Since the Curriculum and Assessment Review was announced in July 2024, we have been bringing teachers, academics, and subject experts together to advocate for English and identify recommendations for reform to the English GCSEs.

There is a strong sense that the GCSEs are ready for revolution: they are too narrowly focused, overly exam-driven, and encourage forms of teaching (like ‘teaching to the test’) which cannot develop creativity, communication, or critical thinking - all key skills that English should foster. Both GCSEs need reform so that students can ‘see themselves’ in the curriculum (and maximise the both students’ and teachers’ enjoyment of English).

Across both GCSEs, we recommend that:

• Each GCSE offers a clearer idea of the purpose and nature of the subject, including how the subject helps prepare students for the world of work. This would help to distinguish between the two GCSEs, and would also enable students to see a deeper connection between the GCSE and A Level English Language. 
• Texts and approaches that support climate education are included.
• Students have an opportunity to learn about the links between English and the creative industries, including publishing and game design. 
• Critical literacy should be at the heart of reading practices, enabling students to interrogate the values and ideas that underpin texts and their interpretations.
• Both GCSE should develop strategies for helping students to respond to texts through exploration, dialogue, and debate.
• Awarding bodies are encouraged to include a greater range of writing tasks that reflect and represent young people in the 21st century, and support them in life, learning, and employment.

We recommend reshaping GCSE English Language so that it develops students’ understanding of how language works, linking more clearly with A Level English Language and real-world language use.

A reformed GCSE English Language would include:

• A wider range of modern and global texts — from journalism and film to video games and graphic novels — reflecting the varied ways we consume language today.
• A stronger focus on spoken language, with speaking and listening becoming part of the final grade, not a separate pass/fail.
• Opportunities for students to critically analyse language across different media and develop skills in media and digital literacy.

For English Literature, we envision a curriculum that is broader and more diverse across all periods of study. A reformed GCSE English Literature would:

• Incorporate global English texts and texts in translation, as well as more media, non-fiction, and multi-modal texts (journalism, film, TV, drama, computer games, audio books, graphic novels).
• Encourage students to bring their own experiences and perspectives to their reading, rather than treating historical context as the sole source of meaning.
• Retain unseen texts in exams to foster independent, critical engagement.
• Organise the curriculum in ways that reflect students’ interests and developmental stages — for example, by genre or text type — rather than strictly by historical period.

Teachers speak with concern about the number of exams students have to sit, and the impact this has on students’ mental health and well-being. Therefore, we recommend reducing the volume of assessment and reintroducing coursework-style elements such as portfolios or pre-release tasks. These approaches would give students time to practice and demonstrate their skills of drafting, editing, and reflection — more in line with how writing actually works in the world of work and further study. It’s important to note, however, that there isn’t consensus across the community about coursework, and we welcome conversation about this topic as the Curriculum and Assessment Review process progresses. 

A major concern that we share with our community is addressing the 30% of students who fail to achieve a pass in GCSE English Language at 16. The current system of endless post-16 resits isn’t working as is recognised in Pearson’s Resit Rethink campaign. The English Association proposes either a new functional literacy qualification (like a “passport” or “driving test” model) or a reformed, more accessible version of GCSE that better supports older learners, especially those with EAL or SEND needs. However, we do recognise that achieving parity of esteem between a new qualification and the existing GCSE might be challenging, and we look forward to continuing to explore this idea with our community and our colleagues within exam boards. 

Our recommendations aim to make English a subject that genuinely engages all students — one that values creativity, diversity, and critical thinking. The GCSEs must better prepare young people for the future, and ensure that every student can see themselves reflected in what they read, write, and learn.

With thanks to Professor Robert Eaglestone, the EA’s lead for cross-sector educational policy.