SEND, forgotten third are priorities \u2026<\/strong><\/h2>\n\n\n\nThe review makes clear there are lots of good things about the current system. It\u2019s evolution, not revolution. Francis described the review as a \u201crefresh\u201d.<\/p>\n\n\n\n
However, the review states there are \u201cparts of the system that require improvement\u201d \u2013 particularly so for pupils with additional needs and those from poorer backgrounds.<\/p>\n\n\n\n
\u201cThe reality is that we continue to fail the third of our young people who do not achieve five GCSEs at grade 4 or above age 16, a disproportionate number of whom are from socioeconomically disadvantaged backgrounds,\u201d Francis said.<\/p>\n\n\n\n
\u201cThere is therefore a need to review the existing curriculum and assessment frameworks to ensure that they are fit for purpose for the next quarter of a century.<\/p>\n\n\n\n
\u201cThe Review will take stock of successes, weaknesses and opportunities, to provide a curriculum that exemplifies excellence; secures the knowledge and skills young people will need in their future lives; enriches and motivates learning; and adapts to the changing needs of the environment they will navigate.\u201d<\/p>\n\n\n\n
4. \u2026 \u2018reducing\u2019 exams burden on the cards \u2026<\/h2>\n\n\n\n The review also lists some other potential outcomes. That includes to<\/p>\n\n\n\n
– \u201cAlleviate some of the pressure and constraints on learners and educators\u201d<\/p>\n\n\n\n
– \u201cReduce the assessment burden where feasible and appropriate, while continuing to recognise the socially progressive benefits of public examinations\u201d. Views are being sought, for instance, on whether the \u201coverall volume of assessments impacts the wellbeing and ability of all young people to progress to the next stage of their education\u201d.<\/p>\n\n\n\n
– \u201cSupport professional expertise; address longstanding challenges in providing meaningful, rigorous and high-value pathways for all students at 16 to 19\u201d<\/p>\n\n\n\n
– \u201cMake sure the curriculum is inclusive and accessible for all young people and address injustices and unintended consequences\u201d<\/p>\n\n\n\n
The review may also offer commentary on the impact of accountability on the curriculum and assessment system.<\/p>\n\n\n\n
\u201cIt may wish to recommend how changes to curriculum and assessment should interact with accountability measures.\u201d<\/p>\n\n\n\n
5. \u2026 but wary of \u2018unintended consequences\u2019<\/h2>\n\n\n\n Francis told Schools Week one of the biggest challenges would be to ensure the review reforms \u201cdo no harm. We know how easy it is to precipitate unintended consequences, particularly around accountability and performance measures.<\/p>\n\n\n\n
\u201cSo that’s something that I have to tread very carefully with.\u201d<\/p>\n\n\n\n
The Review document states it will seek to \u201cidentify the most significant and pressing issues facing curriculum and assessment\u201d, but \u201cwill focus on addressing these without destabilising the system, making changes where things are working well, or where there is insufficient evidence to warrant change\u201d.<\/p>\n\n\n\n
\u201cIn short, we seek to bring about evolution, not revolution.\u201d<\/p>\n\n\n\n
The review will also not seek to \u201cremove well respected and valued qualifications like A-levels, GCSEs and T-levels\u201d.<\/p>\n\n\n\n
6. Subject declines \u2018more nuanced than we thought\u2019<\/strong><\/h2>\n\n\n\nAlongside the call for evidence, the government has published a study of curriculum subject trends over time to \u201caid our evidence-led conversation as we consider curriculum breadth and balance\u201d.<\/p>\n\n\n\n
The blog stats it shows a \u201cmore nuanced picture than is often assumed\u201d. Trends include<\/p>\n\n\n\n
\n\u201cSignificantly higher numbers\u201d of youngsters taking maths A-level<\/li>\n\n\n\n A \u201cslight\u201d decline in arts subjects at A-level, but more significant declines in other areas such as English<\/li>\n\n\n\n While art and design \u201ccontinues to thrive\u201d at GCSE, other arts subjects had declined \u2013 notably drama, and to a lesser extent music. But design and technology \u201cstands out as the subject that has fared worst over time\u201d<\/li>\n\n\n\n However, any conclusions are \u201ccomplicated\u201d by vocational qualifications \u2013 taken by 43 per cent of youngsters at key stage 4. For instance, while the proportion of pupils taking music GCSE fell by 7 per cent in 2016, to 5 per cent in 2022, there has been an increase in entries to technical awards in music from 1 per cent to 3 per cent over the same period. This was mirrored in drama, media and PE too.<\/li>\n\n\n\n But citizenship continues to have \u201cvery low uptake\u201d, and computing has seen a \u201csignificant reduction\u201d since the computing GCSE was introduced and alternative qualifications withdrawn, especially for girls<\/li>\n\n\n\n Meanwhile, looking at teaching time per subject shows it has expanded for maths and English, but there is pressure on other subjects like PE, sex education and citizenship \u2013 which have declined.<\/li>\n<\/ul>\n\n\n\n<\/p>\n","protected":false},"excerpt":{"rendered":"
The government has this morning published its call for evidence for its wide-ranging review of the curriculum. We already have an explainer of how the review will work (you can read that here), so the below is more specific to the call for evidence. 1. It’s an 8-week consultation The call for evidence opens today […]<\/p>\n","protected":false},"author":159,"featured_media":82030,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[4],"tags":[349],"post-theme":[2961],"class_list":["post-214513","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news","tag-curriculum","post-theme-curriculum"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t