On 25 September 2024, the English Association (EA) convened a summit at Shakespeare’s Globe in London to discuss a pressing matter at hand – the potential reform of the English GCSEs.
The English Association is dedicated to furthering the study and enjoyment of the English language and literature in schools, higher education institutes and amongst the public in general.
Many agree that the current English Language and English Literature GCSEs are not fit for purpose – but what would be the alternative?
Over 100 attendees joined the summit to deliberate on potential changes to the structure, format and current curriculum of the English GCSE.
Among them was Dr Lorna Smith, Associate Professor in Education at the School of Education, University of Bristol.
As a leading UK curriculum expert, Dr Lorna Smith delivered a keynote speech to all attendees, in which she discussed some of the problems of the current GCSEs in English Literature and English Language.
These included a need to:
- Bring speaking and listening back so that oracy counts towards the exam in a meaningful way.
- Allow students to express their personal voice when writing about texts rather than repeat prescribed, manufactured interpretations.
- Return to offering students authentic creative writing opportunities, potentially through non-examined assessments.
Dr Lorna Smith was joined by two other plenaries, Baroness Lola Young and Professor Robert Eaglestone, who gave keynote speeches to kick off the summit.
As a result of the summit, a number of changes to the current English GCSE were proposed, including:
- A reduced/altered assessment burden (including scope for open book and modular assessments).
- Content within the English Language GCSE being closer to what is currently taught at A-Level (bringing back spoken language and including multi-media and new media forms, such as journalism, games, non-fiction etc).
- Fewer set texts, and in the case of the current English Literature GCSE, updating the set texts to offer more diverse, contemporary and global literature.
Teachers and academics in attendance of the summit also raised the possibility of receiving more CPD training for further opportunities to share good practice.
It was also generally agreed that the design of the curriculum should be informed by everyone involved, including students.
In theory, this would ensure the popularity of the English GCSEs going forwards, as well as enabling a greater recognition of the role that dialogue and pleasure plays in literature and language use.
Dr Lorna Smith reflected on her participation in the summit:
‘It was fabulous to contribute to this event: it was both a privilege and great fun. There was a sense of excitement, momentum and optimism amongst the participants as we begin to move towards revising the English GCSES.’
‘I am proud that my keynote helped to galvanise some important conversations that will contribute to the Curriculum and Assessment Review. Plus, of course, it was wonderful to appear on stage at the Sam Wanamaker Playhouse and tread the same boards as some of my favourite actors.’