The Curriculum and Assessment Review Final Report was published on 5 November 2025, marking a significant moment for curriculum policy in England.
We want to thank all member associations who contributed responses (collected below), engaged in our Members Forum on 13 November, and shared their expert perspectives. The depth, evidence, and thoughtfulness of your responses have been exceptional.
What you told us: Three unified themes
1. ITE IS THE CRITICAL ISSUE:
Every subject association raised concerns about Initial Teacher Education (ITE). You spoke with one voice:
- Primary teachers lack subject-specific training
- Bursary removal for English, Music, RE, Art & Design contradicts curriculum breadth principles
- The lack of bursaries in other subjects remains an issue for providing financial support to those training as subject specialists.
Your message: Curriculum reform fails without teachers trained in subject expertise.
2. SUBJECT EXPERTISE MATTERS:
You emphasised that curriculum quality depends on specialist teaching, subject-specific CPD, and pedagogical knowledge, not generic training.
3. BREADTH NEEDS IMPLEMENTATION SUPPORT
You welcomed the CAR’s affirmation that “every subject contributes” but noted gaps between principle and practice for foundation subjects.
What the CAR offers:
✓ Removal of EBacc measures (Academic Breadth retained in Progress 8 and proposal will be subject to DFE consultation)
✓ National oracy framework recommended
✓ Climate and sustainability education, media literacy, financial literacy strengthened
✓ Statutory primary Citizenship for the first time
✓ Implementation timeline: 2026 consultation, 2027 publication, 2028 teaching
What’s missing:
✗ ITE solutions (despite documenting crisis)
✗ CPD funding commitment
✗ Clear SA partnership role
What we need from you:
1. Share implementation priorities:
- What will you be doing to support your teachers and members with curriculum change?
- What CPD and other support would your members need?
- Where can you contribute expertise?
Let us know: admin@subjectassociations.org.uk
2. Join cross-cutting discussions:
If your subject connects to oracy/climate/digital literacy, we’d welcome input at forthcoming CfSA events and DfE insight gathering
3. Watch for consultation:
Programmes of Study for National Curriculum subjects and Progress 8 will be subject to DfE consultations. These are expected in 2026, we’ll help keep you posted on developments.
Our commitment:
The CfSA will ensure ALL voices are heard: large and small associations, core, and foundation and basic curriculum subjects, qualification subjects and across phases. Our strength is in our diversity; our power is in our unity.
Timeline to watch:
- Late 2025-2026: Programme of Study drafting
- 2026: Statutory consultation
- 2027: Publication
- 2028: First teaching
This is our window to influence implementation.
Thank you for your expertise and engagement.
CAR PUBLICATION PUBLIC RESPONSES FROM CFSA MEMBERS
Association for Citizenship Teaching (ACT)
Statement 1) Curriculum and Assessment Review confirms strengthened role for Citizenship in the national curriculum
Status: Published (Nov 5)
Statement:
Citizenship will have an expanded and strengthened role in a reformed national curriculum for every school
The Curriculum and Assessment Review independent panel report, published today (Wed 5 Nov), and the Government’s formal response, confirms that Citizenship will have an expanded and strengthened role in a reformed national curriculum for every school.
This is a major step forward in ending years of inequity in provision and ensuring that all pupils, not just those fortunate enough to attend certain schools, have access to high-quality Citizenship education.
These landmark reforms confirm that Citizenship will become a compulsory subject in primary education, ensuring all pupils are taught media literacy, financial literacy, law and rights, climate education, democracy and government from the earliest age. For the first time, primary pupils will be explicitly taught how to identify misinformation and disinformation and how to use critical thinking to challenge what they see, hear or read online and better understand the world around them.
Why this matters
Citizenship is the national curriculum subject through which pupils are taught about democracy, parliament, law, rights, the media, finance, and how people participate in civic life. It is the curriculum subject that teaches the knowledge, understanding and skills to become informed, active and responsible citizens who can make a positive difference.
The recommendation that Citizenship is statutory from KS1 and KS2, and continues as a statutory subject at KS3 and KS4, represents a major step in building a coherent subject across the school system.
The Government has also confirmed a new core enrichment entitlement covering civic engagement, arts and culture, nature and adventure, sport and physical activity, and wider life skills. This is a major moment in recognising that civic engagement is not an “optional extra”, but part of a broad and balanced education that prepares young people for participation in community and democratic life and will support government plans to lower the voting age to 16 across the UK.
We also welcome the new Oracy Framework. Ensuring pupils have opportunities to develop oracy alongside critical thinking, discussion and different forms of talk is a core part of Citizenship and will support young people to take part fully in democratic life.
The moment we have worked for
For years, ACT has built the evidence base, gathered insights from teachers and schools across the country, engaged with 100s of partner organisations, and made the case directly to parliamentarians, including most recently through contributions to the Speaker’s Conference on the Security of Candidates, MPs, and Elections.
We therefore strongly welcome this landmark moment.
As Education Secretary Bridget Phillipson said today: “From the fundamentals of reading to the present danger of spotting fake news, as part of our Plan for Change, these landmark reforms will help young people step boldly into the future, with the knowledge to achieve and the skills to thrive as the world around us continues to rapidly evolve.”
These reforms set the conditions for Citizenship education to finally deliver on its original purpose: To develop young people’s social and moral responsibility, to build political literacy, and to equip them to participate in their communities.
Evidence shows Citizenship works
In two major national studies, ACT has collected new data on the impact of Citizenship education. ACT’s research with Nottingham Trent University and Royal Holloway University of London found that pupils who take GCSE Citizenship Studies are:
- more likely to say they understand how politics works
- more likely to express political interest and intention to vote
- more trusting of democratic institutions.
The study also found that young women and pupils from lower socio-economic and minority backgrounds gained substantially, helping reduce civic inequality.
Other recent ACT research (with Middlesex University, pending release) shows strong positive outcomes for democratic attitudes where teachers create open classroom climates for discussing controversial issues. Students who studied Citizenship regularly and in discreet lessons also measured higher in increased knowledge, stronger support for democracy, greater optimism, and higher adult intentions to participate – demonstrating that how Citizenship is taught is as important as what is taught.
Sector support
Leading schools, including Bohunt Trust and Ormiston Academies Trust, have already prioritised Citizenship in their curriculum models and are demonstrating what a rich, carefully sequenced and planned approach can achieve, especially when linked to meaningful opportunities for active citizenship.
“Citizenship teaching within the primary curriculum is of immeasurable importance. The values and skills it nurtures in the youngest members of our education system underpin every aspect of school life, from daily interactions to the way we learn, communicate and make decisions together. The child’s voice lies at the heart of this: pupils must be taught that their opinions are valued, how to express themselves assertively yet respectfully, how to listen and reflect on the perspectives of others, and how to advocate for themselves with confidence. Everything we teach, beyond the already vast pages of the national curriculum, is rooted in citizenship, shaping not only knowledgeable learners, but compassionate, responsible and engaged members of our community.” – Lisa Wright, Director of Primary Bohunt School Horsham
“The Curriculum and Assessment Review provides a timely opportunity to reflect on how education can best prepare young people for life beyond the classroom. We particularly welcome citizenship education becoming a compulsory part of the primary curriculum. At Ormiston Academies Trust, citizenship sits at the heart of our approach. It helps pupils understand how society works, from politics and the law to the media and the economy, and, crucially, how they can play an active role in shaping it. Young people consistently show they want to learn about these issues, as seen in the UK Youth Parliament’s Make Your Mark campaign, where a ‘curriculum for life’ remains a key priority. We’ve already made strong progress in embedding citizenship across our curriculum, ensuring that students develop the knowledge, skills and confidence to engage with society and contribute positively to their communities. By continuing to strengthen this work, we can ensure all young people leave our schools confident, informed and open to different perspectives, ready to contribute positively to society as active citizens.” – Bryden Joy, Senior Lead Practitioner for Personal Development at Ormiston Academies Trust
“Citizenship education holds a central place in our curriculum because of the diverse and vibrant community we serve. Addey & Stanhope is situated in an ethnically diverse area with relatively high levels of economic deprivation, and we view Citizenship as essential for building knowledge, mutual understanding, and social responsibility among our students.” – Ryan Mason, Addey and Stanhope, Lewisham
Support for teachers remains essential
To fully realise today’s recommendations, the strengthened status of Citizenship must be matched by:
- improved DfE impartiality guidance
- support to recruit and train more specialist Citizenship teachers
- updated Ofsted expectations to bring Citizenship in line with other national curriculum subjects.
Evidence shows outcomes are strongest when Citizenship is taught by specialists.
Today’s confirmation that Citizenship will be strengthened in the national curriculum is an important and long-overdue step. If we want young people to play a full role in our democracy, then we must teach them clearly about how our political system works, how to weigh information and spot misinformation, and how to participate with confidence. Citizenship education is central to this. Now we must ensure that these reforms translate into high-quality, well-taught provision in every school, at every stage, so that all young people have the knowledge, skills and voice they need to shape the society they are growing up in. It is now imperative that the Office for Standards in Education recognise the critical importance of this subject area and reassess how they evaluate and provide judgements on quality and outcome
Rt Hon Lord Blunkett
Former Education Secretary, ACT Honorary President
These recommendations mark a major step forward. If we are now serious about preparing every young person for democratic life, then Citizenship must be taught consistently and well in every school. Citizenship education includes teaching pupils how democracy and the law works, critically evaluating information in a complex and digital world, and how to make their voices heard on matters of concern. Today’s proposals recognise Citizenship cannot be left to chance and must be central to a reformed National Curriculum in primary and secondary schools. We welcome the opportunity for reform and strengthen Citizenship as a curriculum subject as well as in the life and community of schools.
Liz Moorse
Chief Executive, Association for Citizenship Teaching
Statement 2) Citizenship strengthened in the national curriculum: what this means for schools
Status: Published (Nov 6)
Location:
Statement:
The Department for Education has confirmed that Citizenship will be strengthened in the national curriculum following the publication of the Curriculum and Assessment Review.
This includes making Citizenship compulsory in primary for the first time, and strengthening the subject throughout secondary. Primary pupils will now be taught early foundations in democracy, law and rights, media literacy, financial literacy, and climate education, including explicit teaching on how to recognise false and misleading information online.
The Education Secretary has described this as part of a “Plan for Change” and a commitment to help young people “step boldly into the future, with the knowledge to achieve and the skills to thrive.”
For ACT, this is a major milestone. We have consistently called for a coherent, universal entitlement to Citizenship from KS1 through post-16, alongside support for specialist teachers and today’s reforms move us closer to that goal.
What does this mean for teachers and schools?
Primary schools
For the first time, Citizenship content will be a statutory requirement with new programmes of study at KS1 and KS2.
This means:
- core concepts such as democracy, participation, law and rights will now be taught from the earliest age
- a new emphasis on media literacy, including recognising misinformation and disinformation
- primary pupils will be introduced to financial education and climate-related learning through a Citizenship lens
The Government has said it will look for the earliest opportunity to legislate this statutory change at KS1–2, and has been clear that this is about ensuring all pupils acquire the essential knowledge and skills to be “active, informed and responsible citizens.”
This represents a major opportunity to build consistent foundations and to ensure children understand their rights, responsibilities and voice within school life and their wider community.
Secondary schools
Citizenship remains a statutory national curriculum subject at KS3 and KS4, and the Review confirms a strengthened subject model across secondary. Revised Programmes of study will be published in 2027 with first teaching in 2028. GCSE reforms will follow, with development work beginning ahead of first teaching from 2029, or 2030 (depending on phasing).
Research from ACT in partnership with Nottingham Trent and Royal Holloway shows that students who take GCSE Citizenship Studies are more likely to understand how politics works, express political interest and intention to vote, trust democratic institutions more, and that gains are strongest for young women and students from lower socio-economic backgrounds.
In the Government response, secondary Citizenship is also explicitly framed as a continuation of the core content in primary, with a focus on democracy, government, law, rights, climate, and financial and media literacy, and ensuring progression through to GCSE.
Oracy, enrichment and participation
The Government has also announced:
- a new oracy framework
- a new core enrichment entitlement for every pupil (including civic engagement)
Both measures strengthen the wider environment in which Citizenship is developed and experienced. High-quality talk, structured discussion and participation in civic life are central components of active citizenship – not add-ons.
Whole-school ethos: why this matters
ACT’s recent research with Middlesex University shows that where Citizenship is taught regularly in discrete lessons, pupils score higher in:
- civic and political knowledge
- support for democracy
- trust in institutions
- personal and political toleration
- intentions to participate in democratic life as adults
This is further evidence that Citizenship education supports inclusion, belonging and participation, and helps reduce civic inequality.
Timelines
Work now begins on curriculum development and implementation, new Programmes of Study will be published in 2027, with implementation from 2028 with the new primary statutory requirements due to take effect in 2028. GCSE redevelopment will follow, with first teaching from 2029 or 2030 (depending on phasing).
We expect more detail from the DfE on sequencing, teacher training support and transition planning over the coming months.
What about Votes at 16?
The Government has confirmed its policy intention to lower the voting age to 16 across the UK. Today’s national curriculum reforms help lay essential groundwork for this by guaranteeing that all pupils will now receive consistent democratic education throughout their schooling.
The Government response directly connects the voting age change with curriculum reform noting that schools will be supported to “capitalise on the greater relevance and engagement” that Votes at 16 brings.
How ACT will support you
We will:
- publish guidance on curriculum design and planning and update the ACT KS1–KS4 Citizenship curriculum framework aligned to the new requirements
- launch new primary-focused training and curriculum resources to support planned, coherent and sequenced teaching
- update existing materials to reflect changes in media literacy, financial education, climate and sustainability and democracy education
- review how our model curriculum resources reflect and develop the new oracy framework
- continue working with the Electoral Commission to support democratic education and younger voters
- expand our e-learning offer to support those teaching Citizenship and developing their subject specialism
- continue to push for improvements to impartiality guidance, specialist teacher training, and Ofsted inspection of the Citizenship as a subject.
We will share further updates as we receive implementation detail from the Department.
Final word
This is a landmark moment for Citizenship.
Schools have been waiting a long time for clarity and today’s reforms mark a significant step forward in ensuring no child misses out.
ACT stands ready to support teachers, leaders and policy partners to make this a reality.
