Abstract

This research explores the unintended consequences of what may be perceived as a well-meaning national educational policy. It concedes that mandating GCSE English in Further Education (FE) for 16–18-year-olds who have not achieved the ‘gold standard’ of Grade 4 may appear to be a praiseworthy goal. However, indications from the findings suggest that this policy’s inflexible and indiscriminate implementation has done more harm than good. This damage is not limited to learners, but also extends to everyone else involved in the delivery process: lecturers, managers, and senior leaders. A constructive-interpretivist framework methodology is adopted, employing semi-structured questioning, observations, and document analysis to explore the lived experiences of teachers and learners. Findings indicate a possible malaise inside and outside the classroom - so much so that one teacher has described her re-sit class as ‘death within four walls.’ The research further explores to what extent existing College practices, policies and strategies meet the challenges of low-motivation, disengagement, and low-achievement for GCSE English learners or are mere ‘tick box’ exercises to satisfy the requirements of various stakeholders.

The aim is that findings can be drawn upon by lecturers in FE wishing to offer a better learning experience to those studying for GCSE re-sits in English. Managers may also benefit by finding insights into how internal changes, such as timetabling, might lead to better outcomes for all those concerned. The research concludes with some policy recommendations for GCSE re-sits. These recommendations are based on the reality of the lived experiences of teachers, managers, and learners. The importance of this research is directly related to the gatekeeping nature of GCSE English, the outcomes of which may determine learners’ access to higher education or professional occupations and, by extension, their opportunities for upward social mobility.