Summer revision sessions 2017

Following a successful small-scale trial in 2015, and a full scale trial in 2016, I’m pleased to announce today that Summer Revision sessions will make a full return for the 2017 exam season, however there will be a few changes to how they will be run.
Continued partnership
Firstly, we will be continuing our room booking partnership with Bowburn Community Association, who will be hosting most, if not all, of our revision sessions.   The centre is easily accessible by car (with a large free car park) or bus (the regular X12 Newcastle – Middlesbrough bus stops directly outside).
Advance payments
We will, however, be operating a different payment system to last year, so that all sessions are paid and committed to in advance.  This will prevent larger rooms being booked when they not needed, enabling us to spend more money on the learning resources necessary for a successful session.
The main booking window for the summer revision classes will open on 1 January 2017, and close 2 months later, on 4 March.  At this point, sessions with low / no bookings will be rescheduled to smaller venues or cancelled.  From 5 March to 22 April, bookings will remain open, however they will be at a premium rate.  From 23 April, last-minute bookings will be taken, although these will be at our emergency rate!
Early bird bookings have now closed
In spite of the above, the fee for sessions for 2017  is outstanding value, as other tutors running similar events often charge over £60 for essentially the same service.

Bookings from
Bookings to
Cost

5 March 2017
22 April 2017
£45

23 March 2017
Start of session
£50

Ok, so when are the revision sessions?
Our revision timetable is shown below.

Week 1 (1 – 7 May)

No sessions

Week 2 (8 – 14 May)

Saturday 13 May 11am – 1pm: AS Maths – Pure Core 1, session 1

Week 3 (15 – 21 May)

Monday 15 May 5pm – 7pm: AS Maths – Pure Core 1, session 2
Saturday 20 May 11am -1pm: AS Maths – Pure Core 2, session 1
Saturday 20 May 1.30pm -3.30pm: GCSE Science – Physics, session 1
Sunday 21 May 11am – 1pm: GCSE Maths Non-calculator, session 1

Week 4 (22 – 28 May)

Monday 22 May 7pm – 9pm: AS Maths – Pure Core 2, session 2

Week 5 (29 May – 4 June)

Saturday 3 June 4.00pm – 6pm: AS Maths – Statistics, session 1
Sunday 4 June 11am – 1pm: GCSE Maths calculator, session 1

Week 6 (5 – 11 June)

Monday 5 June 5pm – 7pm: AS Maths – Statistics, session 2
Friday 9 June 5pm – 7pm – GCSE Maths calculator, session 3
Sunday 11 June 11am – 1pm: A-level Physics, session 1
Sunday 11 June 1.30pm-3.30pm GCSE Maths calculator, session 4

Week 7 (12 – 18 June)

Tuesday 13 June 5pm – 7pm: A-level Physics, session 2
Wednesday 14 June 5pm – 7pm:  GCSE Additional Science and Separate Science – Physics, session 2
Saturday 17 June 11am – 1pm: A-level Physics, session 3

Week 8 (19 – 25 June)

Monday 19 June: 5pm – 7pm: A-level Physics, session 4
Saturday 24 June 11am – 1pm: A-level Physics, session 5

Week 9 (26 June – 2 July)

Monday 26 June 5pm – 7pm: A-level Physics, session 6

Suspended sessions
Regrettably, sessions with low numbers of signups on 5 March 2017 have been cancelled.  These include all sessions on Biology, Chemsistry and AS Physics; and also the problem solving classes at the start of  month.

When are the summer exams, or “am I on schedule”?

One of the most common questions that I’m asked is “am I on schedule” or “am I behind your other students?”  Hopefully, this post will go some way to answering these questions.
Exam timetables have been published for a long time
Firstly, exam timetables for Summer 2017 are already online.  I’ve put links for the different exam boards in the footer. [1. AQA GCSE, AQA GCE, Edexcel GCSE, Edexcel GCE, OCR GCSE, OCR GCE.]  Indeed, exam timetables for Summer 2018 will be finalized in February, so there really is no excuse for not knowing when your exams are well ahead of time.
Pacing and scheduling is a very individual problem.
Unfortunately, it’s very difficult to say how long something should take a person: we’re all very different, and so it will naturally take us all a different amount of time to learn new things.  As a rule of thumb, though, you should not be learning anything new after Easter.
This is easier to specify for A-levels that GCSEs, as most modern A-levels still have leftovers of the modular structure, even though modular examinations have now gone.
It’s very simple to split the course up into sections, and make sure you’ve completed each section in a given time.  For example, for A-level Physics:

Autumn Term AS
Spring Term AS
Autumn Term A2
Spring Term A2

Physics
(based on AQA)
Particles and QM
Electricity
Mechanics
Waves
Fields
SHM and Circular Motion

Nuclear Physics
Thermal Physics
Astrophysics

It’s slightly harder to split up A-level Maths, as you need to have three slots rather than two, however it is still possible:

Autumn Term AS
Spring Term AS
Autumn Term A2
Spring Term A2

Maths
(based on Edexcel)
Core 1
Core 2
(calculus)
Core 2
(trigonometry)Statistics 1
Core 3
Mechanics 1
(equations of motion)

Mechanics 1
(forces)
Core 4

Of course, there are other ways to split the modules, these are only suggestions.
GCSEs are more challenging
GCSEs are more challenging to schedule, as they have never had a proper modular layout.  However. every exam board splits their syllabus up into topics, which should be evenly distributed throughout the year, so you should have no problems working out for yourself whether you’re ahead or behind.
When should I worry about being behind?
If, by Christmas, you’re more than a topic behind where you need to be to finish by Easter, you probably need to take some action, possibly including independent study, or talking to your tutor!
Hopefully, this is helpful to you all – post in the comments if you have any questions!

