Have your say
Teacher panels give your staff a direct route to influence the development of qualifications. Encourage your team to join – it’s a chance to share expertise, shape support, and contribute to decisions that affect classrooms nationally.
Bringing practical support to schools and teachers
The Curriculum and Assessment Review sets out ways to make the curriculum more manageable and strengthen the knowledge and skills that help students succeed. It echoes what teachers and school leaders have told us: change needs to be gradual, realistic, and useful in the classroom.
We’ve turned the Review’s insights into practical support – including subject summaries, deep dive webinars for English, Maths and Science and teacher panels – so your staff can stay informed, plan confidently, and continue delivering strong outcomes.
What does the Review mean for my school?
There are no immediate changes – but the Review will shape teaching and learning over time. Our subject summaries give your teams clear, practical guidance to support planning and prioritisation – without adding to workload.
You’ll find the subject summaries at the bottom.
Practical support and free CPD
To help your staff stay ahead, don’t miss:
- Webinars in English, Maths and Science – learn practical takeaways you can implement straight away.
- Teacher panels – a trusted forum where your staff can share feedback, answer subject-specific questions, and help shape the future of qualifications.
These opportunities are designed to save time, add value, and support professional development, so teachers can focus on teaching and learning while staying fully informed.
Next steps for school leaders
- No immediate action required.
- Share subject summaries, teacher panels and webinars with your staff to guide planning and professional development.
- Stay informed with updates – we'll tell you when there’s meaningful guidance or changes.
Subject summaries
Understand the proposed updates for each subject
English
We welcome the focus on strengthening coherence, clarity and inclusivity across the English curriculum, particularly in the following areas: GCSE English Language: a renewed focus on subject discipline and purpose, with a broader range of text types to explore.
- GCSE English Language: a renewed focus on subject discipline and purpose, with a broader range of text types to explore.
- GCSE English Literature: a commitment to diversity of text choices and inclusion of more representative texts and authors.
- Clarity of progression: ensuring clear sequencing through all key stages.
- Clear distinction: between literacy and English as a subject.
- Distinct oracy framework: to support practice and to complement the existing frameworks for reading and writing, which will support oracy in English.
- Post-16 progression: working to reverse the decline in English A-level entries.
We appreciate the commitment to:
- GCSE English Language identity: ensuring the qualification has a clearer sense of identity, with a focus on the nature and expression of language.
- Broadened text types: including critical analysis of multi-modal and ephemeral texts.
- Distinct Language and Literature content: creating a clear distinction between the two subjects.
- Inclusive literary heritage: embracing a wider range of texts to better reflect modern Britain, without replacing canonical works or increasing content volume
- Grammar and writing continuity: reviewing continuity from KS2 to KS3 to improve transitions and ensure students can write with confidence and fluency.
- Early identification of learning gaps for reading: introducing a diagnostic test to help schools identify and address learning gaps so all students can access the curriculum.
Catch up on our webinar
Team English speak with experts from The English Association and NATE to unpack the proposed Curriculum and Assessment Review, including:
- renewed focus and purpose in GCSE English Language
- more representative texts in GCSE English Literature
- clearer progression across all key stages
- English as a distinct subject alongside literacy and oracy frameworks
- post‑GCSE pathways to support more students continuing with English
… and what these changes could mean for you and your students.
Science
- Reduced and refreshed content: GCSE Science is being refreshed to support deeper learning and boost student engagement, reflecting teacher feedback.
- Stronger climate focus: Climate and environmental science will be integrated more meaningfully, helping learners make connections across subjects.
- Triple Science support: The government plans to introduce a student entitlement to Triple Science. We’ll continue to support schools during this transition, whatever your current model.
- Practical science will have a clear purpose: The review calls for practical work that reinforces scientific concepts and sparks curiosity. We agree this is important and will continue to work with you to champion practical skills through our support offer and purposefully designed assessment.
- Clear progression: Transitions from KS3 to GCSE and A-level are expected to become smoother, with content sequenced around core scientific concepts. We support this approach and recommend refining and sequencing curriculum across key stages.
Catch up on our webinar
Team Science speak with experts from STEM Learning and the ASE to unpack the proposed Curriculum and Assessment Review, including:
- a stronger climate focus
- guidance on the proposed entitlement to Triple Science
- purposeful practical science
- clearer progression from KS3 to post‑16
… and what these changes could mean for you and your students.
History
We support the review’s commitment to:
- Greater accessibility: Identify where the content requirements at GCSE can be streamlined to address issues of significant content overload and limited accessibility.
