What does the NEW Curriculum and Assessment Review mean for you?

The Curriculum and Assessment Review has been published today, and whilst we do not yet have the details on how it will be implemented, we have broken down the proposed changes to the curriculum, assessment and other policy below that you will need to be aware of, ahead of the September 2028 launch.

Across all ages and stages, there is a new focus on speaking and listening skills through a new oracy framework, with oracy needing to be embedded across all subject areas. In addition, a statutory entitlement to enrichment will also be introduced, meaning that enrichment activities such as access to music, art, drama and sport, club, societies, trips and visits, will become a core part of the curriculum and not just after-school clubs.

The full report can be read here.

How does the Curriculum and Assessment Review affect Primary Schools?

For primary schools, the review emphasises a strong foundation in reading, writing and maths, but also calls for a broad curriculum with improved access to music, art, sport, drama, and work-related experiences.

The aim is for the curriculum to better reflect children’s lives and be more connected to real-life covering areas of development such as digital literacy and speaking and listening skills.

Citizenship content will become statutory. Schools will have to cover financial and media literacy (including how to identify fake news), sustainability and climate change. Topics which are now covered by the RSE curriculum do not need to be duplicated and will be removed from Citizenship.

The KS2 programmes of study for languages will be updated to include a minimum core content for French, German and Spanish and there should be better co-ordination between schools to allow pupils to build on previous learning.

There are no proposed content changes for Maths, but it will be re-sequenced so topics can be considered in greater depth. SATs tests will be redesigned to recognise this change and include a stronger focus on mental arithmetic and reasoning.

There are also proposals to remove the grammar test and to replace it with a simpler test to assess the application of grammar and punctuation. There will also be a greater focus on writing fluency through teacher assessment and enhanced moderation between schools

Primary school leaders will need to ensure that sufficient time is given to the various areas of the curriculum and ensure they are not squeezed out by core subject pressures.

How does the Curriculum and Assessment Review affect Secondary Schools?

Like in primary schools, the review expects a strong emphasis on reading, writing and maths – this will be reinforced by the introduction of a new reading test in Year 8 – combined with a curriculum that includes vocational learning, digital literacy and life skills. The curriculum will be updated to respond to social and technological change (digital, AI, climate change, media literacy) as well as cultural diversity and must be more inclusive and encourage high standards for all. Access to arts subjects will be encouraged which should be more possible following the removal of EBacc.

There is an emphasis on the need for clear creative, vocational and technical pathways and an acknowledgement that the number of and content of exams has grown too much, but there is not yet any detail on exactly what this might mean going forward.

The overall volume of exam assessment at age 16/GCSE will reduce by 10%.

Proposed changes to programmes of study

Art and Design

• There will be some clarification of the knowledge and skills that pupils should develop, and the volume and range of coursework GCSE students should produce.

Computing

• Computing will replace computer science and be a more encompassing subject, now looking at digital skills and technologies, as well as coding.

Drama

• The KS3 programme of study will now have a discrete section on drama.
• GCSE subject content and assessment methods will be reviewed to ensure the subject is up-to-date and enables onward progression.

English

• There will be specific requirements for speaking and listening as well as drama building on the national oracy focus.
• There will be enhanced links between what is studied at KS2 and KS3 with consideration for some topics to be studied later and others to be developed in greater depth.
• GCSE English Language will include a focus on the nature and expression of language and support critical writing of a wider variety of texts with a greater diversity in the texts used for English literature as well as “works drawn from the full breadth of our literary heritage.”

Food and Nutrition

• Cooking will be renamed “food and Nutrition” and have clear aims and expectations across all key stages. Level 3 vocational options will also be reviewed.

Geography

• Subtle refinements to the content, including climate change and sustainability, are recommended across KS3 and GCSE to support better progression and deeper understanding of geographical concepts.
• The requirements for fieldwork will be clarified.

History

• Clarification on what the statutory aspect of the curriculum are to help teachers to better understand the optionality that exists, including local history where appropriate.
• Review the GCSE content and assessment so that the course is fit for purpose and develops the disciplinary knowledge and skills needed.

Languages

• Secondary Schools will need to be better co-ordinated with local primary schools with regard to the main language taught.
• No proposed changes to language GCSEs as they have only just been revised, but monitor the impact of these changes.

Maths

• No changes to the KS3 content but it will be re-sequenced to build on prior learning.
• A “diagnostic test” will be introduced to be teaken in Y8.

Music

• The KS3 programme of study will be revised to build a rigorous foundation in musical understanding to enable broader access to music at KS4.
• Schools will also have to explore how to optimise investment in music to develop instrumental skills and reading of notation to ensure equitable access.

Physical Education (PE) and Dance

• Aims of PE will be made clearer, retaining the importance of competitive sports but also emphasising the physical, social and emotional benefits of all sports.
• Attainment will be made more concise and scaffolded within programme of study.
• Dance requirements will be reviewed to check whether they are sufficiently specific to support pupil progression.
• Consideration will be given to how PE can be made more inclusive, especially for pupils with SEND.

Religious Education (RE)

• RE will become a statutory part of the National Curriculum “in due course”.
• This will have an impact on how it is taught in all schools and on the involvement with the content which is currently devised locally through SACRE.

Science

• Triple Science will become a statutory entitlement. This does not mean all pupils must study triple science, but that they must have the opportunity to do so.
• The curriculum will be based on the fundamental concepts of each individual discipline so that pupils develop scientific knowledge and skills.
• There will be a focus on streamlining content without losing rigour.

Technology

• The DT subject aims will be re-written to be more aspirational and to add clarification.
• Critical thinking skills, social responsibility and sustainability will be a key consideration for design challenges.
• The importance of physically realising design will remain integral.