My school’s scrapping GCSEs – I think others should do the same

I glanced up at the clock – and smiled. 

In 30 seconds I knew I would never have to sit a GCSE exam again. 

The hours of work, the sleepless nights and the forsaken socialising – all necessary sacrifices that would be worth it in the end.

And it was. 

But a few weeks ago, as I listened to the younger students of my school being told off by an invigilator for shouting outside the exam room, I remembered I was part of one of the last cohorts to go through this excessive stress.

That’s because these loud young kids won’t be sitting GCSEs. 

Being one of the first in the country to do so, my school will be moving away from the annual national exams. 

Beginning with the 2027 cohort, the school will adopt a bespoke curriculum consisting of courses ranging from traditional academic subjects to modern areas such as AI, that will be assessed more dynamically. 

And students will be offered bridging courses – targeted programs or preparatory assignments designed to help them transition to a higher educational level – helping make the jump to A-levels less difficult.

As someone who found the jump up to GCSEs very challenging, and has been assured that the jump to A-levels will be no easier, I am glad that this new system will exist to help those younger than me have a smoother transition. 

However, for most schools, GCSEs will remain an inevitable fact of life 

But attitudes are changing.

Even Lord Kenneth Baker – the politician who introduced GCSEs into British culture – has recanted his view, now calling the exams ‘Edwardian’ and stipulating that they have ‘run their course’. 

This is not unjustified – the system has been in place, and broadly unchanged, for 40 years. It’s surreal to think my mum has sat the same set of exams as me.

The internet had not yet been invented when GCSEs were introduced. 

So I believe that change is needed, to keep up with the world now.

But the main justification for this decision is perhaps the most obvious. A study from University College London found that exam stress at 15 can increase the risk of depression and self-harm in early adulthood. 

Unsurprisingly, the high stakes and crushing workload of standardised testing significantly impact the mental health of students. In a time where so much light is shed on mental health, it seems foolish to ignore such a major factor.

Personally, I can vividly remember my experience before my first exam. Many weeks’ anticipation culminated in a single moment when I struggled to eat my jam on toast that morning. I felt sick with nerves.

It simply seems unfair to place so much of childrens’ futures on a single day. A test can not be truly indicative of 2 years of work. 

All of my homework, lessons, and study sessions culminated into a few pages of hastily scribbled ink, and it made me feel disillusioned with the system. 

When I think of my education in Year 10 and Year 11, I won’t think of my amazing teachers nor will I think of the interesting subjects I covered. I will think of the hours spent mindlessly making revision cards. 

GSCEs feel like a memory test, not a fair evaluation 

New approaches find ways to fix these problems. 

Broader, lower-stakes testing means that students aren’t pushed to breaking points, and curriculums can be developed that support the academic foundations and interests of young people.

Finishing my own exams less than a week ago, the impressions of stress and fatigue are still very fresh in my mind. I hated revision. It was boring and pointless and I knew as much even while doing it. 

Many in my school share the same view. Most of my classmates, although slightly miffed that they had to take the exams themselves, are glad that the younger learners will have a different experience. 

Almost all of the teachers have also displayed more enthusiasm for their subjects when discussing the change, as they no longer have to teach with just one exam in mind. 

Despite all of this, some parents have expressed concern regarding their children’s future opportunities if they lack the qualifications given by these exams. 

It’s not an unreasonable fear. We live in a world where people scan CVs in less than 30 seconds. That said, universities and employers simply don’t weigh GCSEs as heavily as the effort they demand. 

I don’t actually regret sitting them myself. 

Sitting them taught me discipline. Sitting them taught me stress management. Sitting them taught me that invigilators tend not to like it when you start giggling in the middle of an exam. 

But when I think back to those 30 seconds of the final paper, I am still glad that the students shouting outside won’t have to do the same. Free from the stress and boredom of exams, they will be able to enjoy and take interest in the subjects they learn about.

After all, that is what education should be about.

Do you have a story you’d like to share? Get in touch by emailing Ross.Mccafferty@usnewsrank.com. 

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