- Assessment review: A stronger disciplinary focus through a considered review of assessment objectives, ensuring that the assessment is fit for purpose.
- Broadening narratives: Support History teachers in representing a wider range of perspectives and narratives both within and beyond British history.
Geography
- Contemporary and inclusive content: Proposed updates aim to make GCSE Geography more contemporary and inclusive, removing unnecessary repetition.
- Better understanding of disciplinary knowledge: Changes will support better understanding of how geographers think and work, including key concepts such as place, space and interconnection.
- Embedded climate change and sustainability: We will aim to build on the national curriculum to further embed climate change and sustainability education across the subject.
- Reinforcing the value of fieldwork: Fieldwork will remain integral at KS4, with clearer expectations for effective delivery that deepen enquiry and understanding.
- Smooth progression: Updates aim to support a more seamless transition to A-level Geography, helping students prepare for further study.
Religious Studies
- Curriculum reform: proposed inclusion of Religious Education in the national curriculum and careful reform through collaboration across the sector.
- Future qualification development: Once the impact on GCSE subject content criteria is understood, a qualification will be developed to support students’ progression in this important subject.
- Balanced assessment framework: The proposal to include GCSE Religious Studies in the humanities slot for Progress 8 and Attainment 8 supports a balance between a strong academic core, breadth, and student choice.
Dance
- Clarifying pathways: Updates aim to make dance’s status as both part of PE and a standalone GCSE clearer, helping teachers and students understand progression routes.
- Highlighting creativity: GCSE Dance will better reflect the artistic and creative dimensions of the subject, not just physical activity.
- Inclusive and balanced assessment: Assessment structures will be reviewed to improve inclusivity, representation, and the balance between performance, choreography, and theoretical study.
- Managing workload: The volume of assessment at KS4, particularly in practical arts subjects like dance, will be addressed to make it more manageable for teachers and students.
- Foundational access and teaching confidence: Actions will address gaps in Dance provision and teacher confidence earlier in schooling, helping more students build a solid foundation before KS4.
- Broader choice and value of Dance: In line with the review’s emphasis on learner choice, proposed reforms to accountability and curriculum frameworks aim to support sustained access to GCSE Dance as part of a broad suite of subject options.
Drama
- Standalone qualification: GCSE Drama will continue as a standalone subject, with updates to ensure it is relevant, inclusive, and aligned with the creative and reflective nature of the discipline.
- Managing assessment workload: The Review highlights the high volume of assessment across KS4, which impacts creative subjects by reducing time for exploration and rehearsal.
- Fostering skills development: The qualification should encourage creative and critical engagement, ensuring students can develop performance, devising, and reflective skills rather than focusing narrowly on final examinations.
- Supporting progression: Changes to subject content and assessment balance will help prepare students for further study and careers in drama and theatre.
- Earlier curriculum clarity and progression: The Review recommends adding more specific Drama content in KS3 (and potentially earlier key stages) within the English programme of study, so that students build clearer skills and knowledge foundations before reaching GCSE.
- Clarity on essential knowledge and skills: The final report notes that current national curriculum requirements have lacked clarity and specificity about Drama as a discipline, affecting teaching and learning. We’re advocating for strengthened clarity about what essential knowledge and skills pupils should acquire so we can reflect this in our qualifications.
Music
- Promoting inclusive access: Updates aim to support participation for all students – including those from disadvantaged backgrounds or schools with limited resources – and provide clear progression routes beyond school.
- Reflecting the discipline: Qualification content and assessment will better represent the three pillars of musical understanding – technical, constructive, and expressive.
- Managing assessment workload: The high volume of assessment at KS4 will be reviewed – allowing more time for practical and creative work.
- Clarifying purpose and structure: GCSE Music and Technical Awards will be reviewed together to ensure each has a clear and distinct purpose, with content and assessment aligned to these aims.
- Supporting teaching and learning: Recommendations include optimising investment in music education – strengthening instrument teaching and music literacy to ensure equitable access and progression.
- Strengthening progression from KS1–KS3: The report recommends revising the KS1–KS3 music curriculum to give all pupils a strong foundation and clearer progression for the skills needed at KS4 (especially the three pillars and a broad repertoire).
Maths
- Clearer progression: Students to move more confidently through Key Stages 1 to 3 by resequencing the content so that students have the opportunity to master topics deeply and reduce repetition in later years.
- Bridging learning gaps: Teachers will gain clearer insight into KS3 learning gaps as schools are expected to assess mathematical ability in Year 8.
