Wales begins 15 new-look GCSEs amid concerns for first cohort

Wales has begun rolling out 15 new-look GCSEs under the Curriculum for Wales, with Year 10 students starting the revamped courses in September 2025 as part of a two-year rollout that will bring in additional qualifications through 2027. The changes include merging English language and literature into a single qualification, merging Welsh language and literature under the banner of Cymraeg, and introducing new subjects such as film and digital media and dance. Officials say the reforms shift the emphasis away from final exams toward more ongoing assessments across the courses. Education leaders acknowledge the reforms are overdue, but many warn the transition could place a heavy load on teachers and pupils in the first year.

Maesteg School in Bridgend county has become a focal point of the rollout. Its head teacher, Helen Jones, welcomed the reforms as overdue but stressed that upskilling staff to deliver the new curriculum in time for examinations will be a real challenge. She said she would hate to see any cohort of pupils disadvantaged and described the first year as a difficult period for both teachers and students as they navigate the changes.

What has changed is broad and meaningful. English literature and language are no longer taught as separate GCSEs but as a single qualification, and Welsh literature and language are now consolidated under Cymraeg. Film and digital media, and dance, are among the new offerings. Across the spectrum, there will be less emphasis on end-of-course exams and more assessment embedded throughout the courses. In mathematics, the split between numeracy and mathematics has also been merged into one GCSE, a change praised by some staff for simplification but viewed with caution by others who worry about exam preparation with limited materials.

Last week, Qualifications Wales paused the most controversial element of the original shake-up—the removal of separate science GCSEs in biology, chemistry and physics from September 2026. Those qualifications will still be offered until at least 2031 alongside new combined sciences, in a sign that the sector is still debating the best approach. The decision was welcomed by science teachers, including Ms Jones, who said it brought relief, but she also called the last-minute change a source of frustration and a sign of ongoing uncertainty about direction.

As schools adapt, there is concern about the volume of changes still to come, with more new GCSEs planned for 2026 and vocational VCSEs and other qualifications slated for 2027. Critics warn the broader reform could heighten workload for teachers who must balance new courses, new assessment formats, and ongoing professional development. While the reforms provide schools with more flexibility in how they teach subjects, the unknowns—especially around assessment design and materials—have created anxiety about how students will be tested in the absence of established past papers.

"Change is possible and overdue, but the pace of reform presents real challenges for the teaching profession as they upskill to deliver the new curriculum on a timetable set for examinations," said a senior Maesteg School staff member. "There is a risk that the first cohort may be disadvantaged if adequate support and guidance aren’t consistently available.")

The WJEC exam board, which developed the new GCSEs, says it and the regulator Qualifications Wales have prepared by making details and sample assessment materials available to schools well in advance and by arranging numerous teacher training events. A WJEC spokesperson noted that there were subject officers on hand to offer support, and that fears for the first cohort were a natural concern that would be addressed through ongoing oversight and learner protection during that initial year.

The Institute for Fiscal Studies, which has published critical analyses of education reform in Wales, cautions that more coursework could widen inequalities since it tends to benefit students with greater support at home and access to resources. Luke Sibieta described the new GCSEs as a gamble with clear risks and highlighted concerns about the growing role of generative AI in coursework. He also supported maintaining triple science, arguing the rationale for scrapping it had never been clear.

For the first cohort, Mali and Thomas, both 14, are among the pioneers of the revamped GCSEs, including the merged English language and literature. Mali welcomed the additional coursework as a relief for students who struggle with high-pressure exams, saying more time to complete tasks could help ease stress. Thomas acknowledged that exams are not his preferred route, but he also observed that coursework can keep stress levels lower and be advantageous for those who perform better with ongoing assignments.

Parents also weigh in. Sian Johns, a parent with children in both Year 10 and Year 11, said teachers are doing their best to support pupils but questioned how the increased workload and deadlines could affect sports and extracurricular activities that many students rely on outside school hours.

In parallel, Education Secretary Lynne Neagle said the government had taken steps to ensure schools were well prepared for the rollout and that funding to Adnodd, which oversees resources, and the WJEC would continue into the next wave of new GCSEs due in September 2026. The aim, officials say, is to smooth the transition while maintaining fairness in assessment as Wales moves deeper into its curriculum reform.

The rollout’s trajectory reflects a wider shift toward a more diversified assessment landscape. While supporters argue that deeper, more continuous assessments can enhance learning and reduce exam stress, the experience of the first cohort will likely shape future policy and determine how quickly and effectively schools can adapt to a visibly altered GCSE framework.

As the two-year rollout continues and more subjects join the new GCSEs in 2026, educators, pupils, and families will watch closely to see whether the reforms deliver on their aims of improving learning outcomes while preserving equity across Welsh schools.