Professor Becky Francis CBE provides members with an update on the progress of the Curriculum and Assessment Review.

Evolution

The Curriculum and Assessment Review, which I am privileged to lead, continues to progress at pace. In March, we published our interim report (tinyurl.com/mr4a9ef9). This drew upon the findings from our Call for Evidence – which received over 7,000 responses, including from many teachers, lecturers, leaders, schools, trusts, and colleges – as well as our own polling, data analysis, and conversations with experts from across the sector. 

The reception that the interim report has received has been both reassuring and motivating – reassuring in that our diagnosis of the most significant issues facing curriculum and assessment in this country seems to have garnered much agreement, and motivating in that our overarching approach to addressing these issues has been so widely welcomed. We are not complacent, and we take seriously the responsibility of the review, both for the experiences and outcomes of young people, and the experiences of education staff and leaders. 

The significant issues 

In our diagnosis of the most significant issues to be addressed, we have identified four key areas needing attention.

1. First, ‘high standards’ needs to mean ‘high standards for all’. We must drive high aspiration and raise standards for the significant groups of young people for whom our current curriculum and assessment system creates barriers to their progress, to ensure the best life chances for all young people, irrespective of their background.
2. Second, we need to ensure the appropriateness of the overall shape of the curriculum, and it is clear that the content and level of specification of particular subjects needs attention. We will be attending to all subjects listed on the National Curriculum, though some subject reviews will be of a lighter touch than others.
3. Third, the curriculum must be fit for the future. In education circles, ‘the future’ is often simply associated with risks and a need to prepare young people to mitigate those risks. But just as important is ensuring that young people are equipped to make the most of the opportunities that the future will present. As we said in our interim report, a strong foundation in the core subjects of English, maths, and science is our best insurance for whatever the future may bring. But the curriculum must also keep pace with social, environmental, and technological changes if young people are to shape the future, rather than just be shaped by it.
4. Fourth, we need to ensure that our system delivers secure pathways for all at post-16. A significant proportion of young people require a mix of qualifications, or cannot access A levels or T levels, or have not yet decided on career plans. It is especially important that our recommendations look to ensure high-quality pathways for those young people not taking three A levels or a T level. 

Evidence-based 

On our approach, ‘evolution not revolution’ is not just a slogan; it’s at the core of how the panel and I are approaching the review. There is widespread acknowledgement that our education system faces many challenges. Despite this, much is working well, and there’s been clear progress over the last quarter of a century. This is testament to the hard work, passion, and creativity of education leaders and staff up and down the country, and it would be irresponsible of us to risk undermining these successes in seeking to address areas of concern. 

That’s why we are determined to ensure that our work is evidence-driven, and that our eventual resulting recommendations are coherent, deliverable, and targeted at addressing the most significant and pressing issues facing curriculum and assessment without destabilising the system. This approach will ensure that we retain our many successes and fix those things that require attention, such as those set out above. 

Setting the record straight 

The Curriculum and Assessment Review has gathered a lot of interest in the press. Much of the coverage has been thoughtful, engaged, and accurate but, perhaps inevitably, it has also generated some less accurate headlines. It’s therefore essential that we’re as clear about what the review will not do as we are about what it will do. 

By way of example, on assessment, we will not recommend ‘axing GCSEs’ or ‘slashing exams’. What we will do is focus on volume, and specifically time. On performance measures, we will not recommend ‘cutting academic subjects’. Instead, we will look at how best to facilitate greater choice while not compromising breadth. And on curriculum content, we will not dumb down content or infuse it with ‘issues’ or campaigns. But we are committed to ensuring that every young person can see themselves in the curriculum and ensuring that the curriculum challenges discrimination and extends horizons. 

Engagement and support 

These issues (and many others) require nuance and thoughtful, collaborative engagement from and with multiple parties – not least, the profession. In my speech to ASCL’s Annual Conference in March (tinyurl.com/4dxj64we), I said that there would no doubt be disagreements along the way, but that I hoped that we could continue to work together in a constructive manner. This is truer now than ever. I am delighted with the tone and constructiveness of the debate going on within the sector. As we near the publication of our final recommendations in the autumn, I hope that we can continue engaging positively to ensure the best outcomes for the millions of children and young people whose education and life chances will be impacted by the changes that we recommend. 

On engagement, I’d also like to take this opportunity to express my gratitude to the many schools and colleges across the country that have hosted me, my team, and other panel members throughout this process. This has not only provided us with the opportunity to observe exceptional practice but allowed us to hear first-hand about the challenges that schools and colleges are facing and consider how best our recommendations might address them. It also brings to life critical issues around implementation. 

The next few months will be crucial as we continue to collate and evaluate evidence in advance of formulating our final recommendations, which will be published in the autumn. I am so grateful that we have this opportunity to address the most significant and pressing issues facing curriculum and assessment, building on the hard-won successes of all of those working in education in England. Your ongoing engagement and support will be crucial to our success. 

Our approach, ‘evolution not revolution’ is not just a slogan, it’s at the core of how the panel and I are approaching the review.

Professor Becky Francis CBE
Chair of the Curriculum and Assessment Review
@beckyfrancis.bsky.social

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