Association for Language Learning (ALL)
Statement 1) PRESS RELEASE on the publication of the final report of the Curriculum and Assessment Review Panel
Status: Published (Nov 5)
Location: https://www.all-languages.org.uk/wp-content/uploads/2025/11/ALL-CAR-Press-Release.pdf
Statement:
5th November 2025
The Association for Language Learning (ALL) welcomes the publication of the Curriculum and Assessment Review Panel’s final report and the Government ’s commitment to a rich, broad and innovative curriculum .
Languages alongside the arts must be an integral feature of this vision. Therefore, we welcome a continued commitment to the study of languages at Key Stage 2 and Key Stage 3 . We are though concerned that the removal of the EBacc performance measure could negatively impact GCSE language uptake.
The panel’s recommendation for a clearer defined content for Key Stage 2 (in French, German and Spanish) addresses feedback from our members. Defined vocabulary lists alongside intercultural capital can aid the planning and delivery of engaging language lessons, guide primary school colleagues and support the transition into Key Stage 3. Without losing the breadth and experience in the current Programme of Study, such lists must be interwoven with intercultural understanding therefore designed to support – not constrain – creativity, innovation and global understanding .
While there is a recognition in the report that these changes will require resource development, more consideration will need to be given to upskilling initiatives for our primary colleagues, in particular those non -specialists who will be paramount in building a firm foundation of language learning and intercultural understanding .
We welcome that the Government has taken up some of our consultation ideas into their response and we welcome
- The decision not to review the new GCSE in French, German and Spanish
(first assessed in June 2026)
- The exploration of alternative qualifications, such as a new flexible stepped language qualification
- Continued funding for the National Consortium for Languages Education
- The Government’s commitment to exploring issues and solutions concerning the language learner pipeline from GCSE to A-level and beyond in collaboration with relevant stakeholders
- Support for schools and language teachers in using AI and Edtech to enhance language learning
While we understand the rationale for removing the EBacc performance measure and acknowledge that the targets set by the previous Government regarding language uptake have not been met, ALL is concerned that the removal of the EBacc may have a detrimental impact on language uptake and access to languages on the curriculum therefore widen the divide , as raised at consultation and follow-up meetings. We therefore welcome the forthcoming consultation on reviewing Progress 8, and urge that it protects and further enhances access to language learning and take-up .
On cross-curricular matters, the Association for Language Learning welcomes
- the commitment to an inclusive curriculum that aims high for all learners
- the proposed reduction of GCSE exam time
- the cross-curricular elements of climate, digital and finance education.
Association for Physical Education (AfPE)
S1: 📢 Statement from Kate Thornton-Bousfield, CEO of the Association for Physical Education 📢
Status: Published (Nov 5)
Location:
05 November 2025 (0 Comments)
Posted by: Tom Banks
We are pleased to announce that the Curriculum and Assessment Review has today published its final report, Building a world-class curriculum for all.
Championing a Bold, Inclusive, and Coherent Future for Physical Education
As CEO of the Association for Physical Education (afPE), I welcome the findings and recommendations outlined in the recent curriculum review. This report offers a timely and necessary reflection on the current state of Physical Education (PE) and Dance in our schools. It presents a compelling vision for how we can better serve all pupils through a refreshed, inclusive, and coherent curriculum that values both physical activity and academic progression.
Reaffirming the Value of Core PE
PE is a statutory foundation subject for all pupils from Key Stage 1 to 4. Its role in shaping the physical, emotional, cognitive, and social development of young people cannot be overstated. Regular physical activity contributes to cardiovascular and wider health, supports healthy weight, improves mental wellbeing, and enhances academic attainment. Yet, despite these benefits, the report highlights troubling inconsistencies in the quality and delivery of PE across the country.
afPE unequivocally reaffirms that core PE is compulsory and irreplaceable. Examination PE, such as GCSE PE, Sports Studies, or Sports Science, is an additional pathway and must never substitute the statutory requirement for all learners to access high-quality, physical PE. Core PE is the only guaranteed opportunity for many young people to be physically active during the school week, and it must be protected and prioritised accordingly.
We are concerned by the drop in teaching time at Key Stage 4 and the declining uptake of GCSE PE. In some cases, the GCSE specification is influencing earlier key stage PE, shifting focus from physical activity to theoretical content such as anatomy and physiology. This risks distorting the very purpose of core PE. We strongly support the recommendation that core PE must remain physical in nature, with students actively engaged in movement, skill development, and enjoyment, not solely academic study, with core PE as the unique and essential place where every young person has the opportunity to be physically active.
Elevating Dance, Swimming, and Outdoor Activities
Dance, swimming, and outdoor adventurous activities are integral to a rich and balanced PE curriculum. The report rightly identifies that Dance is underrepresented and often poorly delivered. This is unacceptable. Dance fosters creativity, coordination, cultural appreciation, and emotional expression. Dance plays an essential role in providing choice and in providing an inspiring outlet for many young people. It must be taught with the same rigour and enthusiasm as other PE disciplines.
We therefore support the recommendation to improve specificity in the Programme of Study for these activities and call for clearer guidance and professional development to ensure all pupils experience high-quality instruction in Dance, swimming, and outdoor learning.
A Curriculum That Reflects Holistic Development
afPE endorses the proposal to broaden the purpose statement of PE to reflect its holistic benefits: physical, cognitive, social, and emotional. Competitive sport is a proud part of our national identity, but it must be balanced with inclusive participation. We must move beyond a narrow focus on performance and success to embrace a curriculum that motivates every child, regardless of ability or background and recognise our responsibility in providing high quality experiences to every young person, including those who have not been well served in the past.
We also support the call to update subject aims at each key stage. Non-specialist teachers need clarity, support and structure to deliver high-quality lessons and to ensure that young people do not miss out. A coherent progression model that builds mastery over time is essential to ensure pupils develop fluency, confidence, and a lifelong love of physical activity.
Clarifying and Reforming Qualification Pathways
The recommendations to review and refine the structure and content of examination PE qualifications offer to provide much needed clarity. Renaming the GCSE PE qualification to reflect its academic focus, such as GCSE Sports Science or GCSE Sports Studies, would help clarify the distinction between physical education for all and academic study for some. This would preserve the integrity of core PE and prevent the encroachment of theoretical content into physical PE lessons.
We also support efforts to distinguish clearly between compulsory PE, GCSE PE, and Technical Awards. Core PE should focus on practising competitive sport, developing movement skills, and fostering positive attitudes towards physical activity. Qualification pathways should prepare students for further study and careers in sport and health, with a clear emphasis on sports science and vocational relevance.
Promoting Equity and Inclusion
afPE is deeply concerned by the underrepresentation of students with special educational needs (SEN) in PE qualifications. The current GCSE PE activity list, while adaptable, lacks sufficient specialist options to support inclusive participation. We support the recommendation to review this list and expand the range of activities to better reflect the diverse needs of learners.
Any changes must be carefully considered to ensure they are assessable within existing frameworks, but inclusivity must be a guiding principle. Every student deserves the opportunity to succeed in PE, whether through core participation or qualification routes. We are already working hard through our wider activity to improve inclusion and equity in accessing PE qualifications.
Our Commitment Moving Forward
afPE stands ready to collaborate with the Department for Education, Ofsted, and all stakeholders to implement these recommendations. We will continue to advocate for:
- A minimum of 2 hours of high-quality PE per week for all pupils
- Enhanced professional development for PE teachers and external providers
- A curriculum that reflects the diverse needs and aspirations of all learners
- Greater investment in inclusive practices and resources
- Clearer distinctions between core PE and examination pathways
- A reviewed and inclusive activity list for qualifications
Physical Education is not a luxury, it is a necessity. Let us seize this opportunity to reimagine PE as a dynamic, inclusive, and empowering subject that prepares every young person for a lifetime of physical activity, wellbeing, and opportunity.
S2: 📢 Government Response: Curriculum and Assessment Review 📢
Date: 05 November 2025 (0 Comments)
Location: https://www.afpe.org.uk/news/713917/-Government-Response-Curriculum-and-Assessment-Review–.htm
Posted by: Tom Banks
I am writing to inform you about the publication of the final report of the Curriculum and Assessment Review – Curriculum and Assessment Review Final Report – GOV.UK . The report includes recommendations for reform to the curriculum and assessment system, including on:
- refreshing programmes of study for each curriculum subject,
- raising standards in oracy, reading, writing and maths from the early years and into secondary,
- preparing young people for life and careers in a changing world, and
- delivering high standards for all.
The government has responded to the report Curriculum and Assessment Review Final Report: government response – GOV.UK welcoming the Review’s recommendations, thanking Professor Francis and the Panel for their work and confirming how it intends to take forward the reforms.
The executive summary of the government response provides an overview of the changes we will make – including that:
We will create a world leading curriculum – that raises the floor for all without adding any limit to ambition or achievement. We will revitalise arts education as part of the reformed national curriculum and through high-quality support for teachers of these subjects. We will explore a new languages qualification which banks progress and motivates pupils to continue studying and reap the benefits of learning a language. This will complement existing GCSEs and A levels.
We will deliver high standards for all – including pupils who are from socioeconomically disadvantaged backgrounds, those with special educational needs or disabilities, and the most able pupils who need more stretch. We will give every child rock solid foundations in oracy, reading, writing and maths, and an improved key stage 3 that re-engages pupils and prevents their learning from stagnating in the early years of secondary school.
We will prepare young people for life and careers in a changing world – embedding vital applied knowledge and skills in financial, media and digital literacy in the revised curriculum, and improving climate and sustainability education. We will also make citizenship compulsory in key stages 1 and 2 and will explore a new level 3 qualification in data science and AI.
We will improve assessment, accountability and performance measures – at primary, we will improve the assessment of writing at key stage 2 so that it has a greater focus on fluent writing. At secondary we will retain the rigour of exams whilst reducing the amount of time spent in them. We will also consult on an improved version of Progress 8 that balances a strong academic core with breadth and remove the EBacc performance measure, which has hampered progress in subjects which strengthen our economy and society including the arts.
We are determined that every child has access to a wide range of enriching activities that broaden their horizons, stretch their abilities and build wider skills – setting out a new core enrichment offer for every pupil, which delivers access to civic engagement; arts and culture; nature, outdoor and adventure; sport and physical activities; and developing wider life skills.
We will support our teachers to be ready for the new curriculum – providing high-quality, free digital resources through Oak National Academy, and curriculum support, including through our RISE English and maths hubs, our CPD programmes for computing, physics and languages, a new National Centre for Arts and Music Education and new PE and Sports partnerships.
We will deliver the reforms to post-16 skills in our recent Skills White Paper – consulting on a new English and maths preparation for GCSE level 1 qualifications to consolidate students’ skills and knowledge before GCSE. We will also consult on how to streamline the confusing landscape of hundreds of qualifications at 16-19 and replace it with a clearer offer of level 2 qualifications and a simple framework of A levels, T Levels and V Levels at level 3 to give academic, technical and vocational options that are high quality and respected.
Work is now underway to deliver a new curriculum and assessment system that is ambitious for every child, rich in knowledge and strong on skills. Working closely with the sector, we are working towards a first teaching of the new curriculum from September 2028 and a phased approach to new GCSE teaching from September 2029. Proposals will be consulted on from 2026, to ensure we are capturing the important views from those most impacted.
We have a valuable opportunity to refresh the PE curriculum and clearly define its role within the broader school curriculum. In the coming weeks, I’ll be sharing the anticipated timelines and key milestones for designing, drafting, consulting on, and implementing this new-look PE curriculum. I’m looking forward to reconnecting with you soon to move this exciting work forward.
Statement on Dance recommendations
S3: 📢 New Curriculum can start New Chapter for PE, School Sport and Play, say Sector Leaders 📢
Date: 05 November 2025 (0 Comments)
Posted by: Tom Banks
The Association for Physical Education (afPE) and The Youth Sport Trust have welcomed the publication of the Curriculum and Assessment Review’s final report and the Government’s response to the recommendations, calling for today to turn the page on a new chapter for Physical Education (PE), school sport and play.
Over the past year, led by Professor Becky Francis CBE, the Curriculum and Assessment Review has received evidence from a wide range of stakeholders, and delivered deep-dive sessions on a series of subjects, including PE. The Youth Sport Trust and afPE have contributed to the Review throughout, including through attendance at the PE deep dive, and are pleased to see the sector’s insights inform the Review’s findings and subsequent government response.
Following the publication of the Review’s report, the Department for Education has published a response to indicate how the Review’s recommendations will be incorporated into the revised curriculum. Key measures include:
Physical Education (PE)
- Revisiting the aims of compulsory PE across all four key stages to support the development of fundamental movement skills, and participation in sport and physical activity, highlighting the role of PE in supporting pupils’ wellbeing and educational outcomes.
- Ensuring the key stage four curriculum has a clear purpose for pupils so schools recognise the need to protect two hours of PE time for all pupils throughout their time at school.
- Considering how swimming, dance and outdoor and adventurous activities are presented to ensure they support quality teaching and progression.
- Working with Ofqual and stakeholders to review the PE GSSE subject content to make sure the purpose is distinct from the key stage four curriculum, with an emphasis on supporting wider participation including for pupils with disabilities.
- Adding further detail to content on dance within PE, and included within the remit of new PE and School Sports Partnerships to build capability and confidence in the teaching of dance.
Enrichment
- Introducing a new core enrichment offer every school should aim to provide for all children, beyond the statutory curriculum. A new set of benchmarks will be developed alongside schools, colleges and sector experts, with the impact of national partners such as the Royal Shakespeare Company and Youth Sport Trust highlighted in delivering opportunities through partnership approaches. Schools will be expected to, at a minimum, delivering enrichment which provides access to access to sport, civic engagement, arts and culture, nature and adventure, and life skills to build resilience and opportunity.
- Providing information about schools’ enrichment opportunities in new school profiles, with Ofsted inspection toolkits updated to take into account the new enrichment benchmarks when revised next year.
- Emphasising the role of new PE and School Sports Partnerships to deliver high-quality curriculum PE, expand opportunities for extra-curricular sport and physical activity, and build strong links between schools, local clubs and National Governing Bodies of sport.
- Highlighting the role of civil society in working alongside schools and colleges to deliver high-quality enrichment, citing the commitment of organisations including the Duke of Edinburgh’s Award, National Youth Theatre and Youth Sport Trust in enabling schools and colleges to provide opportunities.
In addition, the Government’s response clarifies that the new curriculum will be implemented in full from September 2028, with the Government publish the final revised national curriculum in full by spring 2027.
