Abstract
Like all teachers, when I was in the classroom, I knew inside out the syllabus I was teaching and the papers which would assess it. I also, however, gave very little thought to how these things had come to be. I had a vague sense that the ‘Exam Board’ had created them and awarded my students their grades, but they were a black box, moving in mysterious ways. I gave even less thought to the Powers That Be above and beyond the boards and the impact they had on me and my students.
Highlights
Like all teachers, when I was in the classroom, I knew inside out the syllabus I was teaching and the papers which would assess it
I joined in February 2015, in the middle of the major reform of every GCSE, AS and A Level qualification offered in UK schools
GCSEs were deemed to be lacking in challenge and substance, so were given a new ‘9-1’ grading system and content was increased in all subjects to create a ‘knowledge-rich approach’
Summary
Like all teachers, when I was in the classroom, I knew inside out the syllabus I was teaching and the papers which would assess it. Classical Civilisation and Ancient History faced their own existential trials at the level of the Department for Education. They have been relatively high-level overviews of key content which the Department for Education wishes to mandate for study in all subjects.
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