Curriculum Review – Interim Report

The Curriculum Review is being undertaken in close consultation with education professionals and other experts; parents, children and young people; and stakeholders such as employers, universities and trade unions.

The review panel consider that the present architecture of key stages is broadly working well, and intends to recommend retaining it. Likewise, national assessments and qualifications are broadly working well, including the phonics screening check, the multiplication tables check, national tests at the end of key stage 2, GCSEs, A levels, T Levels, and some wider applied general qualifications at 16-19.

However, the review panel has identified four areas it will focus on in the next phase, where it sees the greatest opportunities and need for improvement:

• The system is not working well for all. The socio-economic gap for educational attainment remains stubbornly large and young people with SEND make less progress than their peers
• Many submissions have argued for improvements in a range of curriculum subjects, some minor and some are major. They have heard that in some subjects the current construction and balance of content appears to be inhibiting mastery
• Responses to the Call for Evidence suggest that the English Baccalaureate (EBacc) performance measures may unnecessarily constrain the choice of students, impacting their engagement and achievement, and limiting their access to, and the time available for, vocational and arts subjects
• The curriculum needs to respond to social and technological change and attention is needed to address opportunities and challenges created by our fast-changing world. The rise of artificial intelligence (AI) and trends in digital information demand heightened media literacy and critical thinking, as well as digital skills.

A phased programme of work in different subjects or subject areas will allow reforms to be made incrementally in a way that does not destabilise the system. See the report for more information.