Commenting on the Review’s recommendations and Government’s response, Kate Thornton-Bousfield, CEO of the Association for Physical Education (afPE) said:
“I am absolutely delighted with the publication of today’s report, which I believe marks the beginning of a transformative journey towards a curriculum that meets the needs of all learners, fosters lifelong engagement in physical activity, and nurtures vital life skills. Crucially, the report calls for a redefinition of the aims and purpose of Physical Education, recognising its role as a catalyst for sustained participation in physical activity and enrichment. We welcome the recognition by Professor Francis and her colleagues that change is essential and the commitment to act by the Department for Education, and we are proud to have worked alongside sector partners to reach this pivotal moment. The opportunities ahead are both exciting and essential.”
“afPE reaffirms that core PE is compulsory, irreplaceable, and must be protected. Examination PE, such as GCSE PE, Sports Studies, or Sports Science, is an optional academic pathway and must never replace the statutory entitlement to high-quality, physical PE for all learners. As a sector we are concerned by reduced PE time at Key Stage 4 and the growing influence of theoretical exam content on earlier PE stages. Core PE must remain focused on physical activity, skill development, and enjoyment, not academic study alone. We also highlight the underrepresentation of students with special educational needs (SEN) in PE qualifications. The current activity list lacks sufficient specialist options to support inclusive participation. afPE supports a review to expand and diversify the list, ensuring all students can thrive in both core and qualification PE. Inclusivity must be central to any reform. Every young person deserves meaningful access to Physical Education, regardless of ability or pathway.”
Youth Sport Trust CEO Ali Oliver MBE said:
“I would like to thank Professor Francis and her Review Panel for the careful consideration they have given throughout to the importance of a balanced and relevant curriculum which equips children and young people for today and tomorrow, and values individual potential and wellbeing. As a charity, we have long campaigned for the fundamental role of movement, and physical activity in the education and development of children to be better understood and valued more highly. Throughout the Curriculum and Assessment Review, our sector has come together to emphasise the importance of more inclusive, accessible and contemporary provision across play, Physical Education and school sport.”
“Movement has a central role in cognitive development and performance, physical activity is essential to health and wellbeing, while play and sport are invaluable contexts for social development and the acquisition of life skills. Today’s announcements respond to our call – PE and school sport are not optional extras, they must serve the needs of every child. A revitalised curriculum with refreshed aims and clear objectives for each key stage has the potential to build a progressive pathway which starts with the essentials of developing a positive relationship with movement in primary schools before extending choice, and responding to young people’s voice in the activities on offer in secondary schools. The outcome of the new curriculum must be to engage every child in a way that is meaningful, purposeful and sustained while complementing classroom-based learning with personal development and wellbeing.”
“The impact of more active schools and high-quality Physical Education is overwhelming in the evidence-base, and we are delighted to see this reflected in today’s response and commitments from the Department for Education. The new core enrichment entitlement giving every child access to sport supporting progress inside and outside the classroom, forging a sense of belonging and broadening horizons is warmly welcomed, and the place of this provision in assessing school standards, the quality of education, and informing parental choice has been missing for too long in maintained schools.”
“We are optimistic today represents an important milestone on the journey to harnessing the importance and contribution of play, Physical Education, daily physical activity and sport in building a nation of more active and well schools. We are excited to get going and look forward to playing our part in realising the potential of what has been announced. Through a joined-up approach connecting today’s report and recommendations with the new national PE and School Sport Partnerships Network, the Enrichment Framework and a National Youth Strategy we can send a powerful message to young people and their families – their health, happiness, and success is a priority for our country.”
The two organisations will continue to work closely with the Department for Education and across the sector to make sure today’s announcements are the impetus for change. Meanwhile, aside from the Curriculum and Assessment Review, the Department for Education has recently initiated a market engagement process ahead of the introduction of a new PE and School Sport Partnership Network and is expected to soon publish a new Enrichment Framework. The new National Youth Strategy is also set to be released by the Department for Culture, Media and Sport by the end of the year.
Association for Science Education (ASE)
Statement: ASE response to the publication of the Curriculum and Assessment Review
Status: Published (Nov 5)
Location:
https://www.ase.org.uk/news/ase-response-publication-of-curriculum-and-assessment-review
By ASE Communications Team Wednesday 05 November 2025
ASE welcomes ambitions of the Curriculum Review but focus on Triple Science risks widening inequality unless backed by significant investment in teaching capacity and resources.
The Association for Science Education (ASE) has welcomed the broad ambition and many strengths in the Curriculum and Assessment Review final report published today (5/11/25). The Review’s findings reflect many of our own responses, rightly aims to create a more coherent, equitable and future-focused curriculum, and includes several important recommendations that reflect long-standing ASE priorities for improving science education.
ASE particularly welcomes:
A focus on improving coherence, progression and status in primary science
- The recommendation to reduce unnecessary content in GCSE science and to strengthen teaching around core disciplinary concepts, creating space for deeper understanding and practical learning
- The Review’s recognition that high-quality practical science needs renewed focus and greater clarity of purpose
- Commitments to strengthen climate and sustainability education across science and geography
- The principle that all students should have fair access to future STEM pathways
- Proposals to strengthen the computing curriculum, digital and media literacy, reinforce strong mathematical foundations and introduce a new national oracy framework.
Government response
ASE also welcome the Government’s constructive response which includes a strong recognition that science remains a vitally important core curriculum subject and makes commitments to improve primary progression and practical science, address curriculum overload and embed climate education. The alignment between the Review and Government response is a positive and meaningful step forward.
‘Entitlement to study Triple Science as standard’
Whilst ASE supports the ambition to widen access to Triple Science so that every young person regardless of their circumstances has the opportunity to reach their potential and notes the Government’s commitment to schools to meet this expectation over time, we are concerned that introducing the Triple Science entitlement as standard is problematic for several reasons:
ASE has long supported a single equitable route through the sciences at GCSE – in part because such an approach would help to maximise both equitable access to science education and optimise limited resources. A unified route helps to ensure all young people have equitable access to a high standard of science education regardless of whether they wish to pursue sciences academically or not.
It will be important to ensure that the focus to expand the entitlement to Triple Science in the small minority of schools that currently don’t provide that option, does not obscure the continued inequalities in access and participation in Triple Science within and between schools that already offer the qualification. It is unclear how the new entitlement would address this issue and could risk detracting from or hiding it further.
Further detail is required to understand how the entitlement would work in practice – for instance (i) how will the entitlement go beyond an equality of opportunity approach in order to meaningfully support equality of uptake and/or outcomes? (ii) how will schools be encouraged and supported to ensure their offers are high quality, fair and attractive to students? How will schools that are constrained by resources but are required to cater to a potentially very low level of demand, be supported to provide a feasible, attractive and equitable quality offer to students?
Although the Review argues that entitlement could reduce inequality this can only be achieved if all schools are able to deliver the offer. Some schools may not be able to adequately resource the provision of high-quality Triple Science particularly where specialist teachers are in short supply. In addition, not all schools may be able to accommodate every student who wishes to take Triple Sciences without significant additional resources.
Channelling resources into a Triple Science offer may result in lower quality of teaching of Combined Science which remains the route taken by most students.
Prioritising Triple Science risks sending an unintended signal that Combined Science is a second-tier qualification, despite being rigorous, chosen by the majority of students and still an appropriate route for those students wishing to study science post 16.
Professor Louise Archer, President of the ASE, says “Focusing narrowly on an entitlement to Triple Science risks missing the wider opportunity to address and improve inequalities in science participation more broadly. Entitlement as a form of equality of opportunity is not the same as equitable provision and outcomes, and without the teachers, time and resources to deliver it, this policy could deepen the very inequalities it aims to address.”
Lynn Ladbrook, ASE CEO says “No curriculum reform whether in science or any other subject will succeed without sustained investment in the workforce needed to deliver it. That means recruiting and retaining specialist science teachers, supporting existing staff through high-quality professional development and recognising the vital role of science technicians in delivering practical work safely and effectively. Without addressing the growing shortages in both teaching and technician staffing, even well-designed reforms will struggle to translate into reality.”
ASE notes the Government’s commitment to deliver improved programmes of study for science and to support schools and teachers in providing an effective and impactful science curriculum as a result. ASE looks forward to working with the Department for Education and others on implementation, including on how the Triple Science entitlement can be delivered equitably, without potentially weakening science provision elsewhere in the system.
Further information
The Curriculum and Assessment Review final report can be found https://www.gov.uk/government/collections/curriculum-and-assessment-review#curriculum-and-assessment-review-final-report
The Government’s response to the review be found here: https://www.gov.uk/government/collections/curriculum-and-assessment-review#curriculum-and-assessment-review-final-report:-government-response
A summary of the Review and Government response and how this aligns with the ASE’s position will be published in due course after consultation with our membership committees
ASE’s submission to the Review Panel can be found here. https://www.ase.org.uk/news/curriculum-and-assessment-review-ase-submission
ASE’s position on An Equitable Routes to Science Education be found here: https://www.ase.org.uk/sites/default/files/ASE%20POLICY%20PERSPECTIVES%20-%20Equitable%20Routes.pdf
Members are invited to share their views on the Curriculum and Assessment Review with ASE via email to info@ase.org.uk
The Classical Association (CA)
Statement: CA response to the Curriculum and Assessment Review’s final report
Status: Published Nov 6, 2025
Location: https://classicalassociation.org/ca-response-to-the-curriculum-and-assessment-reviews-final-report/
The Classical Association welcomes the release of the Curriculum and Assessment Review’s final report, and the government’s response.
This government’s ambition is to ensure that every child and young person receives a ‘rich and broad, and inclusive and innovative education’. Classics should be an essential part of this vision.
Earlier this year, the All-Party Parliamentary Group for Classics in collaboration with The Classical Association, wrote an open letter to Professor Becky Francis in which we set our recommendations for classical subjects in the Curriculum and Assessment Review.
Whilst it is pleasing to see that a number of our recommendations have been addressed in the final report, there are areas where we will seek further clarity to ensure that children and young people continue to have the opportunity to study the classical world, and the myriad skills benefits it brings.
We are disappointed that there is limited reference to classical subjects within the report, and are concerned by proposals which appear to narrow the scope of language learning, particularly at Key Stage 2. The government is seeking to strengthen the primary languages curriculum, with a renewed emphasis on French, German and Spanish. Classical languages have enjoyed parity with modern languages at this key stage since 2014. Dividing ancient languages from their modern counterparts is a retrograde step which jeopardises the progress in access and uptake that has been made in recent years. We have a strong evidence base that demonstrates how the study of Latin acts as a linguistic foundation for vocabulary development1, functional literacy2 and reading fluency.
Similarly, there is no reference to Ancient History or Classical Civilisation in the report whatsoever, both of which are seeing increased entry figures year on year at both GCSE and A Level in the state sector, demonstrating a clear appetite for classical subjects at both key stages. At GCSE, the number of entries for Ancient History has risen by 74% since the first assessment of the current qualification in 2019, and at A Level, between 2022 and 2023, the number of students entering for Classical Civilisation rose by 25% in a single year; the largest increase in entries across all the A Level courses offered by Cambridge OCR. We urge policy makers to review and strengthen the subject content for Ancient History and Classical Civilisation, as they are doing for other humanities subjects.
We are excited to see that the government will explore the feasibility of developing a new languages qualification to complement existing GCSEs and A Levels, and urge policymakers to ensure all languages, modern and ancient, are eligible under this framework. Indeed, the recent success of the Intermediate Certificate in Classical Greek demonstrates an appetite for a pre-GCSE qualification that recognises progress, and has the potential to motivate students to continue studying a language.
We welcome the report’s recommendations regarding the importance of citizenship education in the primary phase, and high quality oracy education for all. Studying Classics takes students to the birth of democracy and allows them to explore the evolution of civic rights and responsibilities. Rhetoric is inextricably linked to oracy, critical literacy and citizenship3. To identify misinformation and formulate critical responses draws directly on ancient theories of communication which have stood the test of time.
Every subject has a valuable and distinct role in contributing to climate and sustainability education, not just the small number outlined in the report. The Classical Association recently contributed to a proposal from UCL’s Centre for Climate Change and Sustainability Education that demonstrates how climate and sustainability education can be optimised via a whole curriculum approach.
We strongly support the report’s recommendations regarding the reduction in assessment burden at GCSE, as the current curriculum load impedes students’ mastery of both knowledge and skills. Similarly, we acknowledge the barriers the EBacc has created in achieving breadth at GCSE. Whilst Latin, Greek and Ancient History are supported by the EBacc, Classical Civilisation is not. The removal of this performance measure will hopefully end the perception that some Arts and Humanities subjects have more value than others.
The Classical Association, as the Subject Association for the discipline and the Secretariat for the All-Party Parliamentary Group for Classics will continue to act as a clear voice for change.
- Holmes-Henderson, A. and Kelly, K. (2023) ‘Learn the root. Conquer the word. Investigating the efficacy of Vocabulous in teaching word roots’, Christ Church Research Centre https://www.chch.ox.ac.uk/sites/default/files/2023-12/Vocabulous-report-Holmes-Henderson-December-2023.pdf
Wright, P. (2023) ‘Including the excluded: teaching Latin in an area of high socio-economic disadvantage’ in A.Holmes-Henderson (ed.) Expanding Classics: practitioner perspectives from museums and schools, Routledge, London.
- Holmes-Henderson, A. (2023) ‘Ancient languages for 6- to 11-year-olds: Exploring three pedagogical approaches via a longitudinal study’ in A. Holmes-Henderson (ed.) Expanding Classics, 8-29, Routledge, London.
Bloor, A., McCabe, M. and Holmes-Henderson, A. (2023) ‘Using classical mythology to teach English as an additional language’ in A. Holmes-Henderson (ed.) Expanding Classics, 42-56, Routledge, London.
- Holmes-Henderson, A. (2025) ‘Can’t see the wood for DAFOREST: rhetoric in the English classroom’, English in Education Journal
Holmes-Henderson, A. (2025) ‘The reception of Aristotle’s Rhetoric in educational contexts 2020-2025’, Rhetorica, 43, 1, 102-119.
Computing at School (CaS)
Statement: Curriculum Assessment Review final report summary
Status: November 5th, 2025
Location: https://www.computingatschool.org.uk/forum-news-blogs/2025/november/car-final-report-summary/
Written by: Computing at School
The Department for Education in England announces reforms to the national curriculum following the publication of the Independent Curriculum & Assessment Review.
With support from CAS members BCS, The Chartered Institute for IT provided evidence and insight to inform these important changes which are set to enable young people to seize opportunities so they can achieve and thrive in the modern world, including navigating the threat of fake news and online disinformation.
