graphs
  7. Quartiles and box plots
  8. Histograms
  9. Scatter graphs
  10. Types of data and sampling
  11. Venn diagrams and probability trees
  12. Probability
  13. Frequency and two-way tables

RATIO, PROPORTION AND RATES OF CHANGE

  1. Quartiles as fractions and % of each other
  2. Percentages and percentage change
  3. Simple and compound interest
  4. Ratio
  5. Proportion
  6. Rates of change

GEOMETRY

  1. Quadrilaterals
  2. Triangle
  3. Polygon
  4. 3D shapes
  5. Angle facts
  6. Angles in triangles and polygons
  7. Angles and parallel lines
  8. Pythagoras theorem
  9. Trigonometry functions
  10. SohCahToa
  11. Perimeter and area
  12. Advanced areas
  13. Circle definitions
  14. Area and circumference
  15. Volume
  16. Similarity and congruence
  17. Transformations
  18. Congruence criteria for triangles
  19. Constructing bisectors and loci
  20. Sine and cosine rules
  21. Circle theorems
  22. Vectors
  23. Bearings

GRAPHS

  1. Coordinates
  2. Equation of a straight line
  3. Midpoints, parallel lines and perpendicular lines
  4. Contextual graphs
  5. Quadratic and cubic graphs
  6. Reciprocal and exponential graphs
  7. Equation of a circle
  8. Translations and reflections
  9. Using graphs to find solutions
  10. Estimating areas and gradients under curves
  11. Trigonometric graphs
  12. Frequency and two-way tables
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Revision Plan - OCR - Economics A

The EzyEconomics course includes an end of module assessments (25 qs) that aim to assess the syllabus knowledge and understanding required. Many schools use this within their schemes of work but some save these for pre-exams. See below for a schedule for the OCR course). The benefits of this are:

  1. Feedback following every Q allows students to plug knowledge and understanding gaps.
  2. The school obtains a syllabus knowledge audit.
  3. Students don’t leave it all to the last moment and the teacher can intervene to ensure plan compliance.
  4. Class and marking time (assessments are auto marked) can focus on exam skills/technique. Hopefully, supported by improved knowledge/understanding. 

Click on the subject hyperlink to navigate to the assessment.

Start date

Due date

Paper 1

Paper 2

Paper 3

8th April

14th April

Economic Problem

Economic Activity

 

15th April

21st April

Demand and Supply

Quant Skills

Econ Growth

 

22nd April

28th April

Elasticity

Economic Decisions

AD/AS Analysis

 

29th April

5th May

Prod, costs & rev

Competitive markets

Economic performance

 

6th May

12th May

Imp Comp Markets

Labour markets

Macro Policy

Inc/Wealth Dist

 

13th May

19th May

Market failure

Gov intervention

 

 

20th May

26th May

 

Financial Markets

Glob, Trade and ER

Dev Economics

 

27th May

2nd June

 

 

MCQ Practice Paper 

Exam date

20th May 2018

23rd May 2018

4th June 2018

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Revision Plan - Edexcel - Economics A

The EzyEconomics course includes an end of module assessments (25 qs) that aim to assess the syllabus knowledge and understanding required. Many schools use this within their schemes of work but some save these for pre-exams. See below for a schedule for the Edexcel course). The benefits of this are:

  1. Feedback following every Q allows students to plug knowledge and understanding gaps.
  2. The school obtains a syllabus knowledge audit.
  3. Students don’t leave it all to the last moment and the teacher can intervene to ensure plan compliance.
  4. Class and marking time (assessments are auto marked) can focus on exam skills/technique. Hopefully, supported by improved knowledge/understanding. 

Click on the subject hyperlink to navigate to the assessment.

