Francis Curriculum Review

Introduces an oracy framework to support practice and to complement the existing frameworks for Reading and Writing.

Rewrites the D&T subject aims to be more aspirational, and clarifies the purpose of study to focus on the subject's distinct body of knowledge and capabilities, with a particular focus on Key Stage 3. Refines the D&T curriculum and GCSE subject content to: explicitly include how to achieve sustainable resolutions to design challenges; embed the teaching of social responsibility and inclusive design explicitly within the curriculum, as appropriate to the key stage, throughout the design process; support the development of critical decision-making skills about material selection; ensure that realising designs remains integral to pupils' experience of D&T.

Renames the subject 'Food and Nutrition' and ensures it has its own aims and purpose of study that better reflect what it covers and its discrete identity within D&T. Ensures that sufficient detail in the curriculum sets clear expectations about what should be taught at each key stage to reflect the fact that the subject develops skills for life as well as progression to further study. Reviews the level 3 vocational options for food science to determine the best means of ensuring that the needs of learners are met and that there is a strong 'pipeline' into higher education and careers.

Ensures that the English curriculum sets out a clearer purpose, with more clarity and specificity at each key stage, including clarifying the distinction between English and literacy. This should include more clearly drawing out curriculum requirements for speaking and listening, as well as Drama. In particular, more clarity and specificity at Key Stage 3 should improve coherence between primary and secondary. Reviews grammatical content to determine what content should be re-sequenced to later key stages, and what content should be removed entirely at Key Stage 2 to enable a greater focus on grammar in use rather than grammar in theory. Replaces the current grammar, punctuation and spelling (GPS) test with an amended test, which retains some elements of the current GPS test but with new tasks to better assess composition and application of grammar and punctuation. Introduces a diagnostic test in English, to be taken in Year 8, with the aim of supporting teachers to identify and address any areas of weakness before gaps widen further. Makes significant changes to the Key Stage 4 English Programme of Study and the GCSE English Language subject content, introducing greater clarity of purpose to focus English Language more clearly on the nature and expression of language, and to support critical analysis of a wider variety of text types and genres, including multi-modal and ephemeral text types. Reviews the genres specified in the English Key Stage 4 Programme of Study and GCSE English Literature subject content to ensure that students continue to study texts drawn from the recognised body of English literature (including the expectation of at least one play by Shakespeare, a selection of poetry, fiction or drama from the British Isles from 1914 onwards, and at least one 19th century novel), and that they also benefit from studying texts drawn from the full breadth of our literary heritage, including more diverse and representative texts. This should not increase the volume of content.

Updates the Key Stage 3 English Programme of Study to include a discrete section on Drama. This should include more detail to provide greater clarity about expectations for performing, creating and responding to dramatic works. Greater specificity about Drama should be added to the Key Stage 1 and 2 English Programmes of Study, aiming to build solid foundations and support transition to Key Stage 3. Reviews the subject content for GCSE Drama, assessment methods and the balance of assessment to ensure that the qualification is up to date, suited to the discipline and enables progression to further study and careers in drama and theatre.

Makes minor refinements to the Geography Programmes of Study and GCSE subject content to respond to the issues identified, including by: refining content to support progression better to further study, deepen children and young people's understanding of key geographical concepts, make content more relevant and inclusive, and remove unnecessary repetition across topics; embedding disciplinary knowledge more explicitly at Key Stage 3, such as geographical enquiry, spatial reasoning, use of digital tools, human geography and use of evidence, to ensure all children and young people have access to high-quality geographical education; clarifying and reinforcing requirements for fieldwork to demonstrate its role more effectively in supporting content and the developing of disciplinary knowledge, ensuring changes remain proportionate and inclusive. Embeds climate change and sustainability more explicitly across different key stages, including across the physical geography, geographical applications and human geography sections of the curriculum, ensuring early, coherent and more detailed engagement with climate education. This should be done without risking curriculum overload.