Key highlights for Digital Literacy & Computing include:
Citizenship to be compulsory, ensuring all pupils learn media literacy and financial literacy, law and rights, democracy and government, and climate education.
The narrowly focused computer science GCSE will be replaced with a broader, future-facing computing GCSE.
Exploration of a new qualification in data science and AI for 16–18-year-olds.
Digital skills are the backbone of the global economy and vital for active participation in society. Computing education is essential, yet thousands of UK schools lack the capacity to deliver it effectively. This creates a talent bottleneck that limits innovation and economic growth and deepens the digital divide.
Computing At School powered by BCS, is solving this at scale. We’ve built a nationwide infrastructure for computing education that delivers measurable outcomes:
- 🚀 90% of UK schools reached, supporting millions of pupils to access high quality teaching.
- 🌱 141,000+ teachers trained, improving confidence and pedagogy.
- 💡 CAS-supported schools achieve 0.2 grade higher on average—equivalent to a year’s extra progress, in computing.
Computing education must equip children and young people to participate fully in a technology-driven world and to thrive in the workplace, whether they want to pursue careers in the digital sector or use technology effectively in other fields.
Key recommendations for Computing
Provide greater clarity in the Computing curriculum about what students should be taught at each key stage so that they build the essential digital literacy required for future life and work
Replaces GCSE Computer Science with a Computing GCSE which reflects the full breadth of the Computing curriculum and supports students to develop the digital skills they need
Review where digital skills and technologies have become an integral part of subject disciplines other than Computing. Where this is the case, it should determine whether to include this specific digital content in those subjects’ Programmes of Study, sequenced and aligned with the Computing curriculum
Digital Literacy
Digital literacy encompasses the knowledge, behaviours and confidence required to use technologies and computer systems creatively, safely and effectively. It also involves the ability to make well-informed critical judgements about the implications, risks and impact of how digital technology is used. Being digitally literate empowers children and young people to adapt and thrive in a technology-driven world, use technology safely, and fully engage with learning across the whole curriculum.
Key Findings: Computing
- Teaching time for Computing has declined in secondary schools since 2011/12
- Despite availability in most schools, take-up of Computing qualifications is relatively low
- Take-up of Computing has declined among girls (GCSE Computer Science 20% for boys versus 6% for girls, and ICT Technical Award 5% for boys versus 2% for girls)
On average students achieved 0.72 of a grade less in GCSE Computer Science compared to their other subjects. This is worse for girls taking the GCSE, who typically achieved 1.11 of a grade lower than in their other subjects.
Very few schools teach Computing to all students at Key Stage 4.
A significant shortage of specialist Computing teachers affects the quality of provision
Access to devices and infrastructure also varies in schools.
Key Findings: Digital Literacy
Young people are not developing adequate digital literacy skills, essential both for everyday life and future employment. Misuse of online technologies and its impact on young people’s wellbeing is of significant concern.
The assumption that young people will acquire digital literacy automatically is incorrect. Advances in AI and genAI have made digital literacy even more critical.
Computing is the primary subject to deliver digital literacy content and greater clarity is needed on what should be taught at each key stage.
Other subjects should be enriched through the thoughtful use of digital technologies.
Responsible technology use and awareness of online harms and safety should be addressed in RSHE, where young people explore the social, emotional and ethical dimensions of digital life.
Critical evaluation of online content, essential for navigating misinformation and disinformation, should be covered in Citizenship.
Response to the recommendations by The Department for Education: Computing
All young people should be equipped with the digital capabilities required for an increasingly technology- and AI-enabled future and we want to bolster the pipeline of digital talent by encouraging more pupils to consider computing qualifications. We will continue to invest in the National Centre for Computing Education, equipping teachers to confidently teach about topics such as digital literacy and AI, and supporting them to improve their schools’ computing provision.
As we have already outlined, we will rebalance the computing curriculum as the Review suggests, to ensure pupils develop essential digital literacy whilst retaining important computer science content. Through the reformed curriculum, pupils will know from a young age how computers can be trained using data and they will learn essential digital skills such as AI literacy. We will replace the computer science GCSE with a GCSE in computing that better reflects the breadth of the curriculum. We will also explore introducing a new level 3 qualification in data science and AI, to ensure that more young people can secure high value skills for the future and that we cement the UK’s position as a global leader in AI and technology.
Design and Technology Association
Statement: Initial Response to Curriculum and Assessment Review
Status: Published 6th November 2025
Findings and Recommendations.
Today, the Government’s Curriculum and Assessment Review Report, which began in July 2024 and led by Professor Becky Francis, has finally reached its conclusions. The report and its recommendations were finally delivered to my inbox just after 6:00 am this morning. An early morning breakfast meeting in the House of Lords prevented me from delving into it in depth until early this afternoon, but on first reflection, here’s what was said and recommended, along with some thoughts on potential next steps.
Across all subjects
The review has stuck rigidly to principles set out at the very start of the process in summer 2024. Professor Francis made it clear from the beginning that this review would be guided by the statement “Evolution not revolution”. Those hopeful for radical change across the National Curriculum and its assessment will, no doubt, be disappointed. This review builds on existing work and is not intended to scrap the plan and start again.
We called for the EBacc to be scrapped, and it looks like we were not alone. The review team has acknowledged that the introduction of the EBacc has constrained student choice, affected engagement and achievement, and limited time and access to the arts and vocational subjects. The review team has recommended that the EBacc be removed as an aspiration and a measure in English schools. Whilst we have never cited the EBacc specifically as a direct cause of D&T’s demise at GCSE and elsewhere, it is good to see this divisive measure’s days may be numbered.
We recommended that the Progress 8 measure be dropped as, in our opinion, this measure creates a hierarchy of subjects that, in reality, determines where curriculum priorities are set by headteachers and governing bodies within schools. To be blunt, headteachers will act where they are measured. The review body has recommended that the EBacc ‘bucket’ remains, which, in essence, probably means that the Progress 8 measure will remain.
The report makes it clear that the National Curriculum is a basic entitlement for every student. A clear statement was made at the outset of the process that all schools would be required to teach the National Curriculum from the review’s anticipated implementation in 2028; there is no clear statement that I can see in the report around how long schools that are currently not delivering National Curriculum subjects will have to correct this. I look forward to receiving clarification from the DfE on this matter.
It was recognised by the review team that substantive change would almost definitely place a significant additional workload on teaching staff, something the review body was keen to avoid.
Finally, in the ‘general’ section, the body has recommended that a full review, such as this, occur no more frequently than every decade, allowing teachers and school leaders time to embed change in their schools. However, it is accepted that some minor change of content may be required in some subjects to keep subject knowledge ‘up to date and relevant’.
16-19 Education
The review body concluded that “The mix of A and T Levels works for the majority of students” but recognises that some young people are not ready to make significant career decisions at sixteen and has suggested the introduction of V Levels, which will provide focused progression without limiting further options. My initial reaction was ‘not yet another qualification’, but on reflection, this may fill a gap recently vacated by BTECs and other vocational qualifications.
D&T Observations and related data
So, to the part of the report that many of you will fast-track to, the specific subject recommendations around design and technology.
Firstly, it is recognised that “Evidence gathered suggests that D&T has long been in poor health”. This, as we know, is a fact. The report does not delve into detail on why this might be the case, stating that the reasons are numerous and complex. We are aware of the reasons why, and whilst we can learn from these, I much prefer to look forward.
The report goes on to suggest that “Evidence suggests that D&T may not be offered consistently between schools”. Again, depending on the skill sets of the school staff, the emphasis placed on the subject by school leadership and the governing body, the resources available, and the time allocated to the curriculum at KS3 and KS4 specifically, it’s no wonder there is a lack of consistency. That said, as a community, we owe it to ourselves to ensure that in every school, the curriculum is up to date, challenging, and as well-resourced as possible. Nothing creates the positive impact of a good teacher, but a well-thought-out curriculum comes a close second.
The review body brings forward some valuable and interesting data:
37% of state-funded schools had no entries in D&T in 2024/25
The schools least likely to offer D&T are Free Schools (57% not offering), Sponsor Led Academies (52%), Foundation Mainstream schools (that have to teach NC) (35%), Voluntary Aided (31%) and Community Schools (22%). All data from 2024/25
Interestingly, but perhaps not surprisingly, 17% of students surveyed in an Omnibus Survey 2022/23 stated they wanted to study D&T at GCSE in their school but it wasn’t offered, this is the highest percentage return of all subjects in the survey and at least someway rejects the theory that students don’t see the relevance in our subject so don’t select it at GCSE and beyond.
The report also highlights some alarming socio-economic and SEND data related to our subject. In 2024/25, 60% of state-funded schools in the lowest socio-economic zones and with the highest proportion of disadvantaged students had no entries at GCSE. This is stark when compared with only 17% of schools with the most advantaged students, where there were no GCSE entries.
The above is of genuine concern. Our vision statement at the Association is to ensure that every student who wants to study design and technology has the opportunity to do so. Based upon the data presented, we still have a lot of work to do!
D&T Recommendations
The D&T subject aims need to be rewritten to be more aspirational (one of our key requests from the Review Team). Focus on the subject’s distinct body of knowledge and capabilities with a particular focus on KS3.
- Refine the D&T curriculum and GCSE content to:
- Explicitly include how to achieve sustainable resolutions to design challenges
- Embed the teaching of social responsibility and inclusive design explicitly within the curriculum, as appropriate to the key stage, throughout the design process.
- Support the development of critical decision-making skills around material selection.
- Ensure that realising designs remains integral to pupils’ experiences of D&T. (We will always have an element of ‘hands-on’ making within our curriculum).
Summary
We presented the thoughts and concerns of our members in our initial response, and across many meetings held over the last sixteen months, it is encouraging to see that the review team has heard you and responded positively. Some of our main issues fall outside the Review Teams’ remit (for example, a severe lack of suitably qualified staff) and instead lie with the DfE; rest assured that we are working on this. In many ways, the hard work starts now. We endorse the vast majority of the Review Teams recommendations, and now, as they say, the devil is in the details.
Cooking and Nutrition
The food teaching sector cited issues with carousel delivery and strongly lobbied the Curriculum Assessment and Review Team to uncouple food teaching from D&T. A 2023 survey of teachers (with a high response rate, we believe) carried out by the Food Teachers Centre reported a massive 73.5% of teachers who replied wanted to be in a standalone subject.
The Review Team has not recommended this, citing the pressures on curriculum time and the additional burden this might place on schools.
Whilst we respect the views of the large number of food teachers who expressed a wish to decouple from D&T, I was personally concerned that decoupling might weaken a subject that, in our opinion, is essential for all young people. We at the Design & Technology Association will continue to work with all related parties to create a new and stronger identity for food teaching within the National Curriculum.
The Recommendations are
- At KS1 to KS3, cooking and nutrition (under a new suggested name) will remain part of the Design and Technology (D&T) Programme of Study.
- At KS4, GCSE Food Preparation and Nutrition is a separate qualification and not part of the Design and Technology (D&T) entitlement.
- The removal of Level 3 qualifications in 2016 has reduced progression pathways, and the Review Team has recommended that this be investigated by the DfE and possibly rectified by the introduction of V Levels.
- It is recommended that, in the interest of clarity, the name of the subject field be changed to Food and Nutrition.
- A recommendation has been made that suggestions that the Programmes of Study are under-specified (especially at KS3) is looked into and detail added where deemed necessary.
Related data
In 2024/25, 46% of state-funded schools entered students for GCSE Food Preparation and Nutrition.
Since 2010/11, teaching time within this subject field has remained consistent across schools, averaging at 0.7 to 0.8% of all hours taught.
Concluding statement
We commend Becky Francis and her team on a challenging job, approached diligently and with an approach that was very much ‘listen first, act later’. We are generally pleased with the recommendations made concerning our subject and look forward to working with the DfE and others to further develop this report and help schools implement it across England. The hard work starts now!
Tony Ryan
Chief Executive Officer
English Association (EA)
The English Association’s response to Building a World-Class Curriculum for All: the Curriculum and Assessment Review
The English Association is the leading cross-sector Subject Association for English language, literature, and creative writing in the UK. We connect individuals and organisations from all sectors of education and all areas of English studies. Through our publications, events, and networks, we promote dialogue, share expertise, and celebrate our discipline. We are committed to working with partners across SHAPE and STEM subjects to create the future through education.
The final report of the Curriculum and Assessment Review can be found here.
Introduction
The English Association, drawing on its expert communities in Primary, Secondary, Further, and Higher Education, welcomes the Curriculum and Assessment Review.
We thank Professor Becky Francis, the panel, and the team at the Department for Education for producing a significant review, and we commend its aspiration to build a world-class curriculum and assessment system for all.
As educators, we applaud the concern for a “high-quality and inclusive curriculum for all” which is “ambitious, broad and balanced” and “supports life chances, irrespective of background” (p. 30). Given the pressure at all levels of the education system, we are pleased, too, with the desire for ‘evolution not revolution’.
We welcome the Review’s commitment to social justice and to reducing the disadvantage gap caused by social economic inequalities alongside and intersecting with other factors including ethnicity, sex and geographical location.
Working in the arts and humanities, we are pleased to see that the Review notes that “understanding of human culture through the humanities, languages, and arts” will “remain pivotal for young people, now and in the future” (p. 10) and that an “understanding of communication and culture, through the humanities, languages, and the arts” (p. 34) is crucial for addressing social and environmental challenges. We note that these are also crucial attributes for the world of work.
English in the Curriculum
The EA welcomes especially the Review’s explicit understanding that curriculum coherence and sequences of learning “will vary between subject disciplines”: we strongly agree that these “look different in subjects that are largely hierarchical in nature to those that are largely cumulative” (p. 47-48). As highly robust evidence shows, hierarchical pedagogical methodologies that work in mathematics (and, by extension, in the sciences) do not work effectively in English.[1] More, some forms of sequencing in English (for example, a chronological sequencing) fail to deliver mastery of the subject, in the way the Review defines (“as acquiring a deep understanding of subject matter, which involves secure knowledge retention and the ability to apply this knowledge in different scenarios” p. 48). While welcoming the need for coherence, we look forward to future discussions between DfE, awarding bodies, and the subject community on these matters.
We very much welcome the strengthening of media and digital literacy in both English and Citizenship, including the study of how “the nature and expression of emotive language… can be used to persuade”. English as a subject, since at least the Newbolt Report, has been closely allied with the idea and ideals of citizenship.
We praise, too, the concern for professional autonomy, and the space for teachers to exercise their professional judgement and innovate.
