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The new GCSE requirements introduced in Wales have sparked significant concerns among teachers and pupils alike, who report increasing levels of stress and burnout due to the volume of non-examined assessments (NEAs). These reforms, implemented from September last year, allocate up to 40% of final grades to NEAs that must be completed under teacher supervision. This shift has considerably increased the time pupils spend on assessments during school hours, with some subjects requiring up to 26 hours of NEAs over two years. Consequently, many educators and students feel overwhelmed by the frequency and intensity of these assessments.
A survey involving more than 400 teachers revealed widespread anxiety about the escalating workload stemming from marking, moderation, and administrative duties tied to NEAs. Subjects such as English, Welsh, and Religious Studies have been particularly affected, with teachers noting a marked rise in classroom-based testing. For instance, English Language and Literature combined now demand nearly 21 hours of NEAs, while Religious Studies requires 12 hours. Head teachers in Cardiff have even issued a joint letter to Qualifications Wales and the WJEC exam board, emphasizing the extreme pressures on both staff and pupils and calling for urgent measures to protect their wellbeing and learning experience.
Pupils have also shared candid accounts of their struggles. Nish, a Year 10 student, expressed how the relentless assessments interfere with the fundamental purpose of school, which is to facilitate learning. Missing an assessment means spending additional time outside regular hours to catch up, contributing to exhaustion. Other students, including Jasmine and Nate, described confusion about the new system and frustration over the perceived disproportion between the amount of work required and the grade weight of NEAs. Carli echoed this sentiment, stating that the stress is not balanced by the relatively low grade percentages assigned to these assessments.
The teachers’ testimonies further highlight the gravity of the situation. Many report burnout, with some considering leaving the profession due to the unsustainable workload. Sophie Smith, a Religious Studies teacher, described feeling like an “NEA factory,” noting that the increased demands have eroded her passion for teaching. The vague guidance and extensive time dedicated to planning, teaching, marking, and moderating NEAs exacerbate the strain on staff. Both Qualifications Wales and the WJEC have acknowledged these concerns and are working with schools to find solutions, but the calls for a comprehensive review remain strong to alleviate the stress on Wales’ education community
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