Website updates

You may have noticed that there have been a few updates to this website lately.
Not only do we have a new black-and-gold theme, but we also are rolling out an online booking facility using the 10to8 booking engine.  This allows clients more flexibility than ever before, with the option to change their own bookings, and also to see in real-time when their tutors are available for consultations.
We will also shortly be activating the Mallard Days Portal for students, enabling them to access personalized past paper collections, along with interactive online quizzes to test and maintain their subject knowledge throughout the year.  Access to this will be rolled out group by group, starting with GCSE Maths students in around 3 weeks time.
We hope that you will enjoy these updates, and that they will enhance your tuition experience.

Equality in science: why we all need to stand together

by Richard Hornby
Today is Ada Lovelace Day – “an international celebration of the achievements of women in science, technology, engineering and maths” (1).  It should be a celebration, where people all across the globe take time to look at the work done by others – and to a certain extent, it achieves that: it stimulates thought and discussion. and enables people to think about the contribution made by a large part of our society, which is extremely underrepresented in their discipline.
Therein lies the problem with Ada Lovelace Day, and other such celebrations.  The fact that we need them at all.  Don’t get me wrong: right now, with society such as it is, “minority” groups (and I will explain my use of quotation marks in a moment) need every single piece of support they can get.
In the last couple of weeks, I have read two stories which highlights the issue of the under-representation of women in science.  The first is a letter by Jared Mauldin (), a Senior in Mechanical Engineering at Eastern Washington University:

To the women in my engineering classes:
While it is my intention in every other interaction I share with you to treat you as my peer, let me deviate from that to say that you and I are in fact unequal.
Sure, we are in the same school program, and you are quite possibly getting the same GPA as I, but does that make us equal?
I did not, for example, grow up in a world that discouraged me from focusing on hard science.  Nor did I live in a society that told me not to get dirty, or said I was bossy for exhibiting leadership skills.  In grade school I never had to fear being rejected by my peers because of my interests.  I was not bombarded by images and slogans telling me that my true worth was in how I look, and that I should abstain from certain activities because I might be thought too masculine.  I was not overlooked by teachers who assumed that the reason I did not understand a tough math or science concept was, after all, because of my gender.  I have had no difficulty whatsoever with a boys club mentality, and I will not face added scrutiny or remarks of my being the “diversity hire.”  When I experience success the assumption of others will be that I earned it.
So, you and I cannot be equal. You have already conquered far more to be in this field than I will ever face.
Mr Mauldin raises a very important issue which society needs to tackle: that of sexism.  Sexism, intertwined with stereotyping, is often seen as a “taboo” subject within public facing fields.  It is all to often the case that famous people and organisations will “keep their head down” when issues regarding inequality come up – lest they be judged by others one way or the other (or probably both), or perhaps because they don’t see it as “within their remit”.  Now, I’m not famous.  Nor am I speaking on behalf of any other organisation. But I am going to stand up and say that we need to take action.  Sexism, alongside all of the other “isms” of modern society is “within our remit” to discuss.  We are very fortunate to live on a planet, and be part of a species with so much character and variety.   We as humans are independent, free thinking, creative, and amazing.  That’s all of us. Not just the fraction of population that we each belong to, nor the fraction of population which dominates our particular society or profession, but each and every one of us.
As it has been pointed out to me many times, my chosen pursuit, science, is very much dominated by the fraction of population of which I am a part: white, relatively middle-class, male.  This means that it’s very difficult for me and others like me to understand what it’s like to be female, because I have never experienced it.  Yes, there was a time in my life where I was bullied for who I was, but fortunately, that has now passed.  I don’t have to live with the “constant sexism, belittling, socially conditioned self doubt and worry about not ‘showing women to be competent’” (3).  It is the same how white people fail sometimes to understand the impact that racism can have on a person: we simply have not lived through it.
That doesn’t mean, however, that we can just carry on as if it doesn’t exist.  We need to take positive action. It is vital that, for a society to be successful, that all its members should be on an equal and equitable footing, and the fact that prominent members of it, whichever field that are involved with, are using their position to affect and intimidate others without consent is wrong, and our society needs to openly have a zero tolerance approach on this matter.  We need to make sure that everyone in society is doing things for the right reasons, not the wrong ones.  Organisations (and society as a whole) need to have solid anti-harassment practices – which don’t just protect the vulnerable, but also enable those who have done wrong in the past to properly acknowledge their mistakes, and improve themselves, so that they learn and become better human beings because of it.  We also need to make sure that people are aware of these issues: not to personally attack people who have done wrong, but so that we all can become more understanding and tolerant of each other: if we can identify potential problems before they occur, it is so much easier to develop a society which is understanding, fair and equal to all.
Finally, you may be wondering why I put minority in quotation marks earlier.  Women make up 50% of the world population, so I’m not sure that it’s fair to call them a minority.  Society and stereotype have made them such in many professions and it’s up to us – the 21st century society – to challenge those previous discriminatory practices and stereotypes – and to stand up and advocate for a world that this free of bias and discrimination, where people are treated on merit alone, and where everyone, no matter what adjectives can be used to describe them can confidently stand up and say “hey, I’m me”, free from risk or fear of oppression of any kind.
I hope that, in whatever way you can, be that advocacy, increasing awareness, or simply listening, you can join me on this journey to a better, fairer humanity.
References:
 (1) findingada.org
(2) http://easterneronline.com/36007/letters-to-the-editor/letter-to-the-editor-stem/
(3) a female friend
(4) http://www.buzzfeed.com/azeenghorayshi/famous-astronomer-allegedly-sexually-harassed-students