- Overall reduced assessment time: Students and teachers will have more time for meaningful learning, as shorter assessments ease pressure and streamline delivery.
- Focusing on understanding: Students will be recognised for genuine mathematical thinking – not memorisation – through a review of the provision of mathematical formulae.
- Supporting every learner: Support student success at post-16 with the introduction of a new Level 1 stepped qualification.
Catch up on our webinar
Team Maths speak with experts from MEI to unpack the proposed Curriculum and Assessment Review, including:
- reduced assessment time and a strengthened mastery focus at Key Stage 4
- proposals for a new pre‑GCSE qualification and wider post‑16 reform
- a strengthened mastery approach at Key Stage 3
- clearer insight into learning gaps through expected assessment of mathematical ability in Year 8
… and what these changes could mean for you and your students.
Art & Design
- Broader representation and media in teaching:
There’s an emphasis on teaching a wider range of artists, designers and media (including digital media), enabling students to see themselves in the curriculum and to engage with a broader range of contemporary and creative practices. - Equity of access and representation:
The review highlights the importance of ensuring all learners have access to high‑quality Art & Design experiences, including addressing inequities in choice, attainment and exposure.
Citizenship
- Building on what works: Although the review doesn’t make specific recommendations for GCSE Citizenship, we’re focusing on areas highlighted across KS1–4 to ensure smooth progression and practical support for teachers.
- Supporting active, thoughtful citizens: The increased focus on citizenship will help students develop the knowledge and skills they need to become engaged and responsible members of society.
- Clearer guidance for teaching: We will work with Ofqual to ensure the purpose and content of GCSE Citizenship is clear and specific, making planning and delivery simpler for teachers.
- Building essential skills: Updates will strengthen coverage of media literacy, climate education, law and rights, and democracy and government.
- Strengthening financial education: We will place greater emphasis on financial literacy to help students build key life skills for the future.
- Existing support: Teachers can continue to use our Climate Change booklet alongside the current GCSE Citizenship teaching guide to support classroom delivery.
MFL
- Encouraging access through Progress 8: Teachers in the languages community may be aware of the planned removal of the EBacc performance measure. The consultation on Progress 8 aims to further support students in studying languages and participating in a broad curriculum.
- Promoting languages from primary: Strengthening the primary curriculum helps teachers build a clear pathway into secondary, supporting students’ ongoing language learning and future success.
- Flexible recognition of achievement: Exploration of a new flexible qualification that allows students’ achievements to be recognised on demand is an exciting development, and we look forward to working with the DfE on this.
- Exploring how AI and education technology can improve language education: by supporting consistent curriculum delivery, coherent provision across key stages, and reduced teacher workload.
Design & Technology
- Developing design capability: Embedding sustainability throughout the curriculum, including how to achieve sustainable solutions to design challenges
- Preparing students for real-world contexts: Explicitly teaching social responsibility and inclusive design principles.
- Strengthening critical decision-making: Students will develop practical and analytical skills, particularly around material selection and resource use.
- Hands-on experience remains central: Learners will apply their learning in meaningful ways through practical work that continues to be integral.
- Supporting Food and Nutrition: Students will build life skills and be prepared for future careers in the food sector through the continued identity of GCSE Food and Nutrition.
Computer Science/Computing
- Refreshing the curriculum: Greater clarity about what should be taught at each key stage to help students build essential digital literacy for life and work.
- Introducing artificial intelligence: New content on AI to prepare students for future digital opportunities.
- GCSE Computer Science becomes GCSE Computing: The qualification will broaden to widen its appeal, introducing AI and the effective, critical use and creation of technology to meet society’s needs, while retaining core computer science principles such as programming and algorithms.
- Aligned digital content: Digital skills taught in other subjects will be coordinated with the Computing curriculum to ensure coherence for teachers and students.
- Future qualifications: Work is underway to explore new Level 3 qualifications in data science and AI, helping students meet future needs. We will share more as the detail emerges.
GCSE PE
- Clearer content focus: The GCSE content will be reviewed to ensure it stands apart from the KS4 PE curriculum, with a stronger focus on sports science, academic performance, and pathways into further study or careers in the sports industry.
- A more inclusive activity list: The GCSE activity list will be reviewed to ensure it’s accessible and inclusive – particularly for students with special educational needs.
Need guidance or have questions?
We’re here to support your school every step of the way. Get in touch with your Account Manager for advice, resources, or practical guidance.