….. By Professor Justin Dillon, President NAEE …..
The Curriculum and Assessment Review Interim Report
In July of last year, fresh from its election success, the newly-formed Labour Government commissioned Professor Becky Francis CBE to convene and chair a panel of experts to conduct a Curriculum and Assessment Review. The committee’s interim report was published on March 18 (DfE, 2025a). As a reminder, the review was set up to deliver:
- An excellent foundation in the core subjects of reading, writing and maths.
- A broader curriculum, so that children and young people don’t miss out on subjects such as music, art, sport and drama, as well as vocational subjects.
- A curriculum that ensures children and young people leave compulsory education ready for life and ready for work, building the knowledge, skills and attributes young people need to thrive.
- A curriculum that reflects the issues and diversities of our society, ensuring all children and young people are represented.
- An assessment system that captures the full strengths of every child and young person and the breadth of curriculum.
The Interim Report was accompanied by a “conceptual position paper” which attempts to put an academic underpinning to the review (DfE, 2025b). The review’s philosophy is encapsulated in this sentence taken from the original terms-of-reference and repeated in the conceptual position paper: “The Review will support the innovation and professionalism of teachers, enabling them to adapt how they teach the curriculum to their students’ lives and life experiences” (p. 5).
A starring role in the paper goes to Joseph Schwab (1909-1998), a US professor of education and natural sciences who studied and then worked at University of Chicago for almost 50 years, after entering it at the age of 15. Schwab’s main contribution to education is his conception of The Practical which involves curriculum revision being undertaken by a group consisting of representatives of teachers, learners, subject matter specialists, the sociocultural milieux and curriculum specialists. Schwab had no time for ‘theory-instigated’ reform – “reform based on a theory of new persons, new knowledge, or a new society” (DfE, 2025b, p. 6).
The position paper rams the message home: “Theory-instigated reform, often driven by elite elements in society, involves crafting an ideal curriculum at the policy level, out of touch with the realities of schools and classrooms, ignoring what has worked and what hasn’t in the system. Indeed, a significant body of research has repeatedly shown that radical, theory (vision)-driven reforms have little to no impact on the work and practice of schools and classrooms” (p. 6). So, this is the rationale for the statement in the Terms of Reference that “the Review will seek evolution not revolution”. Those of us driven by a radical vision of a transformed society are left waiting at the bus stop of history.
At least there is some recognition that there is a climate and environment emergency in the Interim Report. On page 7 we are told that “global social and environmental challenges require attention to scientific and cultural knowledge and skills that can equip young people to meet the challenges of the future” and on page 26 we are told that “Rapid social, environmental and technological change necessitates that the curriculum keep pace; including a renewed focus on digital and media literacy, and a greater focus on sustainability and climate science”. On the next page there is an acknowledgement that “society is rapidly changing, and bringing new opportunities and challenges, including those presented by AI, and those relating to global political developments and climate change”.
This is only the interim report and there is much more work to be done in terms of influencing the committee’s thinking. At worst, we might see climate change take a greater role in the science curriculum whatever that might look like. But that would be a small victory that would betray all those young people in school now and future generations to come.
References
Department for Education (DfE) (2024). What is the Curriculum and Assessment Review and how will it impact my child’s education? Education Hub Blog. DfE. https://educationhub.blog.gov.uk/2024/11/what-is-the-national-curriculum-and-why-is-it-being-reviewed/
DfE. (2025a). Curriculum and Assessment Review. Interim Report. DfE.
DfE (2025b). Curriculum and Assessment Review: a conceptual position paper. DfE.
Professor Justin Dillon, President NAEE
April 4, 2025