Curriculum review: what's planned?

Top takeaways

The interim report takes a measured, evidence-led approach, recognising capacity issues in the system and a lack of appetite for sweeping changes. Much stays the same: a knowledge-rich curriculum and exams are still in, though there’s a recognition that issues such as the balance of breadth vs depth, diversity, the post-16 offer, and global and technological changes need addressing.  

More detail

Themes

• ‘Evolution not revolution’: a recognition that while the system is not perfect, some of these challenges arise from resourcing and implementation, rather than the curriculum content itself, and that with the ‘significant problem of capacity’ in the system, it’s better to go slowly (page 8). 
• Preparation for life and work: education ‘plays a crucial role in preparing young people to address the civic and economic needs of our country’ (page 5). References to a curriculum that prepares pupils for ‘life and work’ are peppered throughout the document.
• Social justice and socio-economic gaps: there’s a recognition that the ‘socio-economic gap for educational attainment remains stubbornly large’ (page 6), concern that students with SEND make less progress than their peers, and a desire for ‘high aspirations for all’ (page 18). 

What isn’t changing? 

The report affirms the role of a ‘knowledge-rich curriculum’, saying there’s ‘a continued support for a high-quality, knowledge-rich curriculum that drives excellence in education across a broad range of subjects and pathways’. 

Mastery is still very much in, with references to mastering key concepts throughout the document. ‘There is strong evidence that securing mastery in a subject is vital for raising standards and enabling future expertise.’ (Page 27)

Exams: there’s no recommendation to remove any of the current assessments and exams. Our ‘national assessments and qualifications are broadly working well’ (page 6), and ‘we are clear that traditional examined assessment should remain the primary means of assessment across GCSEs’ (page 41). T levels remain, and are described as the ‘gold-standard technical qualification’ (page 32). 

What’s up for review?

The report identifies a number of issues for further exploration and review. 

• The volume of content at KS1 and 2 makes it hard to strike the balance between breadth and depth. 
• Writing at KS2: ‘we will examine how the assessment of writing at key stage 2 can be improved to support high and rising standards’ (page 39).
• Losing breadth at KS3, with many schools starting GCSE content early.
• The Ebacc potentially constrains choice, and discourages students from taking arts and vocational subjects. Also, ‘there is little evidence to suggest that the EBacc combination per se has driven better attendance to Russell Group universities’ (page 24). 
• The number of GCSE exams and hours spent taking exams: ‘the Review will consider carefully whether there are opportunities to reduce the overall volume of assessment at key stage 4 without compromising the reliability of results’ (page 41). 
• The vocational offer at 16-19: while T levels are well regarded, they’re not appropriate for everyone and more options are needed. 
• Resits of maths and English GCSE for those who don’t reach level 4: while the report considers students should be aiming to gain the level 4 standard, it recognises that early and repeated resits are not helpful.
• Diversity and representation: ‘Pupils told us that not being able to see themselves in the content they learn, or encountering negative portrayals, can be disempowering and demotivating’ (page 28). They will be looking across the curriculum for opportunities to increase diversity in representation, and ensure a ‘fostering of inclusivity’ (page 29). 
• Global and social change: ‘Rapid social, environmental and technological change necessitates that the curriculum keep pace; including a renewed focus on digital and media literacy, and a greater focus on sustainability and climate science’ (page 26). Pupils and parents also want more education on life skills such as financial management. The rising power of artificial intelligence (AI) needs to be acknowledged. 

For a summary of next steps, see page 42 of the report. 

What’s not included

The report stays focused on the curriculum and assessment. It doesn’t address issues such as the rising tide of anxiety and mental health challenges among children and young people (other than in the context of exam stress), or non-attendance – are young people voting with their feet against a curriculum that’s not working for them? 

Oracy, which pre-election Keir Starmer had promised to 'weave' through a new curriculum, gets no mention. (See Why does oracy matter? for more on the Oracy Education Commission’s report, We need to talk.)

Also, while the report talks about diversity, there’s no explicit reference to race, racism or decolonising the curriculum. 

Questions for reflection

• How do you feel about the interim report? Were you expecting or in favour of greater change? Or are you relieved that there isn’t a big shake-up in store? 
• Do the issues identified chime with your experience? Are there challenges that you don’t think have been acknowledged? 
• What would you like to see incorporated into the curriculum that’s not there already?
• Do you agree that the number and structure of national assessments is ‘broadly working well’? 

Reading and resources

• DfE press release: Curriculum and Assessment Review publishes interim findings
• DfE independent report: Curriculum and Assessment Review: interim report
• Schools Week: Exams volume, EBacc and ‘improving’ SATs: 14 curriculum review reforms
• TES: Becky Francis: We’ll resist ‘non-educationalists’ who want revolution