Adjusts the History Programmes of Study to: improve the understanding and application of disciplinary knowledge and skills through additions and amendments to the disciplinary terms used; clarify the statutory and non-statutory content requirements to better support teachers in recognising and understanding the optionality that exists across Key Stages 1 to 3; support the wider teaching of History's inherent diversity, including through the analysis of a wide range of sources and, where appropriate, local history. Reviews GCSE History subject content and assessment (including assessment objectives) to: ensure understanding of disciplinary knowledge is advanced and concerns about overload are tackled; ensure that assessment is fit for purpose and aligned with the aims of the GCSE.

Updates the Key Stage 2 Languages Programme of Study to include a clearly defined minimum core content for French, German and Spanish to standardise expectations about what 'substantial progress in one language' looks like. Should explore the potential benefits of a coordinated approach in their local areas to the main language taught from Key Stage 2 through to Key Stage 4, taking account of their local context and priorities. The Government should look to encourage this activity where appropriate.

Retains the amount and type of content in the Key Stage 1 to 3 curriculum, but re-sequences it so that topics are introduced in such a way that pupils can master them deeply, with opportunities for more complex problem-solving in each area, and reduce repetition in later years. Ensures that Maths should be the subject in which pupils are exposed to mathematical concepts for the first time and the curriculum is sequenced as such. These concepts should then be applied in different contexts, where appropriate, in other subjects. Ensures that the Standards and Testing Agency (STA) works with DfE to refine the current non-statutory Maths test at Key Stage 1 to reflect any updates to the Maths curriculum. Ensures that the STA works with the DfE to redesign Key Stage 2 assessments minimally to reflect a re-sequenced curriculum and include a stronger focus on mental arithmetic and reasoning. Introduces a diagnostic test in Maths, to be taken in Year 8, with the aim of supporting teachers to identify and deal with any weakness before students progress to Key Stage 4.

Revises the content of the Programmes of Study for Key Stages 1 to 3 to ensure a curriculum pathway which gives all pupils a rigorous foundation in musical understanding and enables broader access to further study at Key Stage 4. Reviews the Music GCSE and Technical Award concurrently to ensure their purposes are both clear and distinct and that qualification content and assessment meet these aims. Explores ways to better optimise its investment in Music education to support the teaching and learning of musical instruments and the reading of music to ensure equitable access to, and progression in, Music education.

Redrafts the purpose of study for PE, retaining the importance of competitive sports, but clarifying the significance of providing all pupils with opportunities to learn in a physical environment and emphasising its physical, social, cognitive and emotional benefits that complement and enhance overall academic performance and general wellbeing. Redrafts the aims of PE so that they are clearer and more coherent at each key stage. Introduces a concise, scaffolded approach to the attainment targets and key stage subject content within the Programmes of Study. Distinguishes clearly between mandatory core PE and qualification pathways, and develops distinct terminology for each. Reviews the current GCSE PE activity list to consider ways in which it could be made more inclusive for all students, especially for students with SEND.

Adopts the following curriculum principles when drafting Programmes of Study for the refreshed national curriculum: The refreshed national curriculum must be an aspirational, engaging and demanding offer that reflects the high expectations and excellence our young people deserve, irrespective of background. The refreshed national curriculum should retain a knowledge-rich approach, ensuring skills are developed in conjunction with knowledge in ways that are appropriate for each subject discipline. The national curriculum should be constructed so that it supports children and young people to master core concepts, ensuring sufficient space for them to build their knowledge and deepen their understanding. Curriculum coherence should be an organising principle for curriculum drafters and support the selection and prioritisation of content. Where appropriate, vertical core concepts on which subjects have been constructed should be clearly presented, and horizontal coherence should be ensured. Foundation subject content should specify the essential substantive knowledge and skills which should be taught to enable children and young people to meet expectations at the end of each key stage. The refreshed national curriculum should ensure the professional autonomy of teachers is maintained, making sure that greater specificity does not substantially restrict teachers' flexibility to choose lesson content and how to teach it. The national curriculum is for all our children and young people. As such, it should reflect our diverse society and the contributions of people of all backgrounds to our knowledge and culture.