We note the “the distinction between English and literacy”. We hope that the ground of this distinction can be made clearer over time, without precluding the productive synergistic overlap between them.
The EA strongly supports the emphasis on oracy in English, in drama, and in citizenship. We want to confirm that this will extend into primary education; that the framework will not become a ‘tick box’ burden on teachers; and that oracy develops as talk for learning and in dialogic pedagogy. We welcome, in this regard, the recommendation that “requirements for speaking and listening are given greater clarity and the curricular aims and outcomes are better specified,” and the creation of an oracy framework. Within this, we hope that the curriculum will recognise the diversity of spoken English.
While, as educators, we are aware of the problems around non-exam assessment, including the risks of generative AI, we note that exams are not without challenges too, especially in a context that seeks social justice and quality for all. Exams are not an effective assessment for many areas of English studies. To this end, we welcome the Review’s encouragement to “DfE and Ofqual to continue working together to explore the range of assessment methods available whilst balancing the risks presented by AI” (p. 136). We look for a broader vision for assessment that includes innovative methods, such as spoken assessments and media literacy, while also addressing the importance of supporting students with English as an additional language and integrating digital literacy into the curriculum.
English through educational phases
We advocate for a balanced reading curriculum that incorporates phonics as one of several components, rather than prioritising phonics checks. We note the selective use of evidence in the report on this matter, and its potential impact on curriculum development. We emphasize the need for a more inclusive approach in the further development of the curriculum in this area.
We strongly welcome the review and streamlining of grammatical content in the primary Programmes of Study. We agree that emphasis on using and applying grammar rather than on “identifying theoretical constructs by name” (p. 75) is crucial. We hope that this will avoid students engaging with decontextualised exercises.
We cautiously welcome the developing diagnostic English tests to be taken in Year 8, which build on current good practice. We note that formative assessment (in year 8 and elsewhere) serves as a diagnostic test, and we hope that this test will be focused on supporting “teachers in identifying and remedying any problems” (p. 12) and will not become a burden in its own right.
The English Association has long campaigned and advocated for GCSE reform, and we are delighted that this call has been heard. We commend the reduction of duplication between GCSE English Language and GCSE English Literature.
We strongly welcome the new, more coherent and more focussed GCSE English Language, which will include “multi-modal and ‘ephemeral’ texts (such as online content and print media)” and a “greater focus on the nature and expression of language”. We welcome, too, “more extended writing tasks” and hope that the drawing on a “broader range of writing genres to increase students’ opportunity to demonstrate their capabilities” will specifically include appropriately scaffolded creative writing in fiction, non-fiction, poetry and drama. We note that the creative industries are crucial for economic growth in the UK, and English, and the creativity it fosters.
We welcome the changes to GCSE English Literature. We especially welcome the opportunity for students “to explore a more diverse array of authors” so that “students are able to see themselves in the curriculum, as well as be exposed to a wide range of perspectives that serve to broaden their horizons”. We welcome the review of the “specified amounts and types of poetry studied” in order to “encourage more flexibility in the poetry studied”. While we warmly welcome the continued study of Shakespeare, we note, with some regret, that the Review still limits the GCSE to texts from the British Isles: English is a world language and there are many works of significance from across the globe. We note, too, that the inclusion of a Nineteenth Century novel limits range and choice, and – as research suggests – does not encourage or support wider reading for pleasure. We are pleased to see the inclusion of drama at Key Stage 3.
A particular interest of the English subject community, and the topic of much debate, has been learners in English who did not achieve a Grade 4 at GCSE. As a consequence, we cautiously welcome the new Level 1 ‘stepped qualification’ for GCSE during 16-19 study, designed to consolidate the foundational skills and knowledge needed to prepare lower prior attaining students (grade 2 or below) before they then take a GCSE resit. This ‘stepping stone’ will bring its own challenges of delivery and support.
We express our concern about the apparent advocacy for Oak National Academy, which is mentioned nine times. Eight of those mentions sound ‘advertorial’ (e.g. “high-quality exemplification resources, for example, from Oak National Academy” p. 52). The subject community notes that resources from Oak National Academy for English have been widely criticised and that, as the press has pointed out, their take up, especially in English, is extremely low. If these resources are to be so strongly recommended, we suggest that their creators are encouraged to engage proactively, positively, extensively and over a long period with subject experts to improve their offering.
Conclusion
The Review recognises that English, like Maths, is a foundational subject that equips children and young people with essential skills that have “a strong impact” on their “life chances” (p. 31). It offers welcome acknowledgement of the importance of literacy, oracy, and creativity, and the study of English language and literature to empower them.
In addition, and, most importantly, the English Association, working alongside other cross-sector bodies in the subject community, welcomes the chance, opened by this watershed Review, to be involved in the further evolution of our national education system.
You may wish to also explore responses from other organisations in the English Studies ecosystem:
- AQA
- English and Media Centre
- Get Further
- HE Policy Institute (HEPI)
- National Literacy Trust
- Pearson
- UKLA
- Voice21
[1] See Simon Burgess, Shenila Rawal, Eric S. Taylor (2023), ‘Teachers’ use of class time and student achievement’ Economics of Education Review (94: 2023), 102405 https://www.sciencedirect.com/science/article/abs/pii/S0272775723000523. Professor Eaglestone has written a summary of this article which can be accessed by members of the EA: ‘Two recent articles we all ought to know about to help shape the future of English GCSE, in Boys and English: Why are young men turning away from our subject? EA Newsletter 238 (2025).
Geographical Association (GA)
Statement: Curriculum and Assessment Review final report
Status: Published 5 Nov 2025
Location: https://geography.org.uk/curriculum-and-assessment-review-final-report/
The Curriculum and Assessment Review has published its final report and made the following recommendations for geography:
‘Geography recommendations. We recommend that the Government:
Makes minor refinements to the Geography Programmes of Study and GCSE subject content to respond to the issues identified, including by:
Refining content to support progression better to further study, deepen children and young people’s understanding of key geographical concepts, make content more relevant and inclusive, and remove unnecessary repetition across topics.
Embedding disciplinary knowledge more explicitly at Key Stage 3, such as geographical enquiry, spatial reasoning, use of digital tools, human geography and use of evidence, to ensure all children and young people have access to high-quality geographical education.
Clarifying and reinforcing requirements for fieldwork to demonstrate its role more effectively in supporting content and the developing of disciplinary knowledge, ensuring changes remain proportionate and inclusive.
Embeds climate change and sustainability more explicitly across different key stages, including across the physical geography, geographical applications and human geography sections of the curriculum, ensuring early, coherent and more detailed engagement with climate education. This should be done without risking curriculum overload.’
These recommendations reflect the key issues highlighted in the Geographical Association’s consultation submission and evidence shared by the GA is drawn on in the review’s final report.
The issues previously identified by the GA include the importance of fieldwork, geographical enquiry and use of geo-spatial data; the need to strengthen coverage of climate change and sustainability within geography; and how curriculum content should be reviewed – particularly at GCSE.
The GA thanks the 400+ colleagues who shared their views about the geography curriculum to inform our consultation response to the Curriculum and Assessment Review.
Historical Association (HA)
Statement: Curriculum and Assessment Review Final Report – response
Status: Published: 6th November 2025
Location: https://www.history.org.uk/secondary/news/4477/curriculum-and-assessment-review-final-report-re
There is much in the Curriculum and Assessment Review which the Historical Association welcomes. However, we are concerned about possible unintentional consequences that could affect young people’s access to good quality history.
We welcome the commitment to a broad and balanced education up to the age of 16 including arts, humanities and creative subjects. Introducing pathways for more enrichment could widen young people’s interests and career opportunities.
However, the removal of the EBacc measure, coupled with the Government’s proposed changes to Progress 8, puts the humanities in direct competition with each other and with the arts.
This could be more limiting to pupil choice and could lead to some pupils taking no humanities subjects, subsequently limiting future career choices. The fall in the number of pupils taking GCSE history will inevitably have consequences for A-level and universities.
It is heartening to see that the importance of local history is recognised in both the Review and in the Government’s response and that there is agreement on the developing and strengthening of disciplinary understanding and critical thinking. We welcome the Review’s understanding of how history can help develop media and digital literacy skills.
It is disappointing to see that an understanding of climate and environment is not embedded through more curriculum subjects including history. Surely this issue should be taught in its entirety; to exclude the historical dimension appears to be a missed opportunity.
We welcome the recommendation for a light touch review of Key Stages 1 to 3 with emphasis on strong substantive and disciplinary knowledge. We support the recommendation for a curriculum that reflects the innate diversity of British history, including British Black and Asian history. It is good to see that this extends beyond Key Stage 3; it is significant in indicating the importance of teaching a broad history that reflects modern Britain. We are, nonetheless, concerned that proposed changes across the curriculum and increased testing could lead to less time for history.
The Review and the Government’s response (linked below) seem to fall short of a much-needed full review of GCSE subject content and assessment. We are seeking clarification.
Finally, it is welcome to see the Review and the Response acknowledge that non-examined assessment (NEA) should continue to be used at A-level if it is the only valid form of assessing this content and hope to continue this discussion regarding the skills of A-level history.
We look forward to hearing more of the details over the next few weeks and to seeing what the next steps will look like.
Independent Society of Musicians (ISM)
Statement: Curriculum and Assessment Review: Key takeaways
Status: Published Nov 6, 2025
Location: https://www.ism.org/news/curriculum-and-assessment-review-key-takeaways/
What teachers need to know about the CAR final report and announcements from the government
Three important publications have been released: the final report of the Curriculum and Assessment review (CAR), the government’s response to the report and its proposals for reforming Progress 8.
Headline changes
There are four main changes which will affect music education. These are:
- scrapping the English Baccalaureate (EBacc)
- reforming the Progress 8 accountability measure
- reforming the KS1-KS3 music curriculum
- reviewing KS4 and KS5 music qualifications
Curriculum and Assessment Review final report
‘Building a world-class curriculum for all’ outlines the CAR panel’s findings on the shape and content of the curriculum as well as recommending abolition of the EBacc.
The report highlights the inequalities in music education that the ISM has been campaigning on for many years. It describes the evidence of this as ‘substantial’ and outlines research that has identified music as having the highest disadvantage attainment gap of any subject at GCSE. For example, 61% of schools with the highest proportion of disadvantaged students having no entries for GCSE music in 2024/25, compared to 10% of schools with the lowest proportion.
The report suggests that this inequity ‘may be driven by the benefit that students from advantaged backgrounds gain from additional, out-of-classroom instrumental tuition but also acknowledge that ‘…disparities in access to Music education have often been attributed to inequality of resources, both between and beyond schools.’ It goes on to say, ‘…given the clear evidence of inequality of access to Music tuition and its impact on progression beyond Key Stage 3, we believe more needs to be done, especially to ensure reach and coverage of this support.’
For music specifically, the report recommends that the government:
- Revise the content of the Programmes of Study for Key Stages 1 to 3 to ensure a curriculum pathway which gives all pupils a rigorous foundation in musical understanding and enables broader access to further study at Key Stage 4. This could be achieved by:
- Revisiting the purpose and aims, ensuring that they better reflect intended outcomes
- Adding some further specificity, without increasing volume, to clarify how pupils should progress in the three pillars of musical understanding (technical, constructive and expressive), and to ensure that a range of genres and repertoires can be covered
- Review the Music GCSE and Technical Award concurrently to ensure their purposes are both clear and distinct and that qualification content and assessment meet these aims. As part of this, the government should consider:
- GCSE assessment objectives, modes and requirements, and whether these are suited to the discipline
- The extent to which the most recent reforms to Technical Awards have effectively changed the purpose and suitability of the Music Technical Award, and whether this qualification is still fit for purpose or requires further adjustments
- Explore ways to better optimise its investment in music education to support the teaching and learning of musical instruments and the reading of music to ensure equitable access to, and progression in, music education
In relation to the EBacc, the report found that:
- Increases in the uptake of EBacc subjects have not translated into increased study of them at 16-19
- The uptake of the EBacc among students from socio-economically disadvantaged areas remains lower than for non-disadvantaged students
- The EBacc has also led to students being entered for GCSEs in which they are unlikely to perform well, and disproportionately so for those from socio-economically disadvantaged backgrounds
- The evidence does not suggest that taking the EBacc combination of subjects increases the likelihood that students attend Russell Group universities
- The EBacc has not been successful in its aim of significantly increasing the proportion of students studying Languages
The panel also did not consider that the EBacc performance measure aids the goal of a strong academic core for all students with an ‘appropriately broad and balanced curriculum which would allow young people to pursue their interests and passions whilst ensuring uptake of the subjects that are most likely to support life chances and the needs of our society and economy.’ The report concluded that the EBacc be removed from school accountability measures but stopped short of recommending removing or reforming Progress 8.
Government response
In response, the government has reiterated its support for arts subject including music, stating:
‘The arts subjects are an entitlement rather than an optional extra and are disciplines in their own right, with unique pedagogies that the best schools teach with expertise and rigour… Under this government, access to a high-quality arts education will not be the preserve of the privileged few, but the entitlement of every child. That is why we are committing to revitalise arts education as part of the reformed national curriculum and through high-quality support for teachers of these subjects. In addition to our continued investment in music hubs, we are launching a new National Centre for Arts and Music Education, promoting arts education and enabling high-quality teaching through a teacher development offer.’
The response describes good-quality music education as ‘a powerful tool for connection and expression. It should be creative and challenging and equip pupils with the knowledge and tools to appreciate, understand and make music, bringing school communities together.’
For music specifically, the government has committed to:
- Reform the programme of study to clarify and exemplify its purpose, aims and content, to ensure that pupils develop a strong foundation in the three pillars of musical understanding – technical, constructive and expressive – including how to read music
- Review music qualifications at key stage 4 to ensure they support musical understanding and progression effectively, and that the distinct purposes of music GCSE and technical awards are sufficiently clear
- Consider how they maximise the impact of the £25 million investment in instruments to ensure the opportunity of and access to a reformed music curriculum is fully realised
Although enrichment activities were outside the scope of the CAR, the government has said it will set out a new core enrichment offer and develop a new set of benchmarks for schools and colleges. The new School Profiles will provide information on schools’ enrichment opportunities and Ofsted will take account of these benchmarks in its inspection toolkits when these are updated next year.
Accountability measures
The government will remove the EBacc as a headline accountability measure from next year’s performance tables and will reform Progress 8 and Attainment 8 to ensure more balance. Although these reforms will be consulted on, a proposed improved model has also been published today.
