Inequalities for Teachers and Students

I have theorised and concluded that there are four main kinds of inequality for those who experience the GCSE system expectations. These kinds include disadvantaging students, overworking students, overworking teachers and putting people in boxes. Ever since coursework was removed, there have been a drop in grades according to Statista. Since 1988, the number of GCSE passes really increased until around 2012 when they began to drop. Only a third of students manage to pass English Language and/or Maths, so therefore, cannot stay on at Sixth Form.

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DISADVANTAGING STUDENTS

One of the main causes of argument is the fact that pressurising students into taking many high-stake exams can disadvantage many. According to Gov.UK, only around 48% of students stay on at Sixth Form, which suggests that the other 52% either go onto a vocational college or take up an apprenticeship. Coming to a conclusion, a system which becomes quite extreme or 'black or white' (in this case, there is too much emphasis on academic qualifications and achievements), this implies that the 52% who would rather not stay on at Sixth Form (or who do not manage to due to lower exam grades), are being disadvantaged by the high-stake pressure.

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An online organisation called 'Manchester Evening News' has proved evidence that coursework "typically benefits and supports students from poorer backgrounds or those with emotional and mental health needs." Since it was scrapped in 2009, grade pass papers have dropped which is proved on Statistia. Controlled assessments were scrapped in 2015 and since then, there has been " increased emphasis on exams and less on assessed coursework" (found from Manchester Evening News).

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OVERWORKING STUDENTS​

Due to the high emphasis of GCSE Exams, many students have reported feeling overworked, including some really high-achieving ones. The Guardian and Gov.UK has reported that 15% of students experience "high-test anxiety" and ASCL also suggests that 77% of students' "mental health issues [are] related to exam anxiety." Evidence on ASCL also suggests that 55% of teachers want exam content reduced and 36% wanting an introduction to non-exam assessments. Looking at this evidence made me realise just how much pressure students have been through with all the content needed to revise for and just how stressful it can be for them.

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If we reduced the amount of exam content, had less essay questions in exams and more holistic assessments for subjects such as History, Geography and English Literature, then students might have the chance for innovative learning. For example, an assignment for English Literature could be to write a longish poem which could contain some important English symbolism. This could be assessed by teachers or perhaps external markers. The deadline should take about 1-2 months to complete and teachers could continue to teach them other topics during different lessons. This could allow greater flexibility for their learning.

 

However, the only concern I would have is that to prevent potential Internet plagiarism and extra workload, assignments like this should be completed in schools only and throughout the lessons. If it were me, I would want students to have one desk each while partaking in coursework assignments which could also prevent plagiarism whilst (if this is physically possible) reducing the number of people we have in classes.

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         My Quotev Survey (71 participants)

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OVERWORKING TEACHERS

Not only students, but many teachers have also reported experiencing high workload, pressures to perform, conform to standards and prepare several students for exams. In 2021, Ofqual stated that teacher workload (all kinds across the UK) is a "concern" according to the 65,000 estimated responses. Even though NASUWT have refused to believe this, one article up there has also stated that "teachers deserve better" and that even though the job of teaching is not easy, it is important to reduce the workload pressures they have. The BBC also mentions that 8.8% have left in 2022-23 and Guernseypress have predicted that by 2027, 44% will leave.

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I know this evidence is mainly about UK teachers as a whole, but this is not to say that the pressures and expectations have left secondary school teachers feeling overwhelmed through helping students to pass high-stake GCSE exams. Yes, there have been reports of coursework being stressful for them, but if the requirements teachers needed to meet was cut down, spread out in Year 11 (or maybe even Year 10) and the content is not as time-consuming (for both coursework and exams), then this could help to reduce stress and workload for them.

 

For teaching is a really important job; preparing young people for the real world, providing them the skills they need and most importantly, helping them to find their purpose and fulfilment for life. Teachers are human beings who play an important role in our growing society, so submitted evidence of them choosing to leave their professions is heartbreaking and a downfall to our country's representation.

 

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Putting people in boxes

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Among stress workload, this is probably the top reason to why the GCSE Curriculum needs some serious reformations. The fact that teachers and students are loaded with work, the curriculum is full of exam requirements and not spread out throughout Years 10 and 11, lacking practical assignments and ruling out time and freedom of people to recharge their batteries is- just- NOT ON! Why didn't the previous Government make changes before? Why did the previous government have to scrap controlled assessments and coursework completely (except for the vocational subjects which have also become more academically pressurising)? Why couldn't schools have come up with some stricter policies and alternatives to prevent plagiarism, such as assistant teachers checking?

 

Some students generally find it easier compared to the dry nature and pressure to perform in exams, whilst others prefer exams more to coursework as the academic achievements could align more with their individual learning style. This is why we should never have had a 'one-size-fits-all' approach in the first place; everyone is different and balancing assessments is crucial. None of these exams should so-called 'narrow' a student's further opportunities, instead, they should be a learning opportunity for all students and to help them understand their strengths and weaknesses.

 

Fortunately, we have had a change in Government (I fully support Labour as well as Liberal Democrats) and the Department of Education have created a review (organised by Becky Francis) about the National Curriculum and School Assessments. Their plans are to balance assessment methods while also 'maintaining the "important role of examinations".' Coming to a conclusion, this sounds like a great way to balance assessments, but my main question is - will they decide to bring back coursework or holistic assessments? At least for those who struggle with the anxieties of exam revision?​​