WHAT THE EXPERTS SAY.... DOES THE CURRICULUM
REVIEW GO FAR ENOUGH? Comment by LISA HAYCOX, CEO of Explore Learning
T
he world we live in today is drastically different from the one we lived in a decade ago, when the school curriculum and statutory assessment systems in England were last reviewed. It has exposed a fundamental mismatch between the speed of social and technological change and the speed of policy change; if the review’s recommendations are only implemented in 2028, it’s a near-certainty that they will already be outdated.
A curriculum built on static content that treats technological change as a single shift rather than constant waves will be simply unable to keep pace with the rate of change in the digital world. Instead, we require a curriculum that equips students with practical skills to remain resilient and agile for a future that is constantly being reshaped.
The Curriculum and Assessment Review Report also emphasises the
importance of the school curriculum in keeping pace with the development of AI technologies, including equipping students with essential digital literacy skills. Yet, the review appears to take on a defensive stance toward AI, focusing more on the threat it poses to the authenticity of non-exam assessments rather than the opportunity to prepare young people for the realities of future work.
Given the Pearson School Report 2025 highlighted that only 9% of teachers feel confident teaching AI-related content, we would have expected greater emphasis on the support educators need to help children develop AI skills, along with broader adaptive capabilities, early in their education. The review may acknowledge that AI could be transformative, but the final recommendations appear to mirror the negatives.
A MILESTONE FOR YOUNG PEOPLE
Comment by LEON WARD, CEO of Money Ready W
e’re absolutely thrilled to see financial education front and centre in the curriculum review – a huge milestone for families and young people across England. Our experience shows that even the youngest children are eager to engage when we talk to them about money.
We are particularly encouraged by the review’s emphasis on oracy and critical thinking skills, like understanding fake news, as these
go hand in hand with a modern, fit-for-purpose financial education curriculum. Just as fluency in language allows us to communicate clearly, financial fluency - the ability to understand, speak, and make decisions about money – is a language for life.
This review sets out an important vision, but the real impact will come from delivery: children need practical, everyday skills, and teachers need the support to provide them.
A MISSED OPPORTUNITY TO BRING GENDER BALANCE TO THE CURRICULUM
Comment by DEBBIE BRAZIL, CEO of End Sexism in Schools T
his long-anticipated report fails to address the invisibility of women and girls in what is taught in schools. End Sexism in Schools submitted evidence demonstrating that male perspectives dominate every subject, sending the message to pupils that men’s contributions matter more than women’s.
Sex and Relationship Education lessons barely scratch the surface of the sexism embedded in our schools system. The current imbalance in what is taught fuels harmful gender stereotypes and the wider culture
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www.education-today.co.uk
of sexual harassment and violence against women and girls. We hope our evidence hasn’t fallen on deaf ears. We wait to hear how the Government will implement the Report’s recommendation that the National Curriculum: “should reflect our diverse society and the contributions of people of all backgrounds to our knowledge and culture”.
The door is still open for a once-in-a-generation opportunity to bring gender balance to the curriculum.
December 2025
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