SPOTLIGHT FEATURE: CURRICULUM & ASSESSMENT REVIEW


The Final Report makes clear that the curriculum must be brought up to date, becoming more relevant, inclusive, accessible – and fit for the future in an evolving world. Life skills should be prioritised, while the excessive weight of examinations must be lifted. So, how might all this be achieved? Below are the key recommendations of the Curriculum and Assessment Review.


Assessment changes at GCSE


The review found that England is an outlier when compared to other OECD countries, owing to the “excessive” length and number of exams taken by pupils at GCSE. The Government has accepted the review’s recommendation that the length of GCSE exams be cut by approximately 10%, reducing exam time for each pupil by around three hours. The Government will be working with Ofqual and the relevant exam boards to reduce exam time while ensuring the rigour of assessment is maintained.


The Final Report also notes that the content of individual GCSE subjects should be reduced – in particular history and sciences – freeing up more time for non-assessed but mandatory subjects like PE, sex education and citizenship. To ensure Key Stage 4 study is manageable, it has been suggested that educators support pupils in deciding how many subjects to take on. Owing to the significant changes


recommended at GCSE, the review asks that the Government considers the overall coherence of post-16 academic qualifications.


Subject-specific changes


GCSEs remain in focus with a recommendation that the current Computer Science GCSE be replaced with a broader GCSE that prepares young people “for applying digital technology and data across a wide range of fields”, including the use of AI.


The review also recommends that any student be allowed to take “triple science” of individual biology, physics and chemistry courses at GCSE, rather than double science.


Significant revisions are recommended for English at GCSE level, too. These include an overhaul of the English Language GCSE to ensure further distinction from English Literature, with an enhanced focus on the study of language and the inclusion of a wider variety of text types (such as multimodal and ephemeral texts).


Meanwhile, RE should be integrated into the national curriculum at all key stages, removing responsibility for its content from local advisory councils. This follows the review’s findings current RE teaching often falls short and fails to equip students adequately for life beyond school. The Final Report details all suggested subject- specific changes.


A modernised curriculum


To best prepare pupils for life in modern society, the review argues for an up-to-date curriculum that prioritises relevant life skills, and adequately responds to the social and technological changes we’re seeing.


Citizenship will remain a statutory subject at Key Stages 3 and 4 and will become compulsory in primary schools, covering financial literacy, media literacy, climate change and sustainability. These topics will also see an enhanced focus at Key Stages 3 and 4.


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A new oracy, reading and writing framework will be embedded into the curriculum, while skills such as critical and creative thinking and problem solving will see increased emphasis.


Changes to performance measures The review argues that the English baccalaureate (EBacc) has constrained student choice, excluding the arts and vocational subjects and negatively impacting pupil engagement. The Final Report states: “we must grasp the opportunity to ensure that more young people are able to choose qualifications that inspire them, and which speak to their strengths and the directions they wish to take”.


The Government has accepted the removal of the Ebacc performance measure, with changes taking effect for the 2025-2026 academic year. Meanwhile, the Progress 8 measure – used to access pupil progress from ages 11-16 – will be subject to revision.


Key Stage 3 diagnostic testing


The review recommends the introduction of Year 8 diagnostic tests in maths and English, intended to identify knowledge gaps before pupils move into Key Stage 4.


The recommendation has faced opposition from teaching unions. However, the Government is expected to introduce a new statutory reading test for Year 8 pupils to help support their progress as they head towards their GCSEs.


Post-16 pathways


The Government will introduce new vocational qualifications – V Levels – as recommended in the review. These will “incorporate an ambitious, high-quality and cohesive offer for those not pursuing three A Levels or a T Level”.


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Post-16 foundation and occupational qualifications will be introduced at Level 2, and new English and maths qualifications will be created for post-16 students, assisting progression to the Level 2 GCSE.


What happens next?


The Curriculum and Assessment Review Final Report was more than a year in the making – and finalising and implementing its recommendations will take time too. Interestingly, however, while the Review Panel recommended a phased roll-out of changes, the Government has rejected this suggestion in favour of full launch, starting in September 2028.


That said, revised GCSEs will be introduced in a two-phase approach, with first teaching anticipated in 2029 and 2030 respectively. On the rationale behind the full launch, the Government response to the Final Report states: “We have balanced the workload implications… against the fact that the changes recommended by the Review are vital to raising standards for all pupils and that many of the changes have been long awaited by the sector. We also know that sometimes a phased implementation of a curriculum can create more disruption to teachers and to pupils”.


It’s expected that we’ll see a final revised national curriculum published by spring 2027 – and with first teaching set for September 2028, that means educators will have four terms to make their preparations.


The Curriculum and Assessment Review Final


Report, Building a world-class curriculum for all, can be read in full here: gov.uk/government/ publications/curriculum-and-assessment- review-final-report


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