I am, however, waiting to see what happens to girls' results once the new-style just-like-IGCSEs exams are bedded in.
Watch them tumble.
I, personally, am not averse to the concept of 'learning a given topic area within a subject'- like, I don't know, maybe 'electricity' in Physics, or 'Jane Eyre' in Eng Lit, then testing it; then moving on, versus doing Electricity, energy transfer, atomic decay in Physics, or Jane Eyre, Hamlet and war poetry in English then testing the lot in a couple of 1.5 hour papers.
Whilst it's taken as a given that the latter method ensures 'deep learning' has taken place, in my instance as an elderly 'O' level taker, it ensures deep last minute cramming took place! I could no more reconcile a circuit diagram or explain the role of pathos in King Lear now than, well, a modular GCSE taker could!
I agree entirely that the modular system can be and was abused (and anyone who's ever glanced at a League Table bears some responsibility for that!); modules could be re-sat and re-sat till the 'right' mark was obtained, I still think some subject areas lend themselves to a more modular approach; that modular doesn't always mean 'easier' (see how boys results fell once the modular system came in, they who tend to cram at the end rather than produce good, consistent results all the way along).
And, fwiw, when it comes down to it, few give a pygmies whether one's DC's school went 'off piste' with a subject, an idea imho best suited to the very clever, not the mainstream, anyway!- what people look at is the mark on the bit of paper, and if straight forward, simple English 'solve these equations' style questions gives my DS an B in maths, rather than the C or D he might get if he hasn't seen the link between the red lollipop and the interest rate (see above for my facetious example of a IGCSE question versus a GCSE question!), I'm all for the IGCSE, thanks, as it increases my DS's chances of doing better overall.
An aside, maybe the GCSE 'contorted English maths question' actually does better prepare a DC for The Real World rather than the IGCSE abstract of say 'pure' quadratic equations??
And no, I therefore don't necessarily buy into the 'academic rigour' argument.