Will the government’s plan to replace GCSEs with EBacc Certificates have the potential to help raise standards as is intended? Or will it have the opposite effect?

Telling fortunes?

Time up for GCSEs

I am in favour of the EBacc. We have a responsibility and duty to encourage all children to understand how humanity has shaped the world in which we live; to be able to analyse evidence and present reasoned arguments based on that evidence; to understand other cultures and be able to communicate in languages other than English; to be able to marvel at nature; to understand why and how to gather data and use it to better our society; to think logically, solve problems and handle detailed information accurately; and to use our own language to express our views eloquently and succinctly. The time of GCSEs is coming to a natural end just as O levels did.

Richard Andrew
Acting headteacher, Audenshaw School,  Manchester

Evidence to support EBacc?

I think we need to be sceptical about the notion that introducing a new ‘more demanding qualification’ will raise standards. We rarely evaluate properly any change to our educational system – how does the government know if the current EBacc is having any impact in raising standards? I think we need to focus on recruiting and training top-quality teachers and give them the support, resources and time to develop their practice. Our focus in England seems to be entirely on assessment when we all know that young people succeed and make excellent progress with excellent teaching and a personalised curriculum that enables them to learn in an appropriate manner and at a pace that suits them as individuals.

Ian Flintoff
Headteacher, Alde Valley School, Suffolk

Improve what we already have

Why is there no debate about the Key Stage 4 curriculum and assessment involving educationalists? GCSEs are not ‘broke’ but they can be improved in terms of both the curriculum and the assessment process. We need to look forward and recognise the knowledge, understanding and skills that are required in modern society (and future societies). Assessment needs to be streamlined but must enable students to demonstrate a wide range of relevant skills. Learners need time to allow deeper learning, to enhance independent learning and to become more resilient. If quality is to be developed then there needs to be a change to the crude accountability mechanisms such as performance tables. Please let us improve what we have rather than enforce yet more large-scale change on our young people.

Tony Smith
Headteacher, Priory School, East Sussex

Impossible challenge

The task that has been set by the architects of the EBacc is to create a new qualification that is more demanding but no less accessible than GCSE.

This task is challenging enough but it becomes impossible when the unnecessary restriction is added that all students should take the same paper. This miraculous examination now needs questions that stretch and challenge the most able but that simultaneously allow the least able to demonstrate their skills and abilities. In a well-planned lesson with high levels of teacher input, this is differentiation at its best – in a silent examination hall, this is simply impossible. Tiered examinations allow for this kind of differentiation and provide the solution to the original challenge: Ruling them out for the reasons given has the carefully thought out illogic of an architect attempting to build a new skyscraper without the aid of weight-bearing walls.

James Handscombe
Deputy headteacher, Bexley Grammar School, Kent

Two-tier system of education

I think that it is very important that we all respond to this consultation. Personally, I feel that this is the start of a two-tier system of education within each individual establishment of the academics v the vocational students. It is interesting that students themselves have not been consulted or asked to respond; they will be the clients and perhaps we should be canvassing their thoughts on the matter. It seems the people that this will affect the most have no voice in their future.

Frances Newsome
Deputy headteacher, The McAuley Catholic High School, Doncaster

Going backwards

Such an exclusive title for a qualification! This is a step backwards and while this new exam may stretch the top 5-10 per cent of pupils, I can see it having the opposite effect on the majority. GCSE has evolved since its introduction and can present a challenge to even the most able of students while engaging the less academic. The EBacc is being rushed in on a political wave and is in danger of becoming extinct before its conception. Untested and unfit for purpose!

Martin James
Academic registrar, Rougemont School, Newport

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