Reflections on the Curriculum and Assessment Review

It is encouraging to see the theme of social inclusion, a system ‘working for everyone’ threaded through the report. 

A few key developments from the report stood out: 

Assessment  

Assessments receive generally positive comments, including the Primary phonics screening check and multiplication-tables test.  

While there doesn’t seem to be a move toward wholesale reform of the GCSE assessment landscape, there is mood music for a reduction in the assessment burden, possibly in terms of the number of hours or exams, rather than entire subjects. It will be interesting to be part of the conversation on assessment futures, including digital assessments and non-examined assessment, balanced alongside the demands on teacher workload. It seems very unlikely that the awarding bodies will be managing a programme of wholesale reform against a difficult timescale, which is to be welcomed and something that we have long maintained provides the best-quality reform and longer-term success of implementation.  

Primary curriculum  

Reading and maths are rightly flagged as recent successes, although these are referenced as being at the expense of engagement with the wider Primary curriculum where the tension between breadth and depth – and joy in learning? – is to be considered.   

The relation of reading to writing (and phonics) – discussed brilliantly as a need by Professor Dominic Wyse at the recent BESA Curriculum Conference – is surely to be reviewed. The key stage 2 SPaG tests seemed to be the focus for the strongest criticism on assessment. It may well be that detailed discussion of the ‘fronted adverbial’ has had its day!   

The curriculum is described as ‘reasonably broad and balanced’ across the key stages.   

Key stages 3, 4 and 5  

Without saying so directly, the report hints that key stage 3 is the ‘non key stage’ without identifiable purpose, and suggests a need for better integration with the rest of the curriculum, from key stage 1 to key stage 4. It also implies that year 9 should not simply be seen as the starting point for GCSE studies. Key stage 3 also delivers – or suffers from – the greatest challenge in terms of balancing depth and breadth. This is something we have been all too aware of when creating successful, yet broad and challenging, key stage 3 curriculum schemes, particularly recently with  science, history and geography. 

It seems that the depth, breadth and number of GCSEs is likely to remain stable. Professor Francis has talked of the difficulties in the consultation process - while there are calls for ‘reduction’ (in content), there are few concrete suggestions of what to remove.  

We’re proud of our past work on wider skill development, including digital skills, and welcome the opportunity to expand this work across media skills, sustainability and oft-cited life-skills such as financial literacy and career readiness as part of our curriculum schemes.  

The report briefly touches on the longstanding issues around RSHE (not a national curriculum subject). We hope the pending RSHE review will find a home in the next round of Prof Francis’ work.  

We have worked before with teachers and learners repeating – and failing to succeed – with GCSE resits and welcome plans to look again at this important area. For us, a vital topic that can be a foundation for further level-3 confidence and success. 

The Role of the English Baccalaureate (EBacc) 

We welcome a commitment to reviewing the role of English Baccalaureate (EBacc) with some very successful schools already maintaining that it does not deliver for their students. It is noted that EBacc has not driven attendance to Russell Group universities. (Other measures of success are available …) And allied with this work we look forward to engaging with our partners across the Subject Associations as work looks at detailed questions of content, understanding and subject mastery. It does seem that the – arguably successful – ‘knowledge rich’ mantra will be maintained strongly across the curriculum. 

A-level and post-16 pathways  

The report suggests that there will be few changes to the A-level landscape. However, there is some indication that post-16 pathways might benefit from further simplification. We are particularly pleased to see that T Levels are becoming ‘an established brand’ and look forward to their continued refinement and development at level 3. Ambition remains high for level-3 (A-level) pathways, where Hachette Learning has long-been the leading provider.  

Future  

The report sets the stage for a truly 21st century curriculum. It outlines a vision for preparing  all children and students for an appropriate and successful learning journey and equip them for further study, beyond school and college, and the world of work.   

Comments around SEN, and inclusion and equity, are, of course, incredibly welcome so that all learners can benefit from the challenge of high standards and maximise their potential.  

Everyone at Hachette Learning looks forward to working with colleagues across the system, teachers and learners as these exciting developments move forward, hopefully at a sustainable pace that allows quality delivery. We will be supporting reform through curriculum materials, assessments and supportive professional development.  

Our e-updates will be a great source of information as work progresses. You can contact us and register here.