Rethinking the English GCSEs
13 November 2024
Dr Rebecca Fisher, Chief Executive Officer of the English Association
In September 2024, The English Association (EA) welcomed over a hundred expert educators to a summit in partnership with Shakespeare’s Globe. We addressed the widespread concern that the English GCSEs are not fit for purpose. In this blog, we’ll look at the key recommendations for reform made by the teachers, subject leads, academics, policy makers, members of national organisations and exam boards in attendance.
It was clear from our conversations at the summit, and in OCR’s brilliant, thoughtful report Striking the balance that, when asked, teachers will tell you that the GCSEs are putting students off English. The experience that young people have in their GCSE years (and, in many cases, all the years from Year 7 onwards in preparation for the GCSEs) is the underlying cause of the drop in numbers for A Level, and therefore is also the most significant factor in the squeeze on the pipeline of students going on to study English at university.
We all agree that English as a subject has an essential role in shaping students’ abilities to communicate, collaborate, and think critically. It should prepare students for individual growth, meaningful careers, and an ability to contribute to society. But to make that happen, the English GCSEs need to be reformed.
So, what can be done?
Rethinking assessment
One major theme at the summit was lightening the load of exams. This would create space for extended writing, which needs “time and an ecology of moderation”. There was also a desire to ensure that assessment was “authentic” and to see a reduction in “by rote” responses, recognising the cognitive development of students at GCSE age. This could be facilitated by offering fewer set texts, and offering a synoptic unseen approach for greater equality of opportunity and “more authentic, less retrieval-based” responses.
Open-book and modular exams came up as alternatives to linear ones, with some suggesting that coursework could return – though opinions here were divided. Some argued coursework fits English well, while others worried about its impact on teachers’ workloads and issues of fairness.
When it comes to content of assessments, there was a push to focus on students’ critical responses and personal opinions, rather than simple fact-recall about texts. Delegates also wanted to see increased relevance of the content of assessment to students lives: who writes letters to the newspaper anymore?!
English language: a more relevant approach
The English Language GCSE also needs an update. Many felt it should better align with the A Level, and overlap less with the English Literature GCSE. The language GCSE should incorporate multi-media and new media – students today engage with a world of digital storytelling, social media, and visual texts like video games, and they “desperately need the skills to interrogate and respond to this new language”.
There was strong support for assessment of spoken language “to support the confidence of students as speakers”, which is interestingly at odds with the recommendations that were recently published by the Oracy Education Commission. Delegates commented that the study of broad linguistic knowledge, and grammar language awareness, “can be really enabling”.
It’s crucial to note that there was a shared concern that many teachers are better trained in English literature and need support to develop their linguistic knowledge.
English literature: diverse, contemporary, global
For the English Literature GCSE, delegates argued that it’s time to expand beyond the traditional canon. They want to see more diverse, contemporary, and global texts, helping students connect with literature that speaks to today’s world. But to actually get these new texts into classrooms, there would need to be investment in resources and training, and in some settings, there are challenges around who gets to choose which texts are studied.
As in conversations about the language GCSE, delegates raised the issue of making time to focus on the craft of writing.
Literacy and the GCSEs
Another big concern discussed was literacy. Many students don’t meet their expected reading levels, and the gap in reading abilities within classrooms is a growing challenge. Although this isn’t solely the job of English departments, the issue often falls disproportionately on English teachers. Some suggested a parallel pathway to the GCSE – a Functional English track – that might address literacy more directly, and avoid the GCSE being used as a proxy measure for literacy. Interestingly, although there was support for an unseen element of assessment to promote authentic, personal responses, some delegates noted that unseen assessments disadvantage those who significantly struggle to read.
Teachers at the heart of reform
A strong message from teachers was clear: trust and support teacher expertise and autonomy. Teachers want more extended, high-quality training (not just PowerPoints!) and more opportunities to share best practice. The EA’s new hub will offer support in just this area, through focused continuous professional development conversations grounded in the reality of working within English in schools and multi-academy trusts (MATs). Participants will think deeply about their preconceptions and beliefs about their teaching practice, and in doing so, will engage in detailed reflection about content, pedagogy, and assessment in their settings.
Guiding principles for reform
So, what’s next for English GCSE reform? Summit delegates agreed that any curriculum change should include input from a wide range of voices – including students – which is one reason the EA welcomed OCR’s Striking the balance report so warmly. They want to see English positioned with the same respect as STEM subjects, emphasising the creative and critical skills it brings to the workplace. Oracy, too, will be important in the GCSE’s future. Could there be space for performance poetry, debates, or spoken-word recitals in classrooms?
At its core, English is about communication, creativity, and story. There was a powerful message that stories are vital: they help students understand themselves, their world, and others.
As the English Association, it’s our role to work with our members to understand and shape the story of our subject. By sharing the ideas arising from the summit, I hope that you feel better equipped to consider the reform of English within your setting.
Stay connected
You can read the full report from the summit on our website.
I’d be delighted to hear from you. You can contact me on email at r.fisher@englishassociation.ac.uk or connect with me on LinkedIn
Find out more about the EA and join us at the englishassociation.ac.uk/join-us/
About the author
Dr Rebecca Fisher is the Chief Executive Officer of the English Association. She is also a Director of and Honorary Treasurer for the Council for Subject Associations. Prior to joining the EA in 2018, she held various academic and administrative roles with a focus on innovation in teaching and learning. Her research interests include early English language and literature, and playfulness in education.
The English Association is a subject association for people passionate about English literature, language, and creative writing. We bring together individuals and organisations from all sectors of education and all areas of English studies. Through our publications, events, and networks, we promote dialogue, distribute knowledge, and celebrate the discipline.
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