I have a great deal of concerns about the whole current debate. for intance, take the only computer science based GCSE OCR Compuing. Sorry to be a bit critical, but here is an example of a GCSE where: 1. There hasn't been a textbook for the two years of the course (totally leaving schools and students to guess the content, depth, and breadth of the specification). 2. Have created controlled assessments in programming where experienced software engineers would struggle to do the full analysis and design evidence, programming, full systematic testing and evaluation for 3 pieces of software. All in 20 hours!!!!!!!!!! 3. Where students sat an exam (June 2011) that was too challenging and had too much of an A-level flavour; and then the chief examiner blamed the students for performing very badly! OCR are rapidly turning into a major joke. However, rather bizarrely the Computing GCSE is actually fantastic. Why you say? Its because in the vaccuum of no textbook and no in depth guidance on the academic content; teachers have gone off in every direction and done their own exciting things. Good stuff going on with Computing GCSE has got naff-all to do with OCR, and everything to do with teachers taking on something new, needed and exciting in the curriculum. AQA, WJEC, Edexcel must take note. They need to provide alternatives to these numpties at OCR. Every Computing GCSE teacher must be praying hard that the person who wrote the last exam paper has gone on an extended holiday to the south pole and isn't involved in the May exam, and that the controlled assessment moderators have common sense (and put the marking grids to better use in their toilets).