The Curriculum and Assessment Review have today published their Interim Report:  

Professor Becky Francis, Chair of the Review said in her cover email to all supporting organisations, ‘This report sets out our initial analysis of the evidence and how this is informing the development of the next stage of the Review, as we work to refresh the curriculum and assessment system to make sure it meets the needs of every child and young person….I wanted to express my sincere gratitude for you and your organisation’s ongoing engagement throughout the Review so far, and I look forward to this continuing in the run-up to the publication of the final review in Autumn 2025.’  

ASE submitted our evidence to the CAR back in November, and you can read our full response here:

The executive summary of the 45 page Interim Report, highlights the following key points:  

• The review has shown that many aspects of the current system are working well and that the review will continue with ‘evolution not revolution’  
• There is a desire to maintain the current breadth and balance in the system and that the key stages work well  
• National assessments and qualifications are broadly working well 
• Four key areas are identified for particular focus in the Review’s next phase of work  
  • The system isn’t working well for all, particularly young people with SEND. There will be further work to ensure that the curriculum and assessment system reflects high expectations for all and properly supports the progress and achievement of all young people  
  • There are challenges with specific subjects in securing ‘mastery’ in a subject. Challenges with achieving breadth and depth need to be carefully considered. Ensuring inclusivity will also be a focus.  
  • Ensuring the curriculum responds to social and technological change. There is mention here of the need for students to be secure in foundation subjects such as maths and science, and these subjects being pivotal. Also the need to address the opportunities and challenges of AI and trends in digital information, as well as ensuring that students have the skills to equip them for global and environmental challenges.  
  • 16-19 technical and vocational qualifications. The review will try to address challenges with provision for those young people for whom A levels or T levels are not accessible or where career plans are uncertain, especially as this group includes a disproportionate number of SEND students.  

ASE are pleased to see that many of the areas we highlighted in our evidence are receiving due attention and will receive continued focus in this next phase of the review, which we welcome. These include:  

• recognition that the current curriculum is content heavy, particularly at key stage 4 and that it needs to keep pace with greater focus on sustainability and climate science 
• acknowledgement of the impact of "high stakes assessment" and "teaching to test" on pupil wellbeing, teacher workload and learning priorities 
• the socio economic disparities in access to high quality education;  
• the need to improve inclusivity both in terms of assessment and curriculum content; and,  
• the importance of mastery in learning.  

We note also that the review expresses uncertainty around the role of practical skills relating to methods of assessment. However, there is further note for the need for a subject-by-subject approach in considering different assessment methods.  

We look forward to working at greater subject specific depth with the Review team, as the review goes forward.  

If ASE members have any specific concerns with this interim report and would like to channel their concerns through the ASE, please do contact us on info@ase.org.uk, subject line ‘Curriculum and Assessment Review’.