At least two ‘breadth’ slots (5 and 6) must include subjects from two of these three categories: Humanities, Creative and Languages. They cannot be filled by subjects from the same category. The remaining two breadth slots can be filled by any qualification eligible for inclusion in Key Stage 4 performance measures.
The proposal document includes an example of how this might work for a pupil interested in creative subjects:
The government has said it will consult on these proposals shortly and the ISM will respond accordingly. The ISM will publish further analysis of the CAR report and government’s response shortly.
Be part of the change for music education
The ISM’s 15-year campaign has helped secure a landmark victory and shows what our community can achieve together.
When you join the ISM, you strengthen our collective voice championing music in every school and gain the support you need to thrive in your career. Members can apply for Registered Private Teacher status, feature in the ISM Music Directory, and access expert legal and business advice, public liability insurance cover, and exclusive professional development resources designed for music educators.
Join the ISM today and help shape the future of music education.
Joint Mathematical Council of the United Kingdom (JMC)
Statement: Curriculum and Assessment Review: Full Report Published and JMC response
Status: Published Nov 10, 2025
In July 2024, the government commissioned Professor Becky Francis CBE to convene and chair a panel of experts to conduct the Curriculum and Assessment Review. The final report has now been published along with the Government’s response to the review.
The JMC welcomes the report from the Curriculum and Assessment Review – Building a World-class Curriculum for all.
In particular we are pleased to note that the report highlights the significance of mathematics for everyday life, as well as being necessary for access to further study and employment. The strong emphasis on mathematical thinking is also welcomed.
We are pleased that the report has noted JMC’s concerns regarding the high proportion of students who do not achieve level 2 in mathematics by age 16, and we would be keen to engage in further discussion regarding the planned steps to address this.
One omission is the importance of data education and the role that mathematics plays in this. Whilst the report talks about the rise of AI and trends in digital information it does not acknowledge the role that mathematics plays in data literacy. It would have been helpful if some recognition could have been given to the work undertaken by the Royal Society on their proposed New Approach to Mathematical and Data Education.
Professor Noel-Ann Bradshaw
Chair The Joint Mathematical Council
10 November 2025
Litdrive UK
Statement: Navigating Change Together: Responding to the DfE Curriculum and Assessment Review
Status: Published Nov 11, 2025
The Department for Education has published its Curriculum and Assessment Review, setting out the most significant national curriculum changes since 2015. While the overall structure of English remains familiar, the review outlines several developments that will shape planning and provision over the coming years. As an associate subject association run by teachers for teachers, we aim to support colleagues in understanding these proposals and considering their implications for curriculum development.
Key developments for English:
Oracy and structured talk
A new national oracy framework places greater emphasis on purposeful classroom talk, discussion, and verbal reasoning.
GCSE Literature text review
The review proposes broader representation within the GCSE Literature text lists to ensure a wider range of high-quality texts for study.
Reduction in examination time
A reduction of approximately 10 per cent in total exam time is recommended to promote greater depth of study and reduce unnecessary assessment load.
Year 8 reading test
The introduction of a reading assessment in Year 8 aims to support earlier identification of students who may need targeted intervention.
Recognition of enrichment
Experiences such as drama, debate clubs, and wider cultural engagement are highlighted as integral to a rich English curriculum rather than optional additions.
Implications for English departments
Although the review maintains continuity in many areas, the proposals will require considered adjustment within schools. Subject leaders may wish to explore:
- the integration of structured oracy opportunities across Key Stages;
- the potential impact of revised GCSE text lists on curriculum breadth;
- approaches to embedding new diagnostic reading assessments;
- the role of enrichment within units of learning.
Departments will move at different paces, but thoughtful planning will support manageable, sustainable implementation over time.
How Litdrive will support members
Litdrive’s work is grounded in teacher-created materials and community knowledge-sharing. Over the coming months, we will align our support with the areas highlighted within the review. This will include:
- curated classroom materials and member-shared examples that reflect the renewed focus on oracy, diverse texts, and diagnostic reading;
- opportunities for professional discussion and reflection through our online communities and CPD events;
- development of CPD that supports subject leaders to make informed decisions about curriculum sequencing, enrichment, and assessment practice.
Our aim is to ensure that teachers and leaders feel informed, supported, and able to approach implementation in a measured and confident way.
Looking ahead
The revised English curriculum is expected in spring 2027, with implementation from September 2028. The timeline allows for careful planning, and Litdrive will continue to monitor developments and share clear, accessible guidance as further detail emerges.
As a community of English teachers, we remain committed to collaborative, thoughtful curriculum development. We will continue to work alongside colleagues across the country as the implications of the review become clearer and as departments begin to shape their next steps.
By Nikki Carlin, Strategic Director, Litdrive
Music Teachers’ Association (MTA)
Statement:
Status: Published NOV 6 VIA LINKEDIN
The Music Teachers’ Association welcomes the planned revisions to the national curriculum, KS4 music content, and Progress 8 published today. These changes aim to tackle inequality in music education and are vital to the future of a thriving music sector.
As music specialists, we know how transformative music can be for children and young people; it’s excellent to see the government commitment to broadening horizon and building skills throughout enrichment entitlement, with music and the arts playing a central role.
National Drama (ND)
Statement: ND’s Response to the Curriculum and Assessment Review
Status: Published November 10, 2025
Location:
https://www.nationaldrama.org.uk/nds-response-to-the-curriculum-and-assessment-review/
For the first time in decades, the value of drama and theatre education and the expertise of drama teachers is recognised by the current government.
Although National Drama’s preference is for drama to be defined as a discrete art form and curriculum subject, we nonetheless applaud the fact the the English curriculum requirements will now give greater emphasis to drama.
National Drama strongly supports the removal of the EBACC, which has created an unacceptable subject hierarchy and divide across secondary education.
National Drama celebrates the fact that arts education will now be viewed as a child’s educational entitlement. We will be delighted if the reforms enable all children and young people to engage in meaningful learning experiences in drama and theatre taught by teachers with appropriate subject knowledge.
The rich contribution that drama can bring to whole school development cannot be underestimated and the report appears to acknowledge that. Drama is internationally recognised for its contribution to the development of a healthy, humane, empathetic, creative and democratic society (National Drama’s curriculum vision 2023).
National Drama campaigned for and supports the review’s response to “review GCSE drama subject content and the balance of assessment methods, and promote further diversity in the body of work studied at GCSE”.
National Drama welcomes the government’s acknowledgement that teachers will need support in delivering the new arts, oracy and citizenship curriculums and look forward to working with them to develop confidence, knowledge and understanding of the unique pedagogical features of drama.
National Drama looks forward to providing support that will enable schools to offer a genuine improvement in children and young people’s learning experiences through drama and theatre education. ND already has plans in place to support teachers in developing and implementing this new mandatory requirement.
National Drama celebrates a curriculum which gives all young people an entitlement to arts and culture, something that has been a core tenant since ancient Greece, with the recognition that young people now, more than ever, need communication and oracy skills; drama specialists are uniquely equipped for this.
National Drama cautiously welcomes the proposed curriculum reforms for drama:
“To reflect the brilliant practice seen in many schools already, and to set out expectations more clearly to ensure equitable access to drama education, we will create a discrete subsection for drama in the key stage 3 English programme of study.
We will also add specificity on drama at key stage 1 and 2 to build solid foundations”
National Association of Teachers of Religious Education (NATRE)
Statement: “New era” for Religious Education as panel recommends subject added to National Curriculum for the first time
Status: Published Nov 5, 2025
Secondary student of RE
November 5, 2025
Curriculum and Assessment Review has recognised the importance of the subject for modern Britain, say subject leaders amidst warnings over critical shortage of RE subject specialists in schools.
The Religious Education Policy Unit has welcomed the Curriculum and Assessment Review panel’s recommendation to recognise the value of Religious Education by including it in the National Curriculum.
The final report from the Curriculum and Assessment Review states that “RE’s importance is not currently reflected in its standing in the curriculum,” and recommends moving it to the National Curriculum in order to “improve access to high quality provision and prevent further diminishment.”
Since the 1988 Education Reform Act, Religious Education has been a compulsory subject in the school curriculum but not part of the National Curriculum. Each local authority instead has provided an agreed syllabus to determine what is taught.
But the review now calls for a “staged approach to reform” to have the subject adopted into the National Curriculum. It recommends that the Government invites representatives from faith bodies, secular groups and experts from the teaching and wider education sector to develop an “independent task and finish group” that will decide on how the subject is taught in the new curriculum.
The Curriculum and Assessment Review also highlighted the Religious Education Council’s work to “improve and standardise the RE curriculum” through its National Content Standard, describing this initiative as a “catalyst for more substantial reform.”
Last year’s Ofsted subject report on RE praised the subject as “intellectually challenging and personally enriching”. It stated that “it helps young people develop beliefs and values, and promotes the virtues of respect and empathy, which are important in our diverse society.”
However, the subject has undergone decades of neglect, with both a recruitment crisis alongside an ongoing problem with lessons being taught by teachers who have had no specialist RE training.
Half of secondary teachers who deliver Religious Education lessons spend most of their time teaching another subject, while the total number of teachers has remained the same since 2011 despite a growth in entries for Religious Studies at GCSE.
Deborah Weston OBE, Chair of the Religious Education Policy Unit, said:
“The recommendation by the Curriculum and Assessment Review that RE be included in the National Curriculum is the most important opportunity for the subject in decades. After years of neglect, RE is adrift. Across the country, hundreds of thousands of students do not receive an academic, specialist study of the different religious and non-religious worldviews that make up modern Britain. This is now an opportunity to end that.
“Following the panel’s recommendation, the Government, school leaders and the RE community must come together and build on the broad consensus already secured around the RE Council’s National Content Standard for RE in England. It will not be an easy task, but the prize is now in sight, and that will be to ensure every young person has the opportunity to discuss the different responses to life’s big questions in an academic and respectful environment.”
Sarah Lane Cawte, Chair of the Religious Education Council of England and Wales, said:
“This marks the start of a new era for Religious Education and one that now requires collaboration across the subject’s community to help deliver the vision of the new National Curriculum. The REC is ready to work with government and school leaders across the country to ensure that the voices of RE teachers, academics and religious leaders inform this new direction. We are confident that together we can deliver a subject that is intellectually rigorous, challenging and geared towards helping young people flourish in modern Britain.”
Katie Freeman, Chair of the National Association of Teachers of RE, said:
“The NATRE executive and I welcome the recommendation that RE be included in the National Curriculum. This historic move will help strengthen the provision for RE, supporting schools and curriculum designers to deliver a subject that prepares young people for life, work and further education. Alongside accountability measures and the restoration of the teacher training bursary, we have an opportunity to end the ‘postcode lottery’ of teaching in RE and ensure every student in the country gets the best of our subject. NATRE looks forward to continuing to work with other stakeholders in the sector to ensure the completion of this important work.”
National Society for Education in Art and Design (NSEAD)
Statement 1: Building a world class contemporary curriculum for all?
Status: Nov 25
Location:
https://www.nsead.org/news/newsroom/the-curriculum-and-assessment-review-nseads-full-response2/
Following the publication of the Curriculum and Assessment Review (CAAR) final report, NSEAD respond with their analysis of what it means for Art and Design, and offer key takeaways and commentary. NSEAD’s response focuses on the overarching principles and recommendations that are relevant to art and design, as well as the subject specific conclusions and recommendations.
In their full response, NSEAD have said that this Review is a positive and welcome reminder that high quality education through an aspirational curriculum is an entitlement for all. The focus on closing equity gaps and removing barriers to access is essential – we have seen a growing inequity of choice, access, attainment and experience, that was only exacerbated by Covid. The need to address this is clearly stated throughout the final report and recommendations from the CAAR panel.
The panel’s full report and recommendations was published on 4 November and was followed by a detailed response from the Department for Education (DFE). All recommendations for the arts subjects have been accepted by the DFE and they have gone further in committing to a review of Progress 8 and attainment measures. About Art and Design, the DFE said:
Art and design stimulates and challenges pupils to evaluate, respond to, participate in, experiment with, and create their own works of art, craft and design. It supports pupils to develop their creativity and expression, build practical skills and ultimately enables them to contribute to the culture, creativity and economic success of our society.
NSEAD are pleased that the review recognises the need for every learner to see themselves in the curriculum, and the call for all subjects to address diversity and representation. The content of the curriculum should be future facing, equipping learners for the world they live in. Sustainability, digital and green skills, creativity, critical and contextual thinking and communication are all recognised as being essential elements of the wider curriculum that must be strengthened. The acknowledgement that the curriculum does not reflect the needs, lives and aspirations of all learners is particularly important, and the specific reference to Art and Design and the inclusion of evidence from the Runnymede Trust ‘Visualise’ research is significant and highly welcome.
The need to ensure that teachers have the space and are trusted to design and deliver locally relevant curricula, supported by high quality resources and exemplification, is also emphasised, with the materials developed by the Oak National Academy cited as an example of high quality resources to support teachers in the classroom, and in their creation of local curricula.
Whilst recognising the importance of the subject, the Review does not take an in-depth or nuanced look at the current state of Art and Design. NSEAD note that a ‘face value’ analysis of GCSE entries, and a selective use of curriculum time data has resulted in the conclusion that Art and Design is thriving. NSEAD members are clear that this is not the case in too many schools. At both secondary and primary phases, the amount of art and design in our schools has reduced, and concerns about the quality of provision at KS1-3 as a result have not been considered.
NSEAD conclude that whilst there is much in this Review that can strengthen education in Art and Design, it is important that we recognise that much more work is needed to ensure that every learner can access a high-quality art, craft and design education, and indeed the actions required lie beyond the scope of this review.
General Secretary Michele Gregson says,
Whilst the changes recommended for Art and Design are minimal, we will take every opportunity to ensure that the recommendations for the wider curriculum also make positive change for our subject. There is much here that we con work with, and the support of the Department for Education for Art and Design is clear. However, we know that the challenges that face our subject run far deeper than the issues highlighted in this review. The impact on our subject of more than a decade of being under-valued, under-resourced and marginalised are systemic and will not be fixed by curriculum alone, however well designed..NSEAD will continue to work with Government, schools and teachers to find ways to address those issues that were beyond the scope of the Curriculum and Assessment Review.
Read the full NSEAD response
Read the full Curriculum and Assessment Review and the Government response.
