“By next year we aim to have a co-ordinated city curriculum, with almost any school having an opportunity to work with college and university staff,” says Tong. “We want to make Southampton’s education something special.”. In the next few weeks, thousands of students will take their GCSE examinations. At a time when the assessment of young people is being questioned, and the emphasis is shifting towards a 14-19 curriculum, is there any purpose in maintaining examinations which emerged from the old school leaving certificate?

In the next few weeks, thousands of students will take their GCSE examinations. GCSEs provide an indication of the final level of attainment in a subject or a progress check for those who may wish to pursue it further.The role of feedback is crucial. There are those who would argue that formative feedback is the very essence of good teaching, and so it is. But a national progress check has significance for learner and parent as well as for teacher.For the learner, let us not underestimate the significance of the motivational aspect of formal assessment.

Young people work harder for these external assessments than for class tests which “don’t count”. In working for exams, in getting real feedback, success can breed further motivation for progress.But the progress check provides other benefits, too. GCSE scores give an indication of likely success at advanced level, less necessary perhaps for the very bright but important and sometimes inspirational for many. They can help point students in the right direction for more specialised study at advanced level – not only helpful to the learner, but also helpful to the school or college providing the courses. This is not about selection by exclusion; it is about wise guidance onto advanced courses at which young people have a good chance of success.The real problem with the present GCSE system is the inherent over-assessment which can sap energy and enthusiasm from both teachers and students Coursework is present in nearly every subject.

Young people write reams of material in several subjects – often with overlapping deadlines which cause sleepless nights and repeated anxieties. Why?Assessment must be fit for the purpose – exactly what skills are being measured by mountains of projects and countless exams? The GCSE could be improved at a stroke by reducing the assessment burden. Why shouldn’t we return to single examinations in subjects with some choice rather than exams which insist upon covering the entire syllabus through endless structured questions? In some subjects, this could be provided through good online assessment. And why not have a more coordinated approach to project work, where research skills and communication are reported separately through a single project?It would certainly reduce the burden – and it might even pave the way to an English Baccalaureate.The writer is Principal of The Sixth Form College Farnborough. When anxious three and four year olds reach the school gates next September, they will be blissfully unaware that they are the subject of a new regime in British nursery schools. Hailed as a watershed by some, the introduction of new guidance on what children learn from three to six – and more significantly, the way tiny tots are assessed – has ruffled feathers in the early years teaching establishment.
Teachers convinced that the Government has finally listened to what they have been saying about how the youngest children learn are pitted against those who warn of premature labelling and crushing workloads. So who is right? At first sight, the new curriculum guidance for the foundation stage in nurseries and reception years, plus the handbook which accompanies it, look pretty daunting.