The Solution
Build the Functional Skills qualification into GCSE English and maths
We are not asking to scrap GCSEs. We are not asking to lower standards.
We are asking for a fairer way for young people to show the English and maths skills they need for life, work and further study.
It already exists – it’s called Functional skills. Far more young people pass because, amongst other things, it has a more applied format.
But it has a huge PR problem, over 90% of respondents do not fully understand what it is. Which is why we want it integrated into GCSE’s.
A fairer route already exists
Functional Skills, a GCSE alternative, already assess English and maths in a more practical, applied way. Level 2 is seen as an equivalent level to GCSE.
They are regulated.
They are recognised.
They are used by colleges, adult learners and apprenticeships.
So why are they so often treated as the back-up plan after GCSE failure?
Build it into the main qualification
We want the applied approach of Functional Skills built into GCSE English and maths up to grade 4. This would mean an introduction of an English Foundation paper, just like maths currently has.
GCSE’s grades 5-9 would have no change and still be comparitively marked. Grades 1-4 would be criterion reference marked, (think driving tests, you have a pass or fail mark, it doesnt matter how anyone else scores), allowing more young people to show what they actually know.
All students would still work towards GCSEs, reducing any stigma.
They would still learn English and maths.
They would still be held to a proper standard.
But they would have a fairer way to show what they can do.
No lower expectations.A fairer format.
This is not about making exams easier.
It is about making them fairer.
Extra time is not enough if the race itself is unfair.
Society benefits
More young people would pass with Functional Skills style assessment integrated.
This would lead to more young people progressing to level 3 education, which is proven to improve employment prospects.
More passes would reduce spending on resits saving millions.
More young people would have greater confidence and self esteem, resulting in better mental health outcomes.
Better mental health positively impacts our families, communities, and health service.
More passes would lead to greater motivation to continue learning, and less young people becoming NEET (Not in Education, Employment or Training) again saving millions.
This approach would lead to better recognition of applied maths and English skills and closer alignment between educations outcomes and employer needs.
