The Effects on Schools and Pupils of Modularising GCSEs - Research Study

Oct 20, 2026

In 2009, revised GCSEs were first taught with all subjects offered as modular specifications, shifting from largely linear assessment. The paper investigates schools’ experiences with modular assessment amid concerns in public discourse, Ofqual resit restrictions, and a 40% terminal assessment requirement. Semi-structured interviews with mainly deputy head teachers explore impacts on teaching, learning, and school finances and organisation. Findings show modular assessment increased assessment burden, limited adoption across subjects, and varied effects by school type, while some mixed/lower ability pupils gained motivation and workload distribution.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Introduction

Modular vs linear assessment in GCSEs

Ofqual rules and resit/terminal assessment

Rationale for studying schools’ experiences

Purpose and scope of the study

Centre for Education Research and Policy The Effects on Schools and Pupils of Modularising GCSEs Maggie Heinrich & Neil Stringer ABSTRACT In 2009, a suite of revised GCSEs was introduced for first teaching. For the first time, all subjects were offered in modular specifications, where previously the majority were only offered linearly. For some time, modular assessment – and resits in particular – have featured in the public discourse on standards. Despite Ofqual incorporating rules to limit resit opportunities and to require forty per cent terminal assessment in new GCSEs, the coalition government expressed concerns over modular assessment early on, particularly at GCSE. In anticipation of a consultation on reverting to linear assessment, a study was conducted to gain some understanding of schools’experiences of using the newly modularised GCSEs. A series of semi-structured interviews was conducted with (mainly) deputy head teachers in a variety of schools, sampled according to governance model. Participants were asked about the effect of modular assessment on teaching and learning, and the wider impact on financial and organisational aspects of schools. The findings suggest that the burden of assessment associated with modular GCSEs limited the number of subjects in which schools adopted a modular approach. There was also an apparent divide between independent/selective schools and comprehensive schools: the former generally teaching fewer modular subjects than the latter. Nonetheless, schools with mixed and lower ability pupils reported a number of benefits to teaching modular GCSEs compared with linear ones. These included greater motivation and engagement following success in early exams and the spreading of the workload for pupils who, for various reasons not necessarily related to ability, tend to underperform in terminal examinations. Before the interviews were completed but, more importantly, before the modular GCSEs had time to bed in, the government announced that all GCSEs would revert to linear assessment from 2012 . Nonetheless, with A Level Reform in progress and the school leaving age set to rise to 18, some of the findings of this study could still prove useful. Keywords: modular, GCSE, examinations, resits, thematic analysis INTRODUCTION A revised suite of GCSEs was introduced for first teaching in 20091 . For the first time, all subjects were offered as modular specifications, in which the course content was divided into units with opportunities for assessment at particular points during the course. Modular GCSEs are normally assessed in January and June, although some subjects such as science and maths are available in March, June, and November. Previously, only a small number of subjects, including sciences, maths, and modern foreign languages, were available in a modular format. The majority of subjects were assessed in a linear fashion, whereby all of the examination papers were taken in the same summer series, typically in Year 11 following two years of study. The Office of Qualifications and Examinations Regulation (Ofqual) Criteria for 1 Except English subjects, mathematics, ICT, and sciences, which followed in 2010 . [www.cerp.org.uk](www.cerp.org.uk) Copyright © 2012 AQA Education and its licensors. All rights reserved. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723) . Our registered address is AQA, Devas Street, Manchester M15 6EX. GCSE Qualifications (Ofqual, 2011a) have permitted unitised assessment since 19992 , so the recent proliferation of unitised specifications was led by one or more awarding organisations rather than the regulators, whose qualification criteria have maintained a neutral stance (Tina Isaacs, personal communication) . When A-levels were modularised as part of curriculum 2000, no restrictions were placed on the number of attempts that a candidate could ma

FAQs

What change to GCSE assessment was introduced in 2009?

In 2009, all GCSE subjects were offered in modular specifications, dividing course content into units with assessment points during the course.

How did the study collect schools’ views on modular GCSEs?

The study used a series of semi-structured interviews, mainly with deputy head teachers, sampled across a variety of schools according to governance model.

What were the main findings on how modular assessment affected schools?

The findings suggest the assessment burden from modular GCSEs limited the number of subjects schools adopted in a modular way, though some mixed and lower ability pupils reported benefits such as motivation and workload spreading.

Oct 20, 2026

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