By Gavin Mackintosh-
The recent release of GCSE results has once again sparked a critical conversation about the state of English as a subject in schools, across England.
The pass rate for attaining grade 5 was 55.1%, a decline from the previous year’s 61.1%, it becomes evident that there is an urgent need for improvement.
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The question that looms large is whether the challenge lies in the exam’s elevated standards or in the preparation methods in schools
Undoubtedly, GCSE results hold significant weight in the scheme of things, as they become the stepping stone for students’ future academic and professional pursuits.
Former English teacher, Joshua Hopwood told The Eye Of Media.Com: ”English is important because it is not only one of the core GCSE subjects in the UK, it is the de facto subject, because there can be no forward movement with a fail in English.
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‘It s that important because some roles require a minimum number of qualifications to obtain employment. The reason for this could boil down to it being an industry standard and also a company policy in many cases.
‘Most employers consider basic literacy and numeracy skills a fundamental imperative, and GCSE results present a way of of measuring these. For this reason, GCSEs are incredibly important as they enable employers to quickly compare you against other applicants.
‘This does not mean those who fail to attain the requirement pass grade in English can never develop competent literacy skills in the future through other means of exposure, it simply suggests that the odds are stacked against you .
Benchmark
A strong pass at grade 5 is a benchmark measuring a student’s grasp of the fundamental skills in English, a subject that serves as the bedrock for communication, comprehension, and critical thinking.
In a rapidly evolving world, these skills are more acutely crucial than ever, making the need for substantial improvement in GCSE English results all the more pressing.
However, the GCSE results for 2023 paint a stark picture – a grade 5-pass rate of 55.1% in English, reflecting a decline from both the previous year’s performance and that of 2019. These figures, while indicative of a broader trend, signal a challenge that needs immediate attention.
English is not just a subject in the curriculum; it is a cornerstone of effective communication, comprehension, and analytical thinking. It equips students with the skills they need to navigate complex information, express their ideas, and engage in critical discussions.
Many critics expect a much higher percentage of students in the UK achieving a comfortable pass in English, if teaching preparation is delivered at an optimum level.
According to this year’s statistics, just over 25% achieved the lower end of the pass rate with a grade 4.
One possible explanation for the subpar results could be the elevated standards of GCSE English exams in the past few years.
As education evolves, standards rise to meet the demands of a competitive and interconnected world, prompting the question of whether the standards set are aligned with students’ developmental stages and capabilities.
Academics believe it is essential to strike a balance between setting a high bar for achievement and ensuring that students are provided with the resources and support needed to meet these expectations.
On the other hand, the results also point to the need for schools to play a more proactive role in preparing students for the challenges of the GCSE English exam. Schools bear the responsibility of nurturing students’ linguistic abilities, fostering a love for reading and writing, and instilling the confidence to tackle complex literary works.
Hopwood continued: ”While some may argue that a grade 5-pass rate of 55.1% is commendable, it is vital to remember that this figure represents a significant portion of students who may not have achieved the desired level of proficiency in English in practice, but are not far off”.
English transcends the classroom; it is the language through which knowledge is conveyed, opinions are shared, and progress is made. As such, any decline in students’ performance in this subject should be a cause for concern, warranting both introspection and action.
An essential aspect to consider is the diversity of students entering the GCSE English exam. England’s multicultural landscape ensures that students from various linguistic and cultural backgrounds sit for the exam.
It is crucial to recognize that not all students may have the same level of exposure to the English language, making tailored support and preparation all the more crucial. Schools are expected to ensure that their pedagogical approaches are inclusive, accounting for diverse learning needs and fostering an environment where every student can thrive.
Rallying Cry For Change
The call for improvement in GCSE English results is not a mere critique; it is a rallying cry for change. As the education landscape continues to evolve, schools must adapt their methods to ensure that every student has the opportunity to excel. This entails a multifaceted approach – from revisiting curriculum frameworks to investing in comprehensive teacher training, from fostering a culture of reading to providing personalized support for students who need it the most.
The 55.1% grade 5-pass rate in English may serve as a wakeup call for educators, policymakers, and stakeholders alike. It is a clarion call for collaborative efforts to ensure that the standards set are attainable and that schools are equipped to prepare students effectively.
By addressing these challenges head-on, England can pave the way for a brighter future where students’ proficiency in English equips them not only for academic success but also for success in life.
As the educational community reflects on the current state of GCSE English results, the focus should shift from assigning blame to identifying solutions. With targeted interventions, a renewed commitment to excellence, and a collective resolve to empower students, the trajectory of English education in England can be transformed.
The journey toward higher pass rates, broader linguistic abilities, and enhanced critical thinking skills begins with acknowledging the challenges and embracing the opportunities for change.
In order to recognize the disruption students have faced, there was grading protection in place. This means a pupil who would have achieved, for example, a grade 5 in GCSE history before the pandemic, is just as likely to get a grade 5 in GCSE history this year.
The grading protection applies nationally and is designed to help all students. At a national level, exams and formal assessments are fair because the rules are the same for everyone, with everyone being assessed against the same standard.
Some critics believe that without the grading protection, the proportion of strong passes in English would have been even weaker.
One critic cited the case of a generally very bright and hard- working pupil who often expressed difficulties in English, especially dealing with questions on topics to do with analysis of passages and the demand of other technical aspects of the language, such as some of the structures.
Of the 12 subjects offered at the 2023 GCSE exams, this student scored grade 9s in 9 subjects, 8 in French and 7s in English Language and Literature.
If English was such a challenge for this student, it must have been a tall order for many.
The student who is of Indian heritage, born and raised in the UK, and who has well-educated parents and pushy parents, mean any disadvantages for this student may have been minimal.
Another student of English heritage, who attended a grammar school, achieved a grade 7 in six subjects,(including English) and a grade 6 in three subjects,(including Computer Science) complained about the standard of exam questions in both English and Computer Science. ”The examiners ask questions as though they are trying to make it very difficult fir students, he said.
‘Only hardworking and bright students would have been comfortable with the English and Computer Science exams. They were set at a very high standard, I felt sorry for students who have not been consistent in their preparations for at least two years prior to the exams”, the pupil said on the basis of anonymity.
However, other young people of English extraction with English ancestry have found the subject very challenging. Something drastic needs to happen in the GCSE program.
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