Start date

Due date

Paper 1

Paper 2

Paper 3

23rd April

30th April

Economic Problem

Economic Activity

 

1st May

7th May

Demand and Supply

Quant Skills

Econ Growth

 

8th May

14th May

Elasticity

Economic Decisions

AD/AS Analysis

 

15th May

21st May

Prod, costs & rev

Competitive markets

Econ performance

 

22nd May

28th May

Imp Comp Markets

Labour markets

Macro Policy

Inc/Wealth Dist

 

29th May

4th June

Market failure

Gov intervention

 

 

 

5th June

11th June

 

Financial Markets

Glob, Trade and ER

Dev Economics

 

13th June

14th June

 

 

 

Exam date

5th June 2018

12th June 2018

15th June

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Revision Plan - AQA - Economics A

The EzyEconomics course includes end of module assessments (25 qs) that aim to assess the syllabus knowledge and understanding required. Many schools use this within their schemes of work but some save these for pre-exams. See below for a schedule we set up this week for one of our school users (AQA syllabus). The benefits of this are:

  1. Feedback following every Q allows students to plug knowledge and understanding gaps.
  2. The school obtains a syllabus knowledge audit.
  3. Students don’t leave it all to the last moment and teacher can intervene to ensure plan compliance.
  4. Class and marking time (assessments are auto marked) can focus on exam skills/technique. Hopefully, supported by improved knowledge/understanding. 

Click on the subject hyperlink to navigate to the assessment.

Start date

Due date

Paper 1

Paper 2

Paper 3

23rd April

30th April

Economic Problem

Economic Activity

 

1st May

7th May

Demand and Supply

Quant Skills

Econ Growth

 

8th May

14th May

Elasticity

Economic Decisions

AD/AS Analysis

 

15th May

21st May

Prod, costs & rev

Competitive markets

Econ performance

 

22nd May

28th May

Imp Comp Markets

Labour markets

Macro Policy

 

29th May

4th June

Market failure

Gov intervention

Inc/Wealth Dist

 

 

5th June

11th June

 

Financial Markets

Glob, Trade and ER

Dev Economics

 

13th June

14th June

 

 

MCQ Practice

Exam date

5th June 2018

12th June 2018

15th June

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How can a student make any learning progress without a worked answer?

We are evangelical about feedback. Without it, the only purpose of an assessment exercise is to test the level of learning that is transferring from class activities and to provide a mark book entry. No wonder all but the most capable students get frustrated with archaic digital services.

Students need an explanation to improve and the difference in terms of learning progress achieved by a service that provides no feedback and a service that allows students to interact with a full explanation that incorporates a worked answer will be enormous.

This will help students to improve their performance. This will inspire them. Humans like to succeed and if they do they will come back for more. If they continuously fail, they won’t want to come back for more and will become reluctant learners. Why would anyone want to do anything if they keep getting questions wrong and aren’t provided with any immediate way of improving?

Let’s look at a basic geometry question and think about how much detailed feedback might help.

 

 

NO FEEDBACK

 Incorrect - try again!

OR

DETAILED FEEDBACK 

Incorrect – watch the video feedback (worked answer) before you attempt the next question.

Audio Transcript

In this question, we are asked simply to find the missing length. We are given the lengths of two of the sides and can, therefore, use Pythagoras to work out the final side length. Let’s have a look at what we have been asked to work out here. So, the missing length is the side opposite that right angle that is called the Hypotenuse. Pythagoras theorem states that the two squares of the two shorter sides add up to make up the area of the square of the length of the longest side the Hypotenuse. So, let’s take the two short sides and square them to find the area. So we are going to do 21 squared and 20 squared which gives me 441 and 400. Now because they make the area of the hypotenuse I am going to add these two values together to get 841. That’s the area of the Hypotenuse. We need to know the side length so the final thing we have to do is to square root the answer. Remember this 3-stage process of squaring, adding or subtracting and then square rooting at the end. So, the square root of 841 is 29. There is your answer.

Visual Transitions

 

Actual Video

 

 

 

EzyEducation provides this level of feedback after every question. 

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Early signs of EzyScience success at Darwen Vale High School

Early signs of EzyScience success at Darwen Vale High School

 

Many digital services proclaim their success by highlighting that the most active students have achieved the best results (hardly surprising as the ’best’ students are surely likely to be the most active users of a service) or that a school’s GCSE grades had improved the year after adopting a service without any detail regarding the level of usage or how the impacts of other independent variables were managed.


While statements like this are eye-catching, how indicative are they of the value added by using a particular digital service?

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Miracle cure for space gazing discovered…..

