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GCSE
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===Exceptional and mitigating circumstances=== For pupils with learning difficulties, an injury/repetitive strain injury (RSI) or a disability, help is offered in these forms. These may not necessarily be diagnosed, depending on the context. *Extra time: the amount depends on the severity of the learning difficulty, such as [[dyslexia]], disability, injury or learning in English as a second language provided that the pupil has been studying in the UK for no more than 2 years. This tends to range from 5% to 50%, although most commonly is at 25%. To qualify for 25% extra time, a student must show evidence of at least 2 below average standardised scores of 84 or less, or one below average (84 or less) and one low average standardised score (between 85 and 89). Extra time may also be provided to students with an [[Special education in the United Kingdom|EHCP]] (Education, Health, and Care Plan), provided that it has necessary evidence to show this could be required. Students are not required to use all of this time, and are allowed to finish the exam at any point during the extra time. *[[Amanuensis]]: somebody (typically known as a scribe) types or handwrites as the pupil dictates; this is normally used when the pupil cannot write due to an injury or disability. This can be quite tight{{dash}}students have to dictate correct punctuation. This requires centre-based evidence from the SENDCo of the school. *A word processor (typically Exam Write-Pad): this is used by pupils who have trouble writing legibly or who are unable to write quickly enough to complete the exam. This must be the student's typical or one of their typical ways of working and requires centre-based evidence. *A different format exam paper{{dash}}examples of this may include Braille for students with visual impairment, colour pointers for students who have colour blindness of some form, large print for those with visual impairment, and different coloured paper (typically blue) for those with dyslexia. This only requires centre-based evidence, as a student without these difficulties would not benefit from these formats. *A reader: a teacher or [[exam invigilator]] can read out the words in the exam paper, but they cannot explain their meaning. This is used most often with severely dyslexic students who cannot read questions effectively enough, and is commonly used in conjunction with amanuensis, as most students requiring this will lack writing ability as well. *A different room: due to evidence from the centre, students may be placed in small rooms. This most commonly occurs in cases of rest breaks and extra time, where students will finish later than other candidates, and have this so as to not be disturbed by most students leaving the exam before them. All exam rooms are covered by separate dedicated invigilators. *Rest breaks: these are optional breaks requiring centre-based evidence as the student's normal way of working. A student with rest breaks does not need a diagnosis of a disability, and is often used for medical reasons such as migraines which prevent students from focusing for periods of time, and anxiety attacks, meaning a students may not be able to work for periods of time. Students typically receive rest breaks at a ratio of 1:6 with exam time. These breaks can only be taken within this time, and cannot exceed it. Students receive the time they spent in the rest break back through a later finish time and are not required to take all of the allocated rest break time. Any of the above must be approved by the examination board. Other forms of help are available with the agreement of the examination board, but the above are the most common. If a student is ill or an unforeseen circumstance occurs that may affect their performance in an examination, they can apply for special consideration from the examination board. The procedures vary depending on how much the student has completed, but in the case of sitting an examination, they may receive a percentage increase on their grade to reflect this, or a consideration of their coursework and other assessment alongside their predicted grades, to calculate a fair grade based on their other attainment.
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