Is it time to phase out GCSEs?

Bedales is the focus of the latest Educator’s Corner discussion, an international podcast hosted by Kai Vacher, Principal of the British School Muscat. In an enlightening conversation with Will Goldsmith, Head of Bedales, the discussion explored the School's bold decision to introduce more of its own bespoke courses and reduce its GCSE offering to just two subjects - Maths and English Language. Innovative approaches like this, and those of other schools such as Latymer Upper and UWC Singapore, challenge traditional high-stakes assessments and have fuelled the debate over whether GCSEs are still fit for purpose. 

Will began by introducing Bedales’ unique ethos, tracing its origins to 1893 under founder John Badley. The School was established to challenge the rigid, authoritarian public school system of its time, placing emphasis on humanity, student agency, and a strong connection to nature. This ethos continues today, with students growing up on a working smallholding where they learn about sustainability and stewardship of the environment, which Will described as “fostering an essential connection to the natural world.” 

Bedales has a long history of innovation, having pioneered co-educational boarding and alternative qualifications well before the introduction of GCSEs. This tradition continues through the School’s own Bedales Assessed Courses (BACs). Recognised by UCAS, these tailored, interdisciplinary programmes are designed to equip students with creative, critical thinking skills that align with modern higher education and workplace requirements. “We gain back more or less two terms’ worth of learning,” Will highlighted, “by eliminating excessive exam preparation and study leave.” 

As an independent school, Bedales exercises significant flexibility and autonomy in curriculum design. BACs encompass traditional subjects such as English Literature, History, and Art, alongside innovative disciplines like Music Technology, Digital Game Design and Outdoor Work. Each subject uses assessment methods suited to its nature, including projects, portfolios, vivas, and practical work, moving away from an over-reliance on standardised exams. Will stressed the importance of balancing the retention of effective elements of GCSEs, which does include some timed assessments, in fostering “authentic learning tailored to students.” 

Asked about stakeholder reactions, Will shared that Bedales’ culture of innovation is facilitating a smooth transition, although the School should rightly be held to account and demonstrate the quality of Bedales Assessed Courses and the positive outcomes for students. “Universities love what we are doing,” Will explained, noting that BACs align well with the broader assessment practices in higher education, ensuring Bedales students are well-prepared for university life. 

Will also spoke candidly about systemic issues with GCSEs, particularly their disproportionate impact on less mature students. “The maturity gap statistically penalises boys at 16,” he pointed out, advocating for an educational model that treats 14–19 education as a continuum, culminating in fairer high-stakes assessments at 18. 

He concluded with advice for other schools considering curriculum reform, suggesting they start small and focus on evidence. For Bedales, curriculum redesign reflects its enduring mission to educate the ‘head, hand and heart.’ Summing up this philosophy when asked to describe leadership, Will responded that it is about “learning.” 

This episode of Educator’s Corner highlights the need for thoughtful innovation in education, with Bedales leading the way towards a more holistic and future-ready approach. 

The full podcast is available here.