Reviews how the PE Key Stage 1 to 4 Programmes of Study refer to Dance, including whether they are sufficiently specific to support high-quality teaching and students' progression, including to further study. Reviews the subject content, balance of assessment and assessment methods of GCSE Dance so that the qualification is inclusive, representative and better suited to the discipline.

Adds RE to the national curriculum in due course. A staged approach should be taken: Stage 1 – representatives from faith groups, secular groups and the wider teaching and education sector should build on the constructive and collaborative work they have been doing through the course of the Review. DfE should invite the sector to form a task and finish group, convened and led by an expert Chair who is independent of any particular secular or faith group interest or representation. This group should liaise with relevant external parties and, building on the existing National Content Standard for RE in England, engage with faith and non-faith schools, as well as RE organisations and faith communities, to co-create a draft RE curriculum. Alongside this, the DfE should consider the legislative framework for RE. As part of this review, the DfE should consider removing the statutory requirement for learners in school sixth forms to study RE. In parallel, the DfE should review the non-statutory guidance for RE, which has not been updated since 2010. Stage 2 – if consensus on a draft RE curriculum can be reached, the DfE should conduct a formal consultation on the detailed content. Alongside this, the DfE should consult on proposed changes to the legislative framework, including any proposal to repeal the requirement to teach RE in school sixth forms.

Ensures more cohesion and consistency across the primary Science curriculum, including clearer guidance on what should be taught, to what depth, at each stage. At all key stages, bases the Science curriculum on the fundamental concepts of each individual discipline so that students develop deep scientific and disciplinary knowledge and skills. In light of this, the Government should consider where content can be streamlined, especially at GCSE, without affecting rigour or the subject's knowledge-rich focus. Ensures that the curriculum more clearly articulates the purpose and expectations of high-quality practical work in supporting the building of substantive knowledge and the development of important skills and procedural knowledge. Ensures that, in relevant areas, the Science curriculum explicitly develops students' understanding of the scientific principles that explain climate change and sustainability and the global efforts to tackle them. Introduces an entitlement to Triple Science at GCSE, so that any student who wants to study Triple Science has the opportunity to do so.

Allows the reformed Key Stage 4 Technical Awards to embed fully in the system before the DfE considers implementing further significant reforms. Should prepare to review the reformed Technical Awards from 2027 with attention given to: attainment and completion rates, functioning of assessments, stakeholders' views and other relevant data; how content supports progression to 16-19 pathways, including those which will have been reformed; whether the structural requirements defined in the technical guidance, including assessment requirements, supports the broader purpose of Technical Awards whilst ensuring they remain rigorous and reliable. Should encourage awarding organisations to update Key Stage 4 Technical Awards to improve progression to the updated 16-19 pathways, if the 16-19 'third pathway' of V Levels is developed and linked to occupational standards. Maintains the current moratorium on new Technical Awards to ensure stability and effective monitoring, except where evidence of demand for a new qualification or substantive feedback on existing qualifications is exceptionally compelling.

Removes the EBacc performance measures and the associated EBacc entry and attainment headline accountability measures. Retains Progress 8 (and Attainment 8) with no changes to its structure or subject composition, but renames the current EBacc bucket to 'Academic Breadth' bucket. Continues to develop initiatives related to similar schools, with a particular emphasis on supporting inclusive approaches within accountability measures.

Ensures that the STA works with the DfE to find ways to encourage take-up of optional Key Stage 1 assessments. Ensures that the STA works with DfE to explore approaches for assessing progress for the small minority of pupils with certain SEND needs that make the Phonics Screening Check inaccessible. Ensures that the STA works with DfE to explore if access arrangements can be refined for pupils with certain SEND that make the Multiplication Tables Check inaccessible. Develops an improved teacher assessment framework to provide teachers with clarity and include a greater focus on writing fluency. Reviews external moderation processes and look to strengthen peer moderation between schools, with the aim of embedding good practice to improve moderation in years where schools are not selected for external moderation and improving consistency between external judgements. Replaces the current grammar, punctuation and spelling (GPS) test with an amended test, which retains some elements of the current GPS test but with new tasks to better assess composition and application of grammar and punctuation.

Introduces diagnostic assessment for key