On 18 March the government published the interim report of its review of the curriculum and assessment system in England.
The report's findings reveal that many aspects of the curriculum and assessment system are 'working well', but that high standards too often mean high standards for some rather than ‘for all’. The current system, it says, is failing young people with SEND and those from disadvantaged backgrounds.
Four key areas are identified as needing improvement. These are: ensuring high standards for all, by making the system more inclusive and equitable; addressing subject-specific challenges, with a focus on achieving depth and breadth consistently; responding to social and technological change; and ensuring pathways beyond GCSE work for all young people, whether for further study or employment.
The Curriculum and Assessment Review, commissioned in July 2024, seeks to examine how well the national curriculum and statutory assessment system delivers excellence, breaks down barriers to opportunity, and generally prepares young people.
To date, the review panel, led by professor Becky Francis CBE, has heard from experts, educators, parents, young people, employers and organisations. It considered over 7,000 responses following a call for evidence during September to November 2024.
The review is ongoing, with the final report and recommendations due to be published in the autumn of 2025.
Of the interim report, professor Francis said: ‘I have learnt much from our data analysis and research, and from the fantastic response to our call for evidence. The review panel and I have a clear picture of the present state of the curriculum and assessment system. We have a deep understanding of where the key challenges lie and where our efforts to improve the system will see the best result in ensuring all young people are able to achieve and thrive.’
The next stage of the Curriculum and Assessment Review will consider questions that have been raised across different subjects, concerning relevance, volume and diversity of content. It will also consider the impact of school performance measures, such as the unpopular Progress 8, and young people’s choices and pathways for Post-16 education.
Paul Whiteman, general secretary of the union NAHT, said: ‘School leaders will welcome the recognition in the interim report that the current curriculum and qualifications are overcrowded with content. They will support the commitment to review specific subjects, make improvements and ensure all pupils are represented in the curriculum.’
The NAHT and others also welcomed the acknowledgement of the negative impact of the EBacc and volume of assessment from GCSEs, and the need for a range of vocational and technical qualifications Post-16.
The full interim report, with statistical analysis and the outcomes of a poll of KS4 leaners and their parents, is available from the UK government website.
