Our major report, chaired by former Education Secretary Charles Clarke, warns that the current volume and intensity of exams at GCSE is too high, and an overloaded curriculum is narrowing students’ education.

Striking the balance: A review of 11-16 curriculum and assessment in England recommends rebalancing assessment away from a sole reliance on exams at 16 – urging a more holistic approach across education from 11 to 16. Its recommendations are intended to provide an evolutionary and sustainable change to the sector.

The report also calls for an updated curriculum, and the creation of an independent body responsible for keeping it relevant, ending the cycle of infrequent ‘big bang’ reforms.

The report finds that many of the problems that become apparent when students take GCSEs are identifiable, and can be tackled, much earlier in students’ secondary education. In English and maths, many students begin their GCSEs already behind on foundational skills that should have been attained at key stage 3 or earlier. This requires a holistic approach to education and assessment, so gaps in knowledge can be filled and students can demonstrate their progression well ahead of exams at age 16.

Jill Duffy, Chief Executive of OCR, said: “No one expects an exam board to say there are too many exams. Established exams have enormous strengths. But you can have too much of a good thing over a short period. As this report makes clear, it is possible to rebalance assessment at GCSE without sacrificing rigour and standards.”

Former Education Secretary Charles Clarke said: “The realistic, bold reforms set out in this report would give young people every opportunity to fulfil their ambitions and potential. Many teachers we consulted felt that this sort of change would give them the time and space to do the sort of teaching they joined the profession for.”

The report’s recommendations include calls to:

• Reduce the number of assessments used at GCSE, spread them out across the two years of key stage 4, and review the appropriate use of non-exam assessments
• Reduce the content of the GCSE curriculum, allowing more time for the study of broader skills and competences
• Introduce a benchmarking qualification, taken on screen, in maths and English to highlight gaps in students’ knowledge and provide structure to Key Stage 3
• Redesign the English Language GCSE as a matter of urgency, and include a broader definition of English skills including media and spoken language

The report arrives as the current Education Secretary Bridget Phillipson has commissioned a government review into curriculum and assessment, chaired by Professor Becky Francis. OCR is sharing the report and key findings with Bridget Phillipson and Becky Francis.

The report has generated a great deal of positive reaction. Geoff Barton, Chair of the Independent Commission of Oracy in England, said: “This report provides an important, evidence-based agenda for the new government’s curriculum and assessment review, and provides a welcome opportunity to keep what’s good in our education system but improve what’s not good enough.”

Bobby Seagull, maths teacher and broadcaster, said: “The recommendations in this report will ensure that all students are given the best opportunity to have forward-looking skills, knowledge and confidence to make an impact.”

Our review, chaired by Charles Clarke, is based on wide consultation with stakeholders – including over 2,000 students and teachers – roundtable events, surveys and desk research. It involved experts within OCR and Cambridge University Press & Assessment, led by Paul Steer, OCR’s Director of Policy.

Read the full report