When seven former education ministers from across the political divide to call for bold action, surely the incumbent must act.
Collectively they highlight the need to move away from an overly exam-based system to a forward-looking education which includes character, creative thinking, problem solving and other skills, alongside the best of the more traditional aspects of our current system.
The two education secretaries who introduced GCSEs and raised the school leaving age to 18 both now agree that students no longer need an exit ticket at 16, and that GCSEs are outdated, expensive to administer, lose teaching time and should be radically reformed.
Estonia has a balanced approach which puts creative and other ‘core’ subjects on an equal footing.
With the Government鈥檚 Curriculum and Assessment review team now looking through the evidence, including our submission from Bedales, we hear from Pisa (the Programme for International Student Assessment) that education in Estonia is . Estonia has a balanced approach which puts creative and other 鈥渃ore鈥 subjects on an equal footing, and its pupils are among the happiest in the OECD. It is, arguably, because of these elements not despite them, that Estonia has the most highly rated education system in Europe.
The the lack of people in lower socioeconomic groups working in the UK creative industries, calling for 鈥渉igh-quality creative education in schools, as well as access to wider experiences in the arts鈥. The UK independent sector has long been a provider of successful creatives to this important section of the UK economy. Surely there are lessons for the Government to learn from Estonia, and the many independent schools closer to home, where we see more balanced curriculums and an appreciation of the arts?
Our submission to the Curriculum and Assessment review was informed by Bedales鈥 experience of moving away from GCSEs, which started 20 years ago. We decided in 2005 that GCSEs were too rigid and that, by relying on them solely, we were narrowing our students鈥 educational horizons.
The UK independent sector has long been a provider of successful creatives to the arts industry.
Today, our students study five GCSEs (English language, maths, sciences and a foreign language) and then choose up to five of the 15 Bedales Assessed Courses (BACs). We announced in September 2023 a further expansion of BACs, to incorporate new courses in the sciences and languages. Students will take only two GCSEs – in English language and maths – since these are the matriculating requirements for university.
Where possible, we want students to take these 鈥渨hen ready鈥 in order to free up time in the curriculum for other meaningful learning experiences. We feel that sciences and languages will benefit greatly from the freedoms of the BAC model, especially as the numbers of students taking up language A-level is dropping. Additionally, the jump from GCSE to A-level is particularly marked in the sciences, and BACs will allow us to bridge that gap better and give us the opportunity to introduce more of a focus on sustainability and the environment than the current GCSE curriculum.
BACs are two-year courses with continuous assessment as well as, in many cases, a final exam. There is more reliance on collaboration, research, creative thought and problem solving 鈥 a natural progression therefore to A-level study. Teachers can shape the syllabus according to current events or their students鈥 interests and go significantly beyond the confines of the GCSE syllabus.
Projects are challenging and involve a level of responsibility not normally given to such young people.聽
In rejecting a narrow set of objectives, we are able to stretch and challenge students more than GCSEs could, and in the best ways for specific subject disciplines. A curriculum that is more than purely academic can be more challenging, not less. Students often work on meaningful, real-world projects, such as building barns, devising theatre, organising and presenting at public events, supporting charities, and creating garments or furniture. These projects are challenging in all sorts of ways, and involve a level of responsibility not normally afforded to such young people.
Closely aligned to GCSE reform, and another key plank in our plans, is for students to have their own digital portfolio which they would have access to throughout their schooling and beyond, chronicling a wide range of significant assessment types. The campaign group is currently working on one such portfolio. There are others, such as the Mastery Transcript Consortium in the USA, which has already been recognised by many higher education institutions in that country.
With calls for education reform from all quarters reaching a crescendo, the stars are now aligned for the Government review to recommend decisive action, and for the current education secretary to take heed.
