Our country has a longstanding and laudable commitment to a high-quality comprehensive curriculum for all up to age 16. The national curriculum represents our collective investment in the next generation - it provides the important knowledge and skills they need to thrive as individuals, but it also supports the success of our future society and economy.
It’s been a huge privilege to lead the independent review of curriculum and assessment that the government commissioned in July 2024. In accepting the role, I viewed this as an opportunity to improve educational experiences and outcomes, especially for those presently less well served by our system.
But I also saw it as an opportunity to reinforce the many aspects of the current system that are working well and to ensure that the system has the capacity to effectively implement any changes that we recommend.
The curriculum and assessment review
It is over a decade since the curriculum was last reviewed, in which time the state of knowledge and society has progressed. It is, therefore, essential that we take this opportunity to review and refresh the curriculum to ensure that it remains cutting-edge and fit for purpose, drives high and rising standards for all of our young people, and provides them with the knowledge and skills they need to thrive and contribute culturally, civically and economically.
The work of the review is being underpinned by rigorous research evidence and data.
We have also consulted widely: we have received more than 7,000 responses to our call for evidence, and we have learned much from the views and experiences shared with us at roundtables and public events across the country.
I have been impressed and heartened by the expertise and excellence that exists within our system, and I am immensely grateful for the time and effort that so many individuals and organisations have put into sharing evidence with the review.
Knowledge-rich curriculum
As I have said from the outset, we are committed to an approach of “evolution not revolution”.
The responses to our call for evidence demonstrate that the sector is torn between wanting little change and wanting more significant change.
The latter is even more the case for non-educationalists, many of whom feel that this should be a moment of “revolution not evolution”.
We are now at the stage where we can share our appraisal of the present state of curriculum and assessment in England and outline our direction of travel as we enter the next phase of the review.
Our education system is relatively successful and much within our curriculum and assessment system works well and is fit for purpose. No system is perfect but, by many measures, our comprehensive entitlement to a broad and balanced curriculum for all to age 16 (with diversified choice at age 16) is working well and England’s performance is improving as a result, relative to other countries.
This reflects a commitment to high standards in state education from successive governments over the past quarter-century and the hard work and dedication of teachers and school and college leaders and the efforts of their students.
To this end, we will be recommending retaining the mainstay of our present curriculum and assessment architecture, including our key stages, public examination points and so on.
Four points of change
We also consider that the previous review, whose expert panel was chaired by Tim Oates, did exceptionally high-quality work that has largely stood the test of time. That knowledge-rich content will remain as the expression of the aspirational entitlement that the national curriculum secures for all of our young people.
However, we have identified four key challenges that need to be addressed:
- High standards must mean high standards for all. At present, high standards too often means high standards for some, and too many young people are not achieving the outcomes needed to succeed in life and work. This is especially true for those young people from socio-economically disadvantaged backgrounds, and those young people with special educational needs and disabilities.
- There are a range of issues within specific subjects that need addressing to ensure that content is fit for purpose. We have heard that in some areas the current curriculum is impeding depth and mastery of core concepts, reducing the autonomy of teachers and reducing the time available to teach some important subjects.
- The curriculum needs to respond to social and technological change. Ensuring that young people have a secure grounding in foundational subjects like maths, science and communication will remain pivotal in preparing them for a world of rapid technological and social change. However, there is no doubt that attention is needed to make the most of the opportunities - and address the challenges - created by our fast-changing world, from the rise of artificial intelligence to climate change.
- While A levels are well-understood and trusted, and T levels are increasingly recognised as strong preparation for industry, the suitability of alternative vocational options at post-16 remains unclear to many learners and employers. This is of critical importance given that these routes are disproportionately populated by young people from less socio-economically advantaged backgrounds. We will therefore be paying particular attention to this “third route” at Level 3. We will also look to develop strong occupational pathways at Level 2 at post-16 and deliver better outcomes in maths and English resits.
Of course, there are many other areas that require exploration, too, including ensuring that assessment is always fit for purpose and that accountability mechanisms incentivise practices in schools and colleges that will most benefit the needs of our young people.
Next steps for subject changes
To this end, our interim report sets out our next steps. As well as analysing these issues, we will recommend a phased programme of work on different subjects, some of which will be conducted under the auspices of the review and some of which will be commissioned for following phases. This will allow reforms to be made gradually in a way that ensures they can be implemented effectively and that does not destabilise the system.
Every parent should feel confident that, no matter where they go to school, their child will have a rich and aspirational core education, and a high-quality curriculum and assessment system forms a key part of this.
And every teacher should feel empowered to utilise their professional expertise to consolidate, tailor, adapt or extend material for their students and foster a love of learning.
The review is working to deliver on this ambition, and we will seek to capitalise on what is working well so that productive evolution supports schools and colleges to improve the educational experience and outcomes of children and young people. It is only by doing so that we can ensure all of our young people truly have the opportunity to achieve and thrive.
Professor Becky Francis is leading the government’s curriculum and assessment review
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