The review
Commissioned by the Secretary of State and chaired by education expert Professor Becky Francis CBE, the stated aim of the Curriculum and Assessment Review is to design ‘a broader, richer, cutting-edge curriculum that drives high and rising school standards and sets all young people up for life and work’.
To this end, the review has set out to identify the key challenges to attainment faced by young people in the UK, particularly those who are socioeconomically disadvantaged or with special educational needs or disabilities (SEND). Once the review is concluded, all state schools and academies will be required by law to teach the national curriculum up to age 16.
The review comes amid concerns that the current curriculum is too narrow, causing children to miss out on subjects such as music, art, sport and drama, as well as vocational subjects. However, the review lists ‘evolution, not revolution’ as one of its working principles, outlining an intention to ‘build on the existing relative strengths of a system with finite resources’.
A need for change
Many educators have welcomed the review’s announcement. It comes at a time when the UK education system faces significant strain, with a large body of evidence to suggest that it is failing young people. Per statistics gathered in Autumn 2023, 21% of pupils and learners in Years 7 to 13 reported low life satisfaction, with almost a fifth of pupils persistently absent. There is also an observed 24% gap in attainment for English and maths between socioeconomically disadvantaged young people and their peers.
The new curriculum that the review envisions is one that builds the relevant knowledge, skills and attributes young people need to thrive, including embedding digital, oracy and life skills in their learning. It also ‘reflects the issues and diversities of our society, ensuring all children and young people are represented’.
Beyond the curriculum, the review has set out to ensure young people’s access to qualifications and assessments that are ‘manageable, valid, fair and reliable’. It recognises that the current model of assessments places undue pressure and burdens on young people and often fails to capture their unique strengths.
What comes next?
A call for evidence was launched in September, with the review’s recommendations slated to follow in 2025. ‘Crucially, I want to make sure that the review and its recommendations are driven by evidence and a commitment to high standards for all our young people, irrespective of background,’ Professor Becky Francis said in a statement, adding that ‘the views of experts, parents, teachers and leaders will be pivotal’ to this.
The call for evidence closes on 22 November 2024. Further details about the Review’s aims, terms of reference and working principles can be found here.
This KnowledgeBank collects opinion pieces from leading thinkers, writers and researchers as they set out their views, insights and proposals on the nature and content of the new curriculum. Read on to discover what the UK’s leading educational minds envision for the future of pedagogy.