Compiled a portfolio of evidence for every student and what they included was some of their previous work so course work, mock examination results, practical scores. we did some in class assessments and then we actually had a final examinations week where they sat unseen exams in exam conditions. and on the basis of that we came to a holisticjudgement, and students subsequently have got their grades. this is the covid generation how do you think they will be judged in further education and employment now? well, this year is unique and i think they should be judged on their merits. the grades they have all achieved is absolutely legitimate it s proven work, evidenced work that they have done throughout a very challenging period. so i think it s difficult to compare, but certainly this is unique and this cohort, nor subsequent or further cohorts should be disadvantaged either way.
Is also slightly up. the government had to cancel exams for a second consecutive year, so pupils grades have been based on teacher assessment, drawing some criticism of grade inflation. with the latest, here s our education correspondent, elaine dunkley. the moment anxiety and fear disappears. in their grasp, the gcse results these students need to put a difficultjourney behind them. there s no words for it, really. it s utter relief at this just point. as soon as i opened my paper and i saw the results that i ve got, and what i ve worked so hard for over the last five years especially with the disruption we faced it sjust the tears ofjoy. i couldn t control it. definitely satisfied, definitely will get me to where i want to be. i m also a level nine achieving student and i haven t got any nines today but, like i said before, the sky is the limit, so we go forth. the results mark the end of high school.
Compared to a levels, grade inflation for gcses has been modest but there is concern today s results show a further widening of the gap in inequalities. in england, 61% of pupils in independent schools received top grades, compared with 26% in state schools. the pandemic has of course exacerbated and amplified those inequalities, and that s why we were so determined to get young people back into school. schools were the last to close, the first to open as we emerged from the pandemic. labour says, without a more ambitious recovery plan for education, inequality could be the lasting legacy of covid. what i want to see is a first class education for every child, whoever they are and wherever they come from. what we ve seen today is baked in in equality, is baked in inequality, the gap between those going to private schools and going to state schools has got bigger rather than smaller. today s results are about more than academic achievement it s about recognising the struggles
It and shrug and say this is just what happens is not good enough for the students most vulnerable in our society. we need to make social change and make sure every student has the same opportunities and same chances when they go to school. [30 chances when they go to school. do ou chances when they go to school. do you also worry that this particular cohort of young people, for those who didn t do that well, they may be a tendency in future years to think those were bumpy years because they were covid yet but this person hasn t done that well? it is were covid yet but this person hasn t done that well?- were covid yet but this person hasn t done that well? it is a real shame. hasn t done that well? it is a real shame- the hasn t done that well? it is a real shame. the problem hasn t done that well? it is a real shame. the problem with - hasn t done that well? it is a real shame. the problem with this i hasn t done that well? it is a real i shame. the problem with this year and 202