Q&A: CAMBRIDGE OCR


The Final Report suggests the introduction of a Year 8 ‘diagnostic’ test in maths. How might this support progress towards GCSE success at KS4?


As Cambridge OCR pointed out on results day last year, there is a re-sits crisis in English and maths. We have been calling for reforms in maths for over a year. One of the things we have found is that many students not getting a grade 4 in the subject, considered a pass, do not have the foundational knowledge that should have been picked up in Key Stage 3 or even earlier. So any solution to this crisis has to look at what is happening much earlier in the school system. Of course, it’s good that the government is looking at reforming what happens to students who don’t get that grade 4, but to really fix this we need to tackle the root causes, and an early diagnostic test will help to do that.


What this must never become is yet another accountability measure – schools will rightly expect reassurance that these tests will be about identifying and helping left-behind students, not about league tables.


The CAR Final Report has emphasised the need for stronger digital skills across the curriculum. How might digital competence be embedded into future GCSE subjects and assessment models?


It may sound surprising for a generation that has grown up with digital devices, but many employers are warning that young people are leaving school without good digital literacy in place. From a work perspective that might mean a practical knowledge of word processing or spreadsheets. But it’s also important from a personal perspective. Digital literacy helps young people stay safe from misinformation online – it couldn’t be more important.


It’s right that the government is looking to spread these skills across the curriculum, and it should be something that students have access to throughout their schooling.


One other exciting possibility here is on screen assessment. With Ofqual’s recent proposals, we may see the introduction of a small number of on


screen exams by 2030. We’ve been developing an on screen Computer Science GCSE for some time, because it makes sense to test skills like coding on a screen rather than on paper.


With the responsible introduction of on screen assessment, we could allow students to further develop their digital literacy, and show off their skills in an environment that more closely reflects how they will be working.


In the wake of the CAR Final Report, how can schools be supported in preparing for changes to the curriculum and ensuring these changes are successfully implemented? We know how difficult things are for schools – resources are stretched and teachers have so little time. Most people in the sector will have been relieved that the mantra of the review was evolution not revolution, because they have limited capacity for change.


Even so, there will understandably be nervousness about how these changes can be implemented, and what they mean for schools. Until we see more detail in the individual subject consultations, it’s hard to say exactly what


the changes will look like. What I do know is that Cambridge OCR will be reaching out to our teachers to keep them updated with the latest news on their subjects, and seeking their views so we can continue to stand up for the things they care about.


What are the next steps for Cambridge OCR? When we recently became Cambridge OCR, it was much more than just a new name and logo. We have stated our commitment to making assessment straightforward, and that will continue to guide everything we do. That means continually improving so our exams are consistent, fair and accessible, and providing dedicated expert support to our teachers. It also means being a voice for teachers and students, as we showed with our Striking the Balance report. This is something we will continue to prioritise as we respond to the upcoming consultations on education and individual subject reforms.


Discover more about how Cambridge OCR works with schools, colleges and multi-academy trusts: uhttps://www.ocr.org.uk/


January 2026


www.education-today.co.uk 33


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