Curriculum and Assessment review led by IOE academics publishes interim findings

The Curriculum and Assessment review is led by Professor Becky Francis, former IOE Director. Professor Francis leads a 12-member review panel that includes IOE’s Dr Vanessa Ogden and Professor Zongyi Deng, who authored the conceptual position paper that accompanies the interim report. 

Professor Francis is currently Chief Executive of the Education Endowment Foundation. Dr Vanessa Ogden is an Honorary Academic at IOE and CEO of the Mulberry Schools Trust, and Professor Deng is a Professor of Curriculum and Pedagogy at IOE. 

The government-commissioned review aims to ensure the national curriculum remains innovative and knowledge-rich, complemented by reliable assessments to support students’ learning, and ultimately prepare them for life and work. 

The report draws from 7,000 responses to the review panel’s call for evidence, as well as reviews of existing research and engagement with key stakeholders: parents, young people, education professionals, employers and universities. The responses included evidence contributions from the UCL Centre for Climate Change and Sustainability Education, to ensure that climate change and sustainability have a strong presence in a revised curriculum. 

Responses to the call for evidence commended the breadth of the curriculum in key stages 1 to 4, the diversity of taught subjects, and its positive impact on attainment. 

Professor Deng says, “England is now one of the high-performing countries in education in the world, according to PISA and TIMSS results.” 

Citing the interim report, he says, “the evidence shows that many aspects of the current system are working well” – though “the socioeconomic gap in educational attainment remains stubbornly large, and young people with SEND make less progress than their peers.” 

The report highlights four areas of improvement going forward, with a focus on “evolution not revolution” and making the curriculum more inclusive to break down barriers to opportunity.

High standards for all: A more inclusive curriculum

The report finds the current system is not working well for everyone. There are still gaps in attainment, particularly for those from lower socioeconomic backgrounds and young people with SEND, in comparison to their peers. 

The report notes that it is vital to create high standards in state education for young people underserved by the current education system.

Ensuring subjects enable depth and breadth of learning

Addressing subject-specific challenges is another key priority of the review panel, with a focus on content that enables students’ depth of understanding and breadth of learning. Within this, a revised curriculum should support teachers’ professional capacity to adapt or extend material for their pupils. 

The report also notes that a focus on performance measures in the English Baccalaureate may constrain students’ ability to choose subjects, which has implications for their engagement and achievement, and access to vocational or arts subjects. 

A revised curriculum would thus require a greater diversity of content that ensures all young people feel included and engaged, complementing the review panel’s goals of supporting equality of opportunity and challenging discrimination. 

Moving forward, the panel will also review subjects that are statutory but not on the national curriculum – religious education and relationships, sex and health education – to balance high-quality provision in these areas with flexibility for different school types.

Responsive to social, political and technological change

The revised curriculum must also be closely attuned to social and technological change. The review panel emphasised the necessity of developing digital skills to accompany the rise of artificial intelligence (AI), which goes hand in hand with media literacy and critical thinking skills. 

The panel also notes the importance of the curriculum evolving to including applied knowledge to support young people in work and later life, including the scientific and cultural knowledge to address global social, political and environmental challenges like climate change. 

In a period of rapid change, a secure foundation in maths and science, language, humanities and the arts must complement these initiatives.

Pathways to further study and employment

The review panel is also examining existing pathways beyond the GCSE level to make sure they work for young people and support journeys to further study and employment – particularly for those from less privileged backgrounds, young people with SEND, those who require a mix of qualifications, and learners who do not study A levels or T Levels. 

The team is looking at vocational routes and support for progression to develop a system that leverages the strengths of young people and demonstrates the breadth of the curriculum.

Moving forward...

The review panel will publish its final report in autumn 2025. Future steps will work towards developing the four areas for improvement, looking particularly at the specificity, relevance, volume and diversity of content.

Professor Francis says, "The review panel and I have a clear picture of the present state of the curriculum and assessment system.

She continues, “this evidence gives us confidence in embarking on the next stage of the review which will see us do further analysis on these issues, including subject content.”

Related links

• Curriculum and Assessment Review publishes interim findings
• Read the interim report
• More about the Curriculum and Assessment review panel
• Professor Becky Francis’ UCL profile
• Professor Zongyi Deng’s UCL profile

Image

Cavan for Adobe via Adobe Stock.