Schools are increasingly under pressure to deliver an academically focused curriculum in the 11-16 phase, with teachers forced to rush through GCSE content and prioritise exam preparation.

The government’s school performance measures, particularly the English Baccalaureate (EBacc), have created a subject hierarchy, with creative and technical subjects frequently squeezed out in favour of academic learning.

As a result, secondary education is not adequately equipping young people to progress to the full range of post-16 options, including apprenticeships, or to flourish in the future.

We heard compelling examples of schools working to deliver an inspiring education for their pupils but also that leaders often feel they are battling against the government’s incentives and priorities.

Abandon the EBacc

In our report published today, Requires improvement: urgent change for 11-16 education, we call for the abandonment of the EBacc in its entirety, including the government’s ambition that by 2025, 90 per cent of pupils should be studying this subject combination.

Schools must be given the freedom to promote the subjects that are best for their pupils.

Many creative and technical qualifications have seen a dramatic decline in take-up since the EBacc was introduced, despite them being excellent opportunities for pupils to learn in more practical ways and develop skills that are essential to the UK economy.

Design and technology GCSE, which has seen a fall in take-up of more than 70 per cent since 2010, is a particularly stark example.

Each year, about a third of pupils do not achieve a pass grade in GCSE English and maths, despite literacy and numeracy skills being essential for future education, employment and life in general.

We heard that these pupils have more limited options in the post-16 phase and can feel they have been “labelled as failures”.

Recognise digital skills

Schools must be supported to offer functional literacy and numeracy qualifications at key stage 4, alongside GCSE English and maths, that focus on the application of essential skills and give pupils greater opportunity to achieve required standards.

These qualifications should be recognised in relevant school performance measures, such as Progress 8, to reduce barriers to take-up.

Many pupils are also not developing the digital skills that are increasingly in demand by employers and crucial in almost every part of life.

The current digital skills gap is estimated to cost the UK economy up to £60 billion a year, but computer science (the only digital skills focused GCSE) was taken by just 14 per cent of pupils in 2023.

Evidence suggested that it does not address the broader digital skills that all young people need. To meet this challenge, the government should introduce two new digital qualifications: an applied computing GCSE and a digital literacy qualification.

Exam stress has become onerous

The committee heard that the amount of content pupils are expected to learn has significantly increased in recent years. This has put teachers under pressure and leaves little time for pupils to develop a deeper understanding of key concepts, or important skills such as communication, problem-solving and creativity.

Some schools start GCSE courses a year early to get through the extensive content, limiting pupils’ opportunity to study the full range of key stage 3 subjects up to the end of Year 9. The government must review the KS3 curriculum and significantly reduce the content load of GCSEs.

GCSE results can have dramatic consequences for pupils and schools. They enable access to post-16 opportunities and underpin school performance measures.

However, the government has removed non-exam assessment (such as coursework) from most GCSEs, resulting in a system of high-stakes terminal exams. This makes exam season, where most pupils undergo more than 30 hours of assessment, an incredibly stressful period for all.

Long-term programme of education reform

The government faces increasing calls to reduce significantly the number of exams pupils take at age 16, as part of a long-term programme of education reform.

We urge it to give serious consideration to these proposals as it reviews how GCSE assessment might change in light of the proposed new Advanced British Standard qualification.

In the shorter term, the government should introduce more non-exam assessment to lessen the pressure of exams, giving careful thought to the impact coursework can have on teachers’ workload.

Greater take-up of project-based qualifications

It should also encourage greater take-up of project-based qualifications at key stage 4, such as the Higher Project Qualification, to help pupils to develop a wider range of skills.

In examining this topic, the committee was acutely aware of the existing pressures schools are under. We recognise that managing any change to the education system places demands on school leaders and teachers, as well as on pupils.

However, the evidence we heard has convinced us that urgent reform is needed to better enable schools to prepare young people for the future.

Jo Johnson is chair of the Lords Education for 11- to 16-Year-Olds Committee