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What do your students do when they say they are revising?

The chances are that neither you or their parents will actually know. The only intel will be what students say they have been doing in their bedroom. Their favourite social media franchise will have a better idea of how they are using their time!

Revision needs to be a specific and supported task

Many studies show that simply reading or listening/watching has a low associated retention rate. The next step might be to make revision a more specific task to help identify and then correct learning gaps with feedback. The only problem with this is that manual approaches might not achieve enough due to the scarcity of human marking resources.

Students can cope with more work than a teacher can mark

All our school users know that the solution lies in automation and tend to set specific revision programmes to push their students harder. Experienced users also know that the students can cope with more work than a teacher can mark.

Transferring learning from revision into exams

Usually, there isn’t any point doing this with a digital service that does not provide unique feedback following answers.  However, a digital service providing a genuinely formative assessment experience can be a highly productive approach as it can transfer learning from revision into exams.

If teachers then have the data to manage student inactivity (often by sharing reports with carers) and address learning issues, then everyone should be a winner.

 

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Maths classroom assistant for hire - £1.33* a day.

Maths classroom assistant for hire - £1.33* a day.

As the pressure rises on GCSE maths performance, the chances are you might have thought you need help to do this but there isn’t the room in your budget to fund it.

 

However, integrate EzyMaths into your day to day teaching and you will soon start to think that each of your teaching team now has a classroom assistant that will help them to perform more effectively in class.

 

As high-quality automation like EzyMaths shreds the human cost of providing such support, access can be achieved for less than the cost of a daily visit to the school canteen.

 

What can you expect from your new classroom assistant?

1. Extensive automated assessments - all the assessments are created to follow content videos to assess and reinforce learning.

2. Highly engaging videos - content videos are produced using green screen technology – no low spec and uninspiring screen recordings!

3. Supports learners with dynamic question formats - all assessment questions are truly dynamic - scaffolded, highly visual and extensive use of unique input techniques to effectively support and assess learning.

4. Provides automated feedback on every question - each question is followed by a feedback video so that students can develop the understanding that helps learning to transfer.

5. Monitors student activity - syllabus specific activities organised in a closed digital environment means you have more control over preparation for flipped classes.

 

All of this is achieved without lifting a finger – It will be just like working with a highly competent and efficient classroom assistant.

 

This email address is being protected from spambots. You need JavaScript enabled to view it.

 

*Assumes more than 150 teaching days in a year
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A cure for results day insanity?

A cure for results day insanity?

Insanity is often defined as “doing the same thing, time and time again and expecting to achieve better results”.

 

 

Many teachers will relate to this on exam results day, as the chances are that results in most cases will be fractionally different to the previous year.

Although resources always promise to improve results, it is unlikely that any of them will have made a meaningful and sustained difference unless they have helped teachers to improve how they support their students.  

Meaningful improvements in performance are only likely if resources help teachers to achieve some key performance enhancing objectives:

 

  • Achieve significant increases in independent learning by ALL students.
  • Focus homework on preparing students for forthcoming classes.
  • Reduce time-consuming content delivery, so that more class time can be devoted to skills development and personalised interventions.
  • Improve learning records to support more effective personalised interventions

 

None of these objectives can be achieved without more time. As the reality is less rather than more time, the only solution is to use technology that provides the time to help teachers achieve these objectives.

 

Register today to sample our insanity cure!

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Evaluating the Brexit sterling crisis

This week’s EzyEconomics News takes a further look at Brexit and the impact of currency depreciation. It uses this example to highlight how theoretical predictions based on a ceteris paribus assumption do not necessarily materialise in the real world.

The video aims to encourage students to develop the way they think so that they always start with a theoretical prediction formed using ceteris paribus and then evaluate this by identifying and explaining alternative outcomes.

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Analysing the Brexit sterling crisis!

Since the UK’s Brexit vote it seems like sterling has been in the news every day.

In this first in a series of two videos we explain why sterling has depreciated, analyse a graph charting the £/$ exchange rate, consider some of the basic economic impacts and discuss how ceteris paribus might mean that some of the impacts the media and politicians hint at might not materialise in the real world.

 

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