Staffroom Catch Up – Ruth James, Brighouse High School
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We’ve been catching up with teachers across the UK to find out how teaching with Eduqas is working for them and their learners. Ruth James, Co-Head of English at Brighouse High School in West Yorkshire, shares their experience.
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Can you tell us a little about your role and department?
I’m Co-Head of English at Brighouse High School in Brighouse, West Yorkshire. Our English department has 14 teachers, and together we teach just over 1,000 learners each year.
What made you choose Eduqas as your exam board?
We changed from AQA to the WJEC exam board around 18 years ago, when switching boards was less common. Our Headteacher at the time was very forward-thinking and introduced us to a fresh and inviting English Language and English Literature GCSE specification.
We received on-site CPD from the exam board to support the transition, which was incredibly beneficial — we still remember it now. We began entering Year 10 for English Language, followed by English Literature in Year 11, and this model has worked really well for student outcomes.
Since evolving to Eduqas in recent years, we’ve seen the board go from strength to strength. As a large centre, we’ve found the specifications clear, engaging, and supportive.
How do your learners respond to the Eduqas specification?
Each year when we begin the English Language and English Literature courses, our learners quickly understand what’s required and approach their learning and assessment confidently.
Because the skills are built up through Key Stage 3, learners are already familiar with many of the ideas they’ll study in more depth at GCSE. They know what to expect from each part of the exam — how the questions are phrased, what they’re asking, and how to tackle them within the time given.
The exam papers don’t try to confuse or catch them out, which is a real plus point. The Language texts spark genuine interest, and the writing tasks encourage them to draw on their own experiences. The use of extracts in English Literature is a perfect starting point — learners build confidence as they progress to essay questions and poetry.
What has been the best thing for you about teaching with Eduqas?
The best thing now, after many years, is the experience within the department. Staff really understand the Eduqas specification and share strategies to get the best from learners. We also know how it works — and we like it!
We’ve since moved to Eduqas for A-Level Media and are considering other A-Level changes too. We won’t be moving away from Eduqas any time soon, and we’ve even supported other local schools that are thinking about switching exam boards.
How have you found the level of support provided by Eduqas?
The support from Eduqas is quick, friendly, and personal. Advice is available in many formats, but there’s always someone at the end of the phone if a conversation is easier. Emails are also responded to promptly.
What Eduqas resources have you found most useful in the classroom
Resources for the new 2027 Poetry Anthology have been especially helpful, as we’ve recently begun introducing the poems.
The Knowledge Organisers for Literature texts have been valuable, particularly the one-page versions. The Knowledge Organisers for transactional writing tasks on Paper 2 are also widely used across the department, and staff regularly share new resources they’ve created.
Have you taken part in Eduqas Professional Learning or CPD courses
Most members of our department have benefited from examining for Eduqas across the four papers at some stage — this provides the school with valuable professional development.
We also take part in online exam-series feedback and usually attend at least one in-person training event each year to support new colleagues or refresh the skills of those who’ve taught the specification for a while. The events are always useful for classroom strategies, exam technique, and internal moderation.
What would you say to other centres considering switching to Eduqas?
I would recommend Eduqas for English without hesitation. Staff and learners quickly adapt to the format of the courses and exams, which are accessible and well supported.