All things being equal, no.

I've been noticing this opening past papers in Chrome

Love this task. I like to ask what are all the possible ways to start.

Agree with all of that rant 👍

What never seems to get a mention in such conversations is the importance of creating a mark scheme that will ensure consistency of marking

Very much looking forward to this content

I don't think much has changed in that respect in the last 20 years. It is just now much more visible to those on the edges and outside of this world.

What a shame to read such an unnecessarily dismissive comment from someone whose work I value so highly. It isn't gaming the system, it IS the system. Criticise the system, not the hardworking teachers doing everything they can for the children they teach.

When I've looked at this before I have come to the conclusion that the definition of a trapezium is not consistent in terms of whether it is only "exactly" one pair of parallel sides or not

My thinking was... if that's 1/4 then that's 1/20 so that's 1/10

Interesting comparison. I'm thinking about how that compares to the daily cost, including on-costs, of an employed teacher at the top of the pay scale. My conclusion - not favourably.

'Square centimetres' and I make a little bit of a deal of it, not a massive deal, just a bit, aiming to ensure there is a good understanding of the potential ambiguity. I think it is a bigger deal than most give credit for. It causes problems in the real world, for some.

The word doc versions on the emporium are this aren't they? (I haven't actually looked myself recently)

Useful extracts from the general guidance at the front of every Pearson mark scheme...

Just to add to the clearly 2 marks voices, and possibly related to the video you have seen, if you can access the emporium, this might be helpful mathsemporium.com/slides-from-...

That is really positive for you IMO