**Examiners Face Criticism over Commissioned Works in Welsh GCSE Exam**
Recent developments in the Welsh GCSE curriculum have ignited debate among educators and literary enthusiasts, as exam regulators and the examining board WJEC have come under fire for their decision to commission dedicated literary works specifically for the curriculum. Critics argue that this approach patronises Wales and its students, questioning why existing Welsh literature — rich with themes of identity and diversity — was bypassed.
Traditionally, literature exams have relied on established works, drawing from a wide array of classic and contemporary texts to engage students and reflect the nation’s cultural heritage. However, for the revamped Welsh Second Language GCSE, the WJEC opted to involve celebrated poets Nia Morais and Aneirin Karadog, both of whom generated original pieces for the exam. According to the board, this was motivated by a desire to address themes relevant to today’s Wales, such as race, LGBTQ identity, and multiculturalism.
The decision, however, has not been universally well received. Dissenting voices within the teaching community have called the move “condescending,” contending that pre-existing Welsh literary works already tackle universal issues of identity, belonging, and diversity. “It’s as if they are claiming Welsh literature isn’t adequate,” one teacher, who preferred to remain anonymous, remarked. “You’d never see something like this happen with English literature GCSEs.”
WJEC officials explained their rationale, stating that while their development team extensively searched for material that resonated with contemporary Wales, there was a perceived gap when it came to poetry meeting specific goals for the course. As a result, Morais and Karadog — both respected in their fields — were tasked to create works that might help pupils explore diverse perspectives and enrich classroom discussions.
Nia Morais, Bardd Plant Cymru for 2023-2025, contributed ‘Llwybrau’ (Pathways), a poem reflecting on her multicultural roots and her search for belonging. Morais expressed hope that her writing would prompt meaningful conversations about pluralism in modern Wales. Meanwhile, Aneirin Karadog’s poem, ‘Y Daith’ (The Journey), explores an LGBTQ+ love narrative woven through questions of language and national identity, further diversifying the perspectives available in the classroom.
Nonetheless, some educators remain unconvinced. In their view, utilising newly commissioned, free-form poetry — rather than drawing upon Wales’s extensive canon — is not only unnecessary, but also risks feeling artificial. “These works have yet to make a cultural impact,” the same teacher told us. “Whatever their merits, there’s a sense of disconnection from the broader literary tradition. We should be ambitious for our students by introducing them to Welsh works that have already stood the test of time.”
The sweeping changes to the Welsh Second Language GCSE, introduced before the onset of the pandemic, reorganised the course into four units, with literature now featuring more prominently. The inclusion of the new poems is designed, according to WJEC and Qualifications Wales, to align with the objectives of the wider Curriculum for Wales, ensuring that learners encounter forms, themes, and voices reflecting the country’s multicultural reality.
WJEC and Qualifications Wales remain adamant that the updated curriculum emphasises both the country’s heritage and its contemporary diversity. A spokesperson explained, “The poems commissioned offer students the opportunity to explore a wide variety of voices and experiences. As an exam board, we’re committed to supporting teachers with resources and guidance to help them bring these themes to life in the classroom.”
Feature writers Morais and Karadog have welcomed their involvement enthusiastically. Morais, with a background in creative writing and acclaimed for her contributions to Welsh theatre and literature, spoke of her joy at engaging young people with questions of identity, whilst Karadog underlined the transformative potential of literature for new generations of Welsh speakers.
Moving forward, schools will have a broader array of materials and support resources at their disposal, with the WJEC promising both flexibility and choice. In addition to the commissioned works, educators are able to select from an approved list of poets and poems, providing room for personalisation according to each school’s needs.
As debate continues, the controversy shines a light on the challenges facing curriculum designers in balancing tradition with innovation, and in reflecting the realities of a rapidly evolving, diverse Wales in the heart of its educational system. Whether the newly commissioned poems will gain wider acceptance and become part of Wales’s literary fabric remains to be seen, but their inclusion has undoubtedly sparked an important conversation about representation, authenticity, and ambition in Welsh education.