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The introduction of 15 new-look GCSEs in Wales has sparked concerns for the students who find themselves in the inaugural “guinea pig year group.” These Year 10 students are the first to delve into the fresh courses, launched under the Curriculum for Wales initiative. Education experts have labeled the extensive changes to qualifications and courses as a risky move, with the potential for significant impact.
Head teacher Helen Jones of Maesteg School in Bridgend county has expressed both excitement and trepidation about the reforms. She believes the overdue curriculum transformation is a positive step but worries about the pressure it puts on educators to adapt in time for examinations. Jones highlighted the urgency to ensure that no group of students becomes collateral damage due to the transition to new qualifications.
Among the changes implemented are the consolidation of English literature and language, as well as Welsh literature and language, into singular qualifications. The addition of new subjects like film, digital media, and dance aims to provide a more holistic approach to education. Moreover, the shift towards less emphasis on exams and more continuous assessments throughout the courses signifies a departure from the traditional evaluation methods.
While schools and teachers brace themselves for the upcoming alterations, concerns regarding the management of multiple changes persist. With additional new GCSEs slated for introduction in 2026 and vocational VCSEs and other qualifications in 2027, educators like Liz Johns from Maesteg School emphasize the need for ongoing support and intervention. Despite the flexible teaching approaches offered by the reforms, uncertainties regarding examination outcomes cast a shadow of apprehension over the educational landscape
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