The Chief Executive of the exam board AQA, Colin Hughes, has called for the Government to review GCSE English, stating that it is uninspiring and “too mechanistic”. Hughes believes that pupils should have the opportunity to demonstrate essential literacy, oracy, and numeracy skills that are applicable in the real world through different qualifications. AQA recently introduced a numeracy test to help students prepare for situations outside the classroom and aims to develop similar tests for literacy and digital fluency skills. These comments come as the Government’s consultation into a review of curriculum and assessment in England, led by education expert Professor Becky Francis, nears its deadline.
In response to the call for evidence, AQA has suggested exploring the reduction of subject content and the number of exam papers on a subject-by-subject basis as a means to lighten the burden on students. Hughes highlighted concerns among English teachers regarding the current GCSE English language specification, which he described as lacking inspiration and being overly mechanistic. AQA proposes updating the subject content with a stronger focus on oracy and multimodal texts to enhance the quality and balance of what students learn.
Hughes emphasised the potential for revising the assessment structure of GCSEs, suggesting a reevaluation of the number of exam papers in certain subjects to alleviate pressure on students. While acknowledging the importance of maintaining curriculum content, he argued for a less heavy assessment load, citing the possibility of condensing the assessment process in subjects like maths from three papers to two. AQA is receptive to the idea of reform and believes that a subject-specific evaluation could help reduce the strain on students and improve the overall examination system.
Regarding the current policy of compulsory resits for students who do not achieve a standard pass in English and maths GCSEs, Hughes supported the concept but expressed concern about the significant number of students repeatedly retaking exams without success. He advocated for a more flexible approach to assessment that recognises a broader range of skills and abilities relevant to real-world applications. Echoing this sentiment, further education colleges have shown enthusiasm for AQA’s plans to introduce new qualifications that provide students with proficiency certificates in numeracy and literacy skills as an alternative to traditional GCSEs.
A Department for Education spokesperson acknowledged the need for a curriculum and assessment system that adequately equips students for the future, aiming to break down barriers to opportunity and ensure that every child receives the necessary tools to succeed. The government is committed to enhancing the curriculum to provide students with a cutting-edge education that prepares them for the challenges of the modern world. The ongoing discussions around GCSE reforms reflect a broader effort to create a more balanced and effective assessment system that recognises diverse skills and fosters a holistic approach to education.