Led by Professor Becky Francis CBE, an expert in education policy and social inequality, the review will consider children and young people’s education and experiences from the beginning of Key Stage 1 through to Key Stage 5. Although Early Years is not part of the remit, the review will consider how children continue to build on their learning and development after the Early Years.
Why is the National Curriculum Being Reviewed?
Since its introduction in 2014, the National Curriculum has undergone various updates. However, concerns persist about its structure, relevance, and inclusivity within an ever-evolving educational landscape.
The five aims of the review are …
- An excellent foundation in core subjects of reading, writing and maths.
- A broader curriculum, so that youngsters do not miss out on subjects such as music, art, sport and drama, as well as vocational subjects.
- A curriculum that ensures children and young people leave compulsory education ready for life and ready for work. This includes embedding digital, oracy and life skills in the curriculum.
- A curriculum that reflects the issues and diversity within our society, ensuring all children and young people are represented.
- An assessment system that captures the strengths of every child and young person and the breadth of curriculum, with the right balance of assessment methods whilst maintaining the important role of examinations.
Currently, academies and independent schools are not required to follow the National Curriculum, but the review remit also suggests that all state schools – including academies – will need to adhere to it moving forward.
Gathering Insights from Across the Sector
To develop well-informed recommendations, the review panel has engaged widely with teachers, experts, parents, and young people. A formal call for evidence was open until November 22, 2024, allowing stakeholders to share their insights. Additionally, regional roadshows have been held across the country to capture a diverse range of views and experiences.
Emerging Themes and Challenges
In her recent updates, Professor Francis highlighted recurring concerns raised by educators and stakeholders. These include:
- Overloaded Curriculum: Teachers report that the curriculum is overprescribed, leading to the deprioritisation of certain subjects and a reduction in enrichment activities.
- Assessment-Driven Learning: Many feel that exams dictate curriculum design, reducing flexibility and creativity in teaching.
- Lack of Vocational Awareness: There is an ongoing issue with students and parents lacking awareness of vocational pathways post-16.
- Teacher Autonomy: Many educators feel disempowered due to rigid curriculum stipulations, with a focus on “getting through content” rather than deep learning.
There has been appreciation for the balance of breadth and depth in the curriculum and the clear progression of reading and other core subjects. However, Professor Francis has emphasised that if new content is added, some aspects may need to be removed, acknowledging that trade-offs will be necessary as the curriculum is already jam packed and that teacher’s workload will be considered throughout.
What to Expect in the Interim Report?
The interim report, expected imminently in early 2025, will outline key themes and initial recommendations. While it is unlikely to propose sweeping reforms at this stage, it will highlight areas for further exploration and discussion. The final report, set for release in autumn 2025, will provide a more comprehensive vision for the future of education in England.
Next Steps
As the review progresses, further consultations and discussions will take place to help shape the final recommendations. The findings from the interim report will provide valuable insight into the direction of potential curriculum changes and assessment reforms. Stay tuned for a summary of the interim report’s findings, our thoughts, and the next steps of the review in late Spring.
For support and advice on your curriculum or any aspect of school development please contact Head of Educational Development, Jo Gray, jo.gray@oneeducation.co.uk
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