Curriculum and Assessment Review: what do teachers need to know?

As a busy member of school staff you might have heard of the Curriculum and Assessment Review but might not have the time to trawl through all the details!

At Edapt, we are an apolitical and non-campaigning organisation. Many of our subscribers value our objective, no-nonsense overviews of important topics affecting the education sector. 

We don’t have a stance on the National Curriculum, pedagogy or what should be taught in schools. However, we hope this summary about the Curriculum and Assessment Review is accessible, informative and useful for you.

If you prefer to listen to a summary of the Curriculum and Assessment Review, here is an AI generated podcast (Google NotebookLM) in which two people exchange views on the key summary, the recommendations, what’s changing, and what’s not changing. It may have a few gaps in it but provides a general overview, we will be able to bring British accents hopefully soon as well! For a more definitive read, continue below.

What is the Curriculum and Assessment Review?

Essentially, it is a comprehensive review of the existing National Curriculum and statutory assessment system in England. The review will span from Key Stage 1 to Key Stage 5.

The aims of the review can be found here. Broadly, it will look to refresh the curriculum, bringing it up-to-date and setting new high standards for learners. It will also address the right balance of assessment methods while maintaining the important role of examinations.

Following the review, all state schools – including academies who currently do not have to follow the National Curriculum – will be required by law to teach the National Curriculum up to age 16.

The review is chaired by Professor Becky Francis. Details of the other academics, teachers and professionals on the review panel can be found here.

The review will publish recommendations later on in 2025.

What has happened so far?

The call for evidence launched in September 2024 and closed in November 2024.

The review panel wanted to hear:

• Feedback on what works in the current system
• What doesn’t work or isn’t helpful
• Suggestions for potential improvements

The call for evidence included hearing from a wide range of people, including, pupils, parents, teachers, headteachers, researchers, LA officers, employers and more.

In March 2025, an interim report was produced outlining some key themes and initial recommendations to be explored.

Curriculum and Assessment Review: Interim Report

The Curriculum and Assessment Review Interim Report can be found here.

Some of the key findings from the Interim Report include:

• Curriculum Breadth and Depth: Concerns are raised about the current curriculum’s ability to balance breadth with depth. The report suggests a comprehensive review of individual subjects to ensure they provide both detailed knowledge and a wide-ranging educational experience
• Equity in Education: The report identifies persistent disparities in educational outcomes, particularly among students from disadvantaged backgrounds and those with Special Educational Needs and Disabilities (SEND). It emphasises the need for a more inclusive system that upholds high standards for every student
• Adapting to Societal and Technological Changes: The evolving landscape, marked by advancements in digital technology and challenges like climate change, necessitates updates to the curriculum. The report advocates for integrating digital literacy, media awareness, and contemporary scientific knowledge to better prepare students for future challenges
• Post-16 Educational Pathways: The review examines the effectiveness of current pathways available to students after the age of 16, focusing on both academic and vocational routes. It highlights the importance of ensuring these pathways are accessible and lead to meaningful opportunities in further education or employment

Curriculum and Assessment Review: what are the next steps?

The Review will publish its final report in autumn 2025. It will include detailed recommendations for changes to the curriculum and assessment systems in England. 

It expects to recommend a phased programme of work in different subjects or subject areas. This will allow reforms to be made incrementally in a way that does not destabilise the system. 

Until then, the review team will continue engaging with stakeholders, schools, and experts to shape the final proposals.

We will be able to update this article when the final report is published.