Bedales Assessed Courses (BACs)

We developed BACs in 2006 because we were dissatisfied with the limitations of traditional GCSEs, which were becoming increasingly centralised and left little room for innovative, tailored teaching approaches. We felt that the rigid, content-focused structure of GCSEs, particularly in the arts and humanities, stifled creativity and critical thinking. 

Our aim was to create an alternative that gave teachers greater autonomy in designing a curriculum that would best serve their students’ needs and prepare them for the academic and conceptual challenges of A Levels and higher education. 

BACs offer a broader, more flexible curriculum than traditional GCSEs, offering students greater opportunities for personalised learning and the development of essential skills such as creativity and critical thinking. 

The courses allow for greater content flexibility - the English Literature BAC, for example, engages students with a wider range of texts than the more prescriptive GCSE syllabus, encouraging a greater understanding of the subject.

A key difference is the variety of assessment methods used in BACs. Instead of relying heavily on end of course exams, BACs are assessed continuously, using a variety of methods that reflect real-world expectations and prepare students for future learning environments, including university and the workplace. Assessment methods include coursework, portfolios, vivas (oral exams), group projects, presentations, the creation of physical or digital artefacts and timed exams. 

Bedales students currently take a combination of traditional I/GCSEs (English Language, Mathematics, Science, and a Modern Foreign Language) alongside BACs. 

The remaining subjects are selected from the available BAC offerings. In total, students will generally take the same number of subjects as those in schools that only offer GCSEs, but with a mix of both traditional GCSEs and BACs.

See What plans does Bedales have to expand its BAC offering? to read more about our plans for further expansion of BACs and reduction in GCSEs.

To ensure the quality of BACs, we use external moderation processes similar to those employed for university degrees. External moderators review either the entire body of work or a representative sample to ensure consistency and fairness in marking.

BACs are graded according to clear assessment criteria, without the need to ration grades. This ensures a fair and transparent process.

We also standardise BAC specifications across subjects and regularly calibrate them against national and international benchmarks. This ensures that BACs meet rigorous academic standards while remaining flexible and innovative. Teachers receive ongoing training to maintain the high quality of teaching and assessment.

Unlike GCSEs, BACs are not externally accredited. This decision allows us to retain the flexibility and personalised approach that define these courses. External accreditation would also raise the stakes in such a way that would detract from students’ learning – something that is not necessary when our students do not leave full-time education at 16. 

BACs are recognised by UCAS and universities. When applying to university through UCAS, students will find BACs listed alongside GCSEs on the application form.

Since the introduction of BACs, Bedales students have gone on to attend top universities, including those in the QS Global Top 100, art colleges and conservatoires, with many pursuing undergraduate and postgraduate courses related to their BAC subjects, reflecting the strong foundation these courses provide.

This strong track record of success has earned BACs high regard from universities and employers alike.

As part of a 10-year strategy announced in September 2023, Bedales is expanding its BAC offering and moving towards a two-GCSE model, developing new BACs in Languages and Sciences to broaden the curriculum further.

A new Japanese BAC will be introduced in September 2025 for Block 4 (Year 10) students, with full certification planned in 2027. Additional BACs in Sciences, French, Spanish and Russian will be introduced in 2027, with first certification in 2029. 

The introduction of Science BACs will allow students to engage with more advanced content, including practical assessments that are not part of the current GCSE system. Teachers are working with external organisations, such as the Royal Society of Chemistry, to develop these courses.

Similarly, the move towards BACs in Modern Foreign Languages will better prepare students for the demands of A Levels by enabling them to engage more deeply with language and culture, rather than focusing primarily on content memorisation.

The first students to benefit from the two-GCSE model will be the current (2024/25) Block 1 (Year 7) cohort and external entrants to Block 3 (Year 9) starting in 2026.

BACs are the focus of a recent Educator’s Corner podcast hosted by Kai Vacher, Principal of the British School Muscat. 

In a 50-minute discussion with Will Goldsmith, Head of Bedales, the podcast explores the School’s decision to introduce its own bespoke courses and reduce its GCSE offering to just two subjects. 

This innovative approach challenges traditional high-stakes assessments and fuels the debate over whether GCSEs are still fit for purpose.

We're not the only school offering alternative courses to GCSEs. Schools such as St Paul’s Girls’ School, Latymer Upper and Bradfield College are also exploring different ways to assess and educate students. This shift reflects global practices – most other advanced economies do not assess their 16-year-olds to the same extent as the UK. 

Our approach is part of a wider movement, including the Rethinking Assessment campaign, that advocates for a more balanced, less standardised education system. The movement aims to combine both higher and lower-stakes assessments and move beyond traditional exams to better capture students’ abilities and potential.