Visit the Curriculum section of NSEAD’s website for further information, links and downloads to:
NSEAD’s response to the call for evidence
NSEAD’s response to the interim report
NSEAD’s parallel curriculum, 2013
NSEAD’s Better Practice site The Big Landscape
NSEAD’s response to the Ofsted Research Review, 2023
NSEAD’s Art and Design curriculum for the Oak National Academy
Statement 2:
Location:https://www.nsead.org/news/newsroom/ebacc-to-be-abolished/
Status: Published Nov 5, 2025
Ebacc to be abolished
The final report and recommendations of the Curriculum and Assessment Review have been published. The announcement that the English Baccalaureate is to be scrapped has been widely welcomed by those working within arts education.
The English Baccalaureate (EBacc) was introduced in 2010 as a performance measure for schools in England. It was a new accountability measure that tracked how many students achieved a certain level in a core set of ‘academic’ subjects at GCSE level. The impact on the take up of arts subjects at GCSE has dropped drastically with arts subject associations calling for the abolition of this harmful and divisive measure. NSEAD have been leading the call to end the Ebacc for 15 years, gathering evidence and analysis to successive Secretaries of State.
NSEAD General Secretary and CEO, Michele Gregson says:
‘The Ebacc created a hierarchy of subjects in our schools, with the arts being marked as low status. The consequence has been a reduction in curriculum time, fewer pupils opting for arts at Key Stage 4, teachers losing their jobs, and a whole generation denied real choice. Finally, our politicians have woken up to the damage done by this divisive measure, and have taken action. It has taken 15 years of vocal, well evidenced and creative campaigning to get here. Well done everyone who has raised their voice and united to end the Ebacc.’
We welcome the focus on sustainability, diversity and equity as overarching curriculum principles, and the need to ensure that our national curriculum prepares learners for the future, as well as the world they live in. Art and design is a subject that actively supports these principles, and it is important that a revised curriculum for Art and Design addresses these themes just as much as the modest revisions identified for our subject by the review panel.
NSEAD will be responding with a full analysis of the report and the recommendations made by the Curriculum and Assessment Review panel and the implications for art and design education, in due course.
Some key moments on this very long road:
NSEAD have been campaigning alongside friends, partners and allies, to end the Ebacc since its introduction in 2010.
2011, July: NSEAD Patron and Ebacc activist Bob and Roberta Smith created his artwork A letter to Michael Gove, calling out the education policies,which were an attack, not just on art and design education, but on creativity itself.
2012, September: Subject associations including NSEAD came together in The ‘Bacc for the Future’ campaign launched by the Incorporated Society of Musicians (ISM)
2013, September: Our member magazine AD featured Bob and Roberta Smith, with a scathing take down of the Government’s arts strategy – ‘Diminish the role of art and design in the economy by making art and design a second-class subject in schools’.
2013, November: Bob and Roberta Smith’s The Art Party Conference, was held in Scarborough. A riotous assembly of artists, performers and educators, making the point: art matters. NSEAD’s Lesley Butterworth gave a rousing speech, highlighting the dangers of creating a hierarchy of subjects in our schools.
2013, December: Sharon Hodgson MP established the All-Party Parliamentary Group (APPG) for art, craft and design in education, was established, reporting on the impact of Government policy on our subject.
2016: the NSEAD member survey (shared with the then Minister for School Standards Nick Gibb) revealed the reduction in GCSE entries, teaching hours, and specialist teachers.
2023, February: Save Our Subjects. The arts subject associations came together again; NSEAD and One DanceUk working alongside ISM and the Edge Foundation, renewed our calls for reform.
2023, June: The APPG for Art, craft and Design in Education published the Art Now inquiry report, which highlighted the decline in the time for art and design education and the impact on teacher morale.
2024: the Creative Arts Manifesto, led by the Universities Alliance, NSEAD was a key signatory to a cross sector Compact agreement, pledging our commitment to eradicate the EBacc and to champion arts education,
2025, February: The Arts and Minds campaign was launched. The campaign, led by the NEU and a coalition of over 20 organisation,(including NSEAD), plus artists and performers, working together to secure a broad and balanced arts curriculum in schools. The abolition of the Ebacc was a key campaign aim.
2025, October: Save Arts Education. The times publishes a letter from the Save Our Subjects campaign, and 1,300 signatories, calling for reform to accountability measures.
November 4, 2025. The Curriculum and Assessment Review panel recommend that the Ebaac be abolished.
Download our Ebacc timeline for change here
Read the Curriculum and Assessment Review Final Report here
https://www.nsead.org/news/newsroom/ebacc-to-be-abolished/
One Dance UK
Statement: One Dance UK celebrates major wins for dance education in the Government’s Curriculum and Assessment Review
Status: Published 05 November 2025
Location: https://www.onedanceuk.org/news/government-s-curriculum-and-assessment-review
*Updated text 6/11/25*
One Dance UK celebrates major wins for dance education in the Government’s Curriculum and Assessment Review
The government has now announced proposals for a sweeping reform of Progress 8, the secondary school performance measure. While the CAR panel had recommended that Progress 8 be broadly retained, the Department for Education is now proposing significant changes that would give schools much greater flexibility to offer a truly broad and balanced curriculum at Key Stage 4, including a full range of creative and technical subjects such as dance.
One Dance UK enthusiastically welcomes this proposal. Together with the end of the EBacc, this reform signals a major shift towards valuing creativity and diversity in education once again.
We’re delighted that our sector’s voice has been heard loud and clear, and that the messages One Dance UK has championed on behalf of dance and the wider arts community are continuing to land where they matter most.
*5/11/25*
One Dance UK warmly welcomes the final report of the Government’s Curriculum and Assessment Review, which powerfully reflects many of the priorities and recommendations we have championed on behalf of the dance sector.
For the first time in years, national education policy is explicitly recognising the value of dance as a vital part of a world-class, inclusive curriculum. The Review calls for clearer and more ambitious content for dance within PE, ensuring every child gains progressive experience in choreography, performance and appreciation, and for a review of GCSE Dance assessment to better reflect the creative and practical nature of the discipline.
Crucially, the report also recommends removing the EBacc measure, long criticised for narrowing curriculum choice and reducing access to arts subjects – a major victory for everyone who has campaigned for parity between creative and ‘academic’ learning.
However, we note that the Progress 8 measure has been retained, and we hope that this will not continue to drive schools to narrow choices for young people or to prioritise accountability measures over a truly broad and balanced education. One Dance UK will continue to monitor this closely and work with policymakers to ensure that all pupils have equitable access to dance and the arts.
“This is a landmark moment for dance education,” said Laura Nicholson, Head of Children & Young People’s Dance at One Dance UK. “For too long, dance has been marginalised in schools, but through this Review, our voice has been heard loud and clear. The Panel directly reflected the evidence and expertise we brought forward on behalf of the sector, recognising that dance is not a luxury, but a vital and transformative part of every young person’s education. We’re proud that the work of One Dance UK and our members has shaped this national conversation, and we are ready to lead the next phase, turning these recommendations into real, lasting change for every child.”
As the Subject Association and national support organisation for dance, One Dance UK’s evidence submission and ongoing engagement with the Review Panel were instrumental in ensuring that dance, creativity and inclusion were represented at the highest level of the process.
We now look forward to continuing to lead the charge, working closely with government, educators, and the wider creative industries to shape the next steps: detailed revisions to PE programmes of study, GCSE Dance reforms, and stronger teacher training and CPD for dance specialists.
Together, we are building a world-class, inclusive curriculum that recognises the power of dance to inspire, include, and equip young people for life.
PSHE Association
Statement: Financial education and media literacy given greater priority at KS1 and 2
Status: Published Nov 6, 2025
PSHE Association
Citizenship education is to become statutory at key stages 1 and 2 from September 2028 following a recommendation in the final Curriculum and Assessment Review, which has been accepted by the Department for Education (see Government response to the Review).
As expected, the Curriculum and Assessment Review final report does not contain recommendations regarding the content of relationships, sex and health education (RSHE) as this has been set out in the new statutory RSHE guidance.
We strongly welcome this decision given Citizenship’s role in improving children and young people’s understanding of democracy, law and climate change. We are also very pleased to see that the new Citizenship curriculum will include aspects of financial education and media literacy that will complement what is already covered in the statutory RSHE guidance and our own Programme of Study for PSHE education.
We have long called for financial education to have a stronger status on the curriculum: to help combat the patchy provision in this area, and ensure children gain an understanding of financial matters from an early age. Likewise, media literacy — including aspects covered via PSHE/RSHE and Citizenship — has never been more important given the complex information environment and prevalence of mis- and dis-information.
Our updated Programme of Study for PSHE education will be published early next year, alongside new model programmes, and these will outline statutory RSHE and broader PSHE education content including that which relates to economic wellbeing and navigating digital technologies. This will focus on the personal aspects in a way that complements the societal aspects best approached through Citizenship — including statutory RSHE content on aspects of financial education such as supporting children and young people to avoid financial exploitation and the risks relating to online gaming, video game monetisation, scams, fraud and other financial harms.
We look forward to working with the Citizenship sector to ensure content in the PSHE education and Citizenship programmes of study complement each other (aligning but not duplicating content), with each subject playing to its strengths.
This will ensure children leave school with a rounded understanding of these crucial issues, better prepared for the challenges and opportunities of adult life.
The Technology, Pedagogy & Education Association (TPEA)
Statement: Technology, Pedagogy and Education Association: Response to the Curriculum and Assessment Review, November 2025 – Call for a Digital Skills Framework
Status: Published November 10, 2025
Location:
Emma Whewell
Dr Elizabeth Hidson, Incoming TPEA Chair
TPEA welcomes the publication of the Curriculum and Assessment Review and recommendations regarding Computing education:
Greater clarity in the Computing curriculum about what students should be taught at each key stage so that they build essential digital literacy
Replace GCSE Computer Science with a Computing GCSE which reflects the full breadth of the Computing curriculum and supports students to develop the digital skills they need.
Reviews where digital skills and technologies have become an integral part of subject disciplines other than Computing. Where this is the case, it should determine whether to include this specific digital content in those subjects’ Programmes of Study, sequenced and aligned with the Computing curriculum.
The review makes clear that computing is fundamental to young people’s lives and futures. We share the concern that GCSE Computer Science has failed to engage many learners, particularly girls, and that a broader Computing GCSE is needed. A qualification which reflects the full breadth of the Computing curriculum and better prepares young people for both specialist careers and the application of digital technology across all fields, is essential and overdue.
We also welcome the review’s recognition that digital literacy is not automatically acquired and that it must be explicitly taught. Its emphasis on providing greater clarity and specificity in the Computing curriculum, particularly at Key Stage 4, will help support more consistent and effective teaching.
However, the review raises a critical question that extends beyond Computing alone. Young people face complex challenges in a technology-enabled world: managing misinformation, understanding artificial intelligence and emerging technologies, protecting their privacy and wellbeing online, and developing the digital competencies that are now essential across all careers and aspects of civic life. Addressing these challenges requires more than curriculum reforms in one single subject.
Currently, England lacks a coherent, age-appropriate digital skills framework. The consequence is fragmented provision, inconsistent expectations, and a persistent digital divide that deepens disadvantage for our most vulnerable learners. We believe the recommendations in this review, whilst significant, must be part of a broader solution.
Additionally, many teachers across subject disciplines lack confidence in using digital technologies effectively in their classroom practice. This reflects both a need for comprehensive teacher education, and for systemic support for digital pedagogy. We must address this if we are serious about embedding technology throughout the curriculum. The recent rate of growth of AI illustrates how fast things can change. Coupled with the speed of our pivot online during the Covid-19 pandemic, we must develop a confident and agile response to the inevitable changes wrought by technology.
TPEA has been working on a number of perspective papers since our conference earlier this year. Our paper Towards a Digital Skills Framework for England (about to be released on our website) proposes a child-centred framework approach to embedding essential digital competencies across all subjects and age phases, from early years through to adulthood. It positions digital skills not as a subset of Computing education, but as a foundation to contemporary learning, civic participation and lifelong opportunity. Importantly, it maintains the integrity of Computing as a subject whilst recognising that digital literacy, media literacy and digital citizenship must be developed holistically across the whole curriculum.
We are ready to work with government, schools, awarding bodies, and other associations and organisations to bring this framework into being. The review has created momentum for change. Now is the time to build on that momentum and ensure that every young person in England has access to the comprehensive digital education they deserve and need.
UK Association for Music Education – Music Mark
Statement: Curriculum & Assessment Review: Music Mark Summary
Status: Published Nov 5, 2025
Location: https://www.musicmark.org.uk/news/curriculum-assessment-review-music-mark-summary/
It has been a year since the Call for Evidence for the Curriculum & Assessment Review opened, marking the start of evidence-gathering towards the independent review of the curriculum, assessment and qualifications system in England commissioned by the UK government. In March 2025, the interim report provided positive indications for creative subjects, along with the dialogue that continued with subject associations throughout the academic year. The final report titled: Curriculum and Assessment Review: Building a world-class curriculum for all was published today.
Music Mark is incredibly proud to have worked alongside other subject associations to inform the final curriculum and assessment review report and its recommendations for music (see Fig. 1 below). We were pleased to hear from the Department for Education that they ‘are clear that the arts are an entitlement within the national curriculum for every pupil, not an optional extra.’
We anticipated the arrival of the final report and were hopeful about the potential of the recommendations, as the interim report stated the aim was to achieve ‘a broader curriculum, with improved access to music, […and] an assessment system that captures: the strengths of every child and young person’ (2025, Department for Education).
As a membership organisation, our next steps are to give guidance on the implications of the final report and work with partners to see the recommendations realised in a way that delivers our intentions for a music education that is accessible to all and representative of the rich cultural diversity music has to offer.
Music Mark values the place of music in the Curriculum and Assessment Review final report. We would like to highlight the following specific recommendations for the interest of our membership:
Removal of the EBacc (Page 127)
Music Mark has supported fellow subject associations and the Arts & Minds campaign to advocate for the removal of the EBacc as a key measure for school performance. We are pleased to see this as a recommendation and are optimistic that the options for KS4 qualifications, including the combination available in the newly named ‘Academic breadth bucket’, will give scope for pupil choice and options for creative subjects and the humanities. Whilst it will take time to work out the logistics of how young people will be able to select their combination of subject qualifications, seeing the word ‘entitlement’ next to music is the strong message about the subject that we at Music Mark believe, and the CAR panel have reinforced this.
