The Case for GCSE Exam Reform: A Teacher's Perspective

This week, discussions about reducing the number of GCSE exams for students in England have gained significant media attention. As a teacher, I believe this conversation is long overdue.

While exams certainly have their place in education, the current system has become overwhelming. Some subjects now require students to sit through three separate papers, and the cumulative burden is substantial. My own son faced 25 exams during his GCSE year—an extraordinary number by any standard.

What's particularly telling is the feedback I've received from my son's university friends. Despite having completed A-levels and successfully navigated their first year of university, they unanimously identified their GCSE exam period as the most stressful academic experience they've endured. This speaks volumes about the disproportionate pressure we're placing on 15 and 16-year-olds.

It's worth noting the distinction between GCSE English Language—a compulsory subject necessary for progression regardless of a student's chosen path—and GCSE English Literature, which, while valuable, is not mandatory.

I'm encouraged that both the government and exam boards are addressing these concerns. The Education Secretary's commissioned review of the curriculum and assessment methods is a welcome step. Their goal to develop a system that balances different assessment approaches while recognising the strengths of every young person is exactly what we need.

My hope is that these reforms will be implemented swiftly. Our students deserve an assessment system that effectively measures their abilities without subjecting them to unnecessary stress and anxiety.