The Department for Education (DfE) has today published the final report of its long-awaited Curriculum and Assessment Review, setting the course for significant changes to how children and young people will be taught and assessed in schools across England. A phased introduction of a new national curriculum is expected from September 2028.
This wide-ranging review has been described as an evolution rather than a revolution. It keeps key components such as key stages and GCSEs in place but proposes major reforms to what pupils learn and how their progress is evaluated.
What’s Changing?
The report outlines several key recommendations aimed at ensuring the curriculum remains relevant, inclusive and supportive of pupil learning:
A stronger focus on life skills
Subjects such as financial literacy and digital skills will feature more prominently across the curriculum to better prepare students for life beyond school.
Broad and balanced curriculum
A renewed emphasis on a broad, knowledge-rich curriculum that includes the arts, humanities and physical education. The aim is to reduce over-emphasis on core subjects and allow deeper learning across all areas.
Inclusive and representative content
Curriculum content will be expected to reflect the diversity of modern Britain, with more inclusive examples and texts that represent a wide range of backgrounds and experiences.
Rethinking GCSEs and post-16 assessment
While GCSEs will remain, the report raises concerns about the volume and pressure of end-of-course exams. Alternative assessment models will be piloted, including more formative assessment and a potential shift towards multi-modal evidence of learning.
Reduction in high-stakes accountability
Schools will be encouraged to refocus on high-quality teaching and learning rather than performance metrics alone. Ofsted inspections and performance tables are expected to evolve to reflect this.
Timeline: When Changes Will Happen
- 2025–2026: Further consultation and development of implementation plans
- 2026–2027: Development of new materials, training resources and pilot programmes
- 2028 onwards: New curriculum to be phased in across key stages
What Schools Should Do Now
While statutory changes are still a few years away, the report recommends that schools begin preparing early. This may include:
- Auditing curriculum breadth and depth across key stages
- Reviewing assessment practices and exploring how formative models could complement existing systems
- Prioritising staff CPD to ensure all teaching staff are confident in curriculum design and assessment literacy
- Engaging with consultation opportunities and pilot programmes offered by the DfE or local education partners
Implications for Teaching and Learning
The review reflects a broader national shift in thinking. From teaching to the test, to teaching for understanding. Schools may wish to:
- Provide greater opportunities for enquiry-based learning, particularly at primary and lower secondary levels
- Ensure that SEND and EAL inclusion is embedded throughout curriculum planning
- Evaluate workload in relation to assessment expectations and marking policies
- Begin planning how to sequence knowledge over time in a way that supports mastery and long-term retention
The response from the education community has been largely positive. While there is some caution around how the reforms will be funded and rolled out, many welcome the shift toward a broader, more balanced and less test-driven approach.
The focus on staff development, inclusive content and reduction in exam overload has been well received by both teachers and school leaders.
The DfE is expected to release further technical guidance and details about pilot programmes in early 2026. In the meantime, schools can access the full report here: Curriculum and Assessment Review: Final Report
A Curriculum for the Future
This review represents a major opportunity to reshape the curriculum around what truly matters: high-quality learning, inclusive practice and pupil development. While implementation will take time, early engagement and planning will help schools stay ahead of the curve and ensure a smoother transition when the changes take effect.