Diversifying programmes of study (Page 51)
The review panel recommends updating subject content and Programmes of Study to reflect a broader range of perspectives and experiences, while retaining foundational disciplinary knowledge. Music Mark welcomes and supports the recommendation and has been actively campaigning since our ‘Talk into Action’ campaign for greater emphasis on curriculum diversity, and agrees with the statement that ‘diverse contributions to subject disciplines enable a complete, broad and balanced curriculum’. An area for consideration is the emphasis given to the need for reading notation, which, whilst it is a useful tool for accessing many areas of music, is not a necessity for the mastery and development of music. Furthermore, the review calls for reducing GCSE exam volume (p.135), which could open up greater opportunities for making music GCSE assessment more accessible.
Enrichment at 16-19 (Page 166)
One recommendation for 16-19 study programmes recognises the wide-ranging benefits of extra-curricular offerings, and suggests that the ‘focus should be on applied knowledge and transferable skills that will enable learners to step confidently into adulthood’. Music Mark hopes that this enrichment offering both remains an addition to, and not at the expense of, the curriculum, and is provided with further funding to ensure that this does not result in further burden on the workload of teaching staff.
Non-qualification activity (Page 196)
Though not specifically intended in reference to music, we have observed the recommendation to consider whether ‘certain elements of non-qualification activity should be made mandatory so that learners’ access to opportunities is more consistent’. This highlights that the role of educators is not wholly reliant on what can be recorded as a grade or a qualification and that music should be part of school life for its own unique value. However, we are aware that if there is not an accountability measure, this is unlikely to be fully resourced and comes back to the concern of workload and teacher recruitment.
Climate change & sustainability (Page 40)
Music Mark is heartened to see the recommendation for both the educational and pedagogical consideration of Climate education and sustainability as a component of ‘Preparing learners for a changing world’. As discussed in our sustainability campaign, This Is Not a Rehearsal, and subsequent UCL research commissioned by Music Mark, we are committed to embedding climate awareness into the curriculum and strongly advocate for the need to consider the impact of teaching on sustainability.
Technical award for music (Page 100)
With reference to Key Stage 4, the report recommends that there is clearer differentiation between the GCSE and Technical Award to ensure that they are fit for purpose and support ‘pathways […] for different cohorts and facilitate progression to further study or careers in the music industry’. We hope that this has a resultant impact on the uptake of music at further and higher education. With such a promising championing of the arts and commitment to rebalancing the curriculum, Music Mark hopes that the Department of Education reconsiders the removal of the bursary for PGCE Secondary Music in order to facilitate the recruitment of a new, skilled and committed generation of teachers.
Music (access, inclusion and SEND) (Page 96)
The section dedicated to music begins by reiterating the decline in learners taking music past the compulsory stage and the substantial ‘evidence of inequitable access to and success in Music’, which has the ‘highest disadvantage attainment gap of any subject at GCSE’. The report points to responses to the Call for Evidence which suggest that ‘GCSE Music becomes inaccessible to most students unless they have external or extra-curricular tuition.’ Music Mark hopes that the recognition of these barriers in the report will result in clear measures to level out this inequality and a renewed curriculum that focuses on access for all, including SEND and those from disadvantaged backgrounds.
Music (access to services and support) (Page 98)
Music Mark was pleased to see the reference to the music hub partnerships on page 98, and we acknowledge the remarkable work carried out by music hubs and services across the country. We still await more news on the National Centre for Arts and Music and will pursue the positivity of the review to ensure that this connects with the network of music services working tirelessly to deliver music education in many forms. We would welcome further details regarding the review panel’s recommendation for ‘ways to better optimise the investment’ and ask to be a part of the discussion to ensure that any changes are working for the benefit of both schools and music services.
Commenting on the report and government response, Bridget Whyte, CEO of Music Mark said:
“This is a significant moment for education in England, and for music within it. But is it only the start of the process and over the coming months and years Music Mark looks forward to connecting government with the music education sector through its membership and in partnership with the other Subject Associations, to develop the right conditions to deliver the aspirations this review and government response have. We will start this by holding a Big Meet in partnership with the ISM and MTA on the 12th November directly after the Secretary of State provides a briefing and for Music Mark Members we look forward to further opportunities for discussion and debate on our next steps.”
Fig 1. Recommendations for Music, Curriculum and Assessment Review final report: Building a world-class curriculum for all (Page 100)
“We recommend that the Government:
Revises the content of the Programmes of Study for Key Stages 1 to 3 to ensure a curriculum pathway which gives all pupils a rigorous foundation in musical understanding and enables broader access to further study at Key Stage 4. This could be achieved by:
- Revisiting the purpose and aims, ensuring that they better reflect intended outcomes.
- Adding some further specificity, without increasing volume, to clarify how pupils should progress in the three pillars of musical understanding (technical, constructive and expressive), and to ensure that a range of genres and repertoires can be covered.
- Reviews the Music GCSE and Technical Award concurrently to ensure their purposes are both clear and distinct and that qualification content and assessment meet these aims. As part of this, the Government should consider:
- GCSE assessment objectives, modes and requirements, and whether these are suited to the discipline.
- The extent to which the most recent reforms to Technical Awards have effectively changed the purpose and suitability of the Music Technical Award, and whether this qualification is still fit for purpose or requires further adjustments.
- Explores ways to better optimise its investment in Music education to support the teaching and learning of musical instruments and the reading of music to ensure equitable access to, and progression in, Music education.”
Published: 5th November 2025
United Kingdom Literacy Association (UKLA)
Statement: UKLA Response to the DfE Curriculum
Status: Published November 6, 2025
Location:
https://ukla.org/ukla-response-to-the-dfe-curriculum-review/
We work to improve literacy
UKLA welcomes the publication of the Department for Education’s Curriculum Review released yesterday, recognising it as an important opportunity to reimagine literacy education in England. The report represents a significant moment to address longstanding
challenges of coherence, inclusion, and balance across Key Stages.
As an association committed to advancing research-informed, equitable, and creative approaches to English teaching, we are encouraged by several positive developments: a greater emphasis on oracy, a renewed focus on composition and grammar in use, and recognition of teacher autonomy and diversity in text choice. However, the spirit of these recommendations must be matched by coherent implementation, genuine professional trust, and assessment reform that supports rather than constrains learning. A curriculum that aspires to breadth, progression, and inclusivity must be grounded in developmental appropriateness, linguistic diversity, and meaningful engagement with language in all its forms.
We welcome the recognition that “a clear dissonance exists between highly specified curriculum content at Key Stages 1 and 2 and under-specified content at Key Stages 3 and 4” (p.74). The intention to develop the curriculum “sequentially and coherently” is positive, but this must involve a balanced focus between KS2 and KS3, not simply an increase in KS3 content. UKLA champions curriculum design and pedagogy that are coherent, evidence-based, and responsive to children’s developmental needs.
We are pleased to see increased emphasis on oracy and the creation of an oracy framework. However, ‘oracy’ must be understood broadly—encompassing learning through talk, studying spoken language, and presentational speech. We agree that speaking and listening deserve greater clarity in aims and outcomes, and we emphasise the importance of recognising the diversity of spoken English across the UK. UKLA believe students should engage in a rich range of spoken language activities, including drama, discussion, presentations and collaborative work.
We strongly support the view that current grammar requirements place too much
emphasis on reproducing textual features rather than developing composition skills. A stronger focus on using and applying grammar will help students understand how language works in context rather than through decontextualised exercises. We therefore welcome the reduction in grammar content within the GPS test. We believe in giving students opportunities to engage in personal writing to understand themselves and their world, and to write for broader academic purposes and audiences.
We also welcome the plan to distinguish more clearly between GCSE English Language and Literature and to include digital and multimodal texts in English Language. To ensure genuine continuity and progression, these changes must be supported by well-designed learning pathways across prior Key Stages. We advocate for pedagogies that prioritise understanding, creativity, and purposeful use of language over mechanical skills and rote learning.
We welcome the Curriculum Review’s recognition of the importance of assessment that supports learning and progression, particularly the emphasis on identifying where pupils may need additional support. UKLA agrees that well-designed formative assessment plays a vital role in understanding how children learn and in shaping effective teaching.However, we encourage continued reflection on the balance between formative and high-stakes assessment. The ongoing reliance on measures such as the phonics screening check, now with a 90% target, and the proposed Year 8 reading test risks narrowing curriculum experience and disadvantaging some learners. UKLA believes that ‘assessment should be formative, meaningful, and equitable.
We applaud the integration of media and financial literacy into primary citizenship education. This opens new possibilities for English to: Finally, we strongly endorse the call for greater teacher autonomy in selecting diverse texts and authors. Students must be able to see themselves in the curriculum and encounter a wide range of perspectives that broaden their horizons. This principle must be embedded in GCSE specifications, not treated as optional. UKLA promotes a broad and inclusive curriculum that values diversity, represents all learners, and empowers teachers to exercise professional judgement.
UKLA welcomes continued dialogue with the Department for Education as this review moves into implementation. We stand ready to collaborate in developing a curriculum that is coherent, inclusive, and grounded in research and professional expertise, one that raises standards while nurturing curiosity, creativity, and a lifelong love of language. engage with multimodal, digital, and transmedia texts that reflect students ’lived experiences; link reading, writing, and discussion to civic engagement and critical media consumption; reclaim English as a subject that prepares learners for life in a diverse, digital world.
Voice21
Statement: Voice 21 responds to the Curriculum and Assessment Review
Status: Published November 27, 2025
Location: https://voice21.org/voice-21-responds-to-the-curriculum-and-assessment-review/
Voice 21 welcomes the government’s recognition of oracy as a foundational skill alongside reading, writing and maths. The Curriculum and Assessment Review’s final report acknowledges oracy’s role in creating a “world leading curriculum”; citing the extensive evidence base and recommending a new national oracy framework to complement the existing reading and writing frameworks.
“The government’s promise to give oracy equal status to reading and writing is a vital step forward, ensuring that every child develops the speaking, listening and communication skills they need for learning, confidence and life beyond the classroom.
National guidance for primary and secondary teachers will ensure that there are consistent high standards in the teaching of oracy, just as there are for reading and writing.
The Government needs to act swiftly to implement these recommendations and we look forward to working with the Department for Education to ensure that every child benefits from a high-quality oracy education.
In a rapidly changing and polarised world, with advancing digitisation and AI, a focus on oracy is essential to ensure that the next generation are equipped to thrive in school, work and life”
– Dr Kate Paradine, CEO, Voice 21
Here are five things you need to know about oracy in the Curriculum and Assessment Review’s final Report.
The Curriculum and Assessment Review has adopted an expansive and inclusive definition of oracy.
Since its inception, there have been competing understandings of the word ‘oracy’. Some focus exclusively on public speaking; some on ‘speaking properly’; and some on oral language only. At Voice 21, we believe strongly in an expansive and inclusive definition of oracy, and so we’re pleased to see the Review’s definition following the Oracy Education Commission in incorporating ‘speaking, listening and communication’, and explicitly including “verbal as well as other forms of non-written communication, such as sign language, non-verbal and Alternative and Augmentative Communication (AAC)”.
The Curriculum and Assessment Review recommends guidance for schools: “We recommend that the Government introduces an oracy framework to support practice and to complement the existing frameworks for Reading and Writing”.
At Voice 21, we know from our work with schools across the British Isles that when teachers and school leaders are able to access high-quality guidance and support to develop their oracy provision, the impact on students is profound. This recommendation is an important milestone in our mission to secure a systemic shift in access to high-quality oracy education – so that every child is equipped to thrive in school, work and life. It also reflects a key recommendation of the Oracy Education Commission: “Publishing non-statutory guidance to support school leaders and teachers in making informed decisions about how to implement high-quality oracy education.”
We look forward to working with the Department for Education (DfE) to ensure that the expertise developed by, and with, over 1200 Voice 21 Oracy Schools, and 90 Oracy Centres of Excellence informs the guidance that schools nationwide will follow.
The Curriculum and Assessment Review highlights the strong evidence base for oracy.
The Review acknowledges that oracy’s impact extends across school life, supporting students across phases, subject areas and beyond school. Notably, it highlights the breadth of evidence demonstrating oracy’s role in preparing young people to succeed in the workplace (both in meeting current needs for teamwork and collaboration and future demands in an age of AI) as well as its impact on “psychological and physical health in later life”.
We have seen this across our network of Voice 21 Oracy Schools: you can read about the difference oracy education is making across all facets of school life in our Impact Report, and about the role of oracy in everything from maths to career readiness in our journal The Talking Point.
The Curriculum and Assessment Review recommends giving greater prominence to oracy in the English curriculum.
The Review acknowledges that, in the current English curriculum, there is a “lack of clear progression for spoken language across both primary and secondary education”. This reflects our analysis on oracy in the current national curriculum and is also emphasised in the Oracy Education Commission’s report.
We are encouraged by proposed additional clarity, and the direction of travel indicated by the recommendations regarding the purpose of GCSE English Language. In particular, we welcome the opportunity for all students to learn to, through and about talk. We would encourage future phases of work to reconsider the prominence of ‘standard English’ in the curriculum, ensuring that students’ full linguistic repertoires are recognised, valued and developed.
The Curriculum and Assessment Review identifies particularly useful contexts in which oracy should be developed, such as drama and citizenship.
We know that children are bursting to talk. They are curious, joyful, and passionate, with a lot to say, and they want their schools to be places where they are invited to grapple with the big issues of the day – from climate change to discrimination, as citizens in their schools and of the country. We also know that a focus on oracy is vital if those conversations are to be an opportunity for every child to engage deeply – expressing, forming and reforming their opinions, and using their voices for change.
As such, it is good to see the Review acknowledge the interplay between oracy and citizenship: for “young people to become active and thoughtful citizens”, they need to develop skills “such as expressing opinions, listening to others’ points of view, and agreeing and disagreeing respectfully.”
Further, we also recognise that drama provides distinctive opportunities for pupils to engage in dialogue, express themselves and develop their oracy skills through creative processes. Therefore we welcome the recommendations in the review which give greater prominence to drama in Key Stages 1, 2 and 3.
In conclusion
Voice 21 welcomes the Review’s report, which shares our expansive and inclusive vision for oracy in our education system, and the government’s reaffirmation of the vital role that oracy education plays in young people’s learning and life chances.
From our work in schools nationwide, we know that ambitious plans for oracy will succeed or fail in their implementation. We have learnt a great deal from our network of Voice 21 Oracy Schools and Centres of Excellence, and we look forward to ensuring that their insight and expertise inform and shape the next phase of this important work. The prize is an education system which equips every child to use their voice to thrive, in school, work and life.