Wales New GCSE Non-Examined Assessments Cause Teacher Burnout, Pupil Stress Across Schools
New GCSE requirements implemented in Wales last September are inflicting “intolerable strain” on educators and students, according to teaching staff. The reforms, which assign up to 40% of a final grade to non-examined assessments (NEAs), have introduced a significant increase in classroom-based evaluation, with some pupils undertaking up to 26 hours of assessments over two years.
A survey of more than 400 teachers revealed widespread concerns regarding the increased volume of marking, moderation, and administrative duties. English, Welsh, and Religious Studies teachers reported the most acute issues, citing a substantial rise in required classroom testing.
Concerns from Teachers and Pupils
For example, English Language and Literature now mandates 20 hours and 55 minutes of NEAs over two years, while the Welsh qualification in Welsh-language schools requires 26 hours. These figures represent a notable increase from previous coursework requirements, consuming significant teacher time.
Head teachers in Cardiff have issued a joint letter to the WJEC exam board and regulator Qualifications Wales, warning that the reforms are placing schools “under extreme pressure” and necessitating “urgent action to protect staff wellbeing and pupil learning.”
Pupils also voice considerable stress. Nish, a Year 10 student, described school as feeling like “assessments every week.” Missing an assessment often leads to catch-up work during lunch breaks or after school. Another pupil, Jasmine, stated, “Honestly, I’ve just found it so stressful… it feels like we’re revising constantly.” Nate added, “A lot of teachers don’t even know what will be in our tests. It’s a bit confusing.”
The NASUWT teaching union’s survey of its 423 members indicated severe stress, exhaustion, and feelings of being overwhelmed among teachers. One teacher reported the NEA was having a “serious negative effect on my mental health,” leading them to seek employment outside education. Another stated the workload was “totally unsustainable,” noting a colleague’s departure due to the changes.
Sophie Smith, a Religious Studies teacher, confirmed the toll on both pupils and staff, describing herself as “completely burnt out and exhausted.” She stated, “It feels like we’ve become an NEA factory and it’s really sucked the joy out of being a teacher for me.”
Union Calls for Review and Political Reaction
Teaching unions warn that without reform, more teachers will exit the profession. Claire Armitstead, Director of ASCL Cymru, asserted that schools are not “adequately equipped.” Neil Butler of NASUWT advocated for the complete abolition of NEAs, characterising schools as “a pressure cooker” under severe strain.
The WJEC and Qualifications Wales acknowledged the concerns, stating they are collaborating with schools to offer support. Qualifications Wales defended the new GCSEs as meeting curriculum requirements and providing “greater resilience” within the qualifications system, a need identified during the Covid pandemic.
Politically, Labour supported NEAs as a “more valid and authentic way of assessing” pupils in some areas. However, the Conservatives criticised the new curriculum for failing to “drive up standards,” maintaining that “high-stakes examinations remain the fairest and most objective way to measure achievement.” Reform UK deemed the workload “unsustainable,” and Plaid Cymru highlighted a review of qualification “suitability” as a priority. The Liberal Democrats attributed the problem to “a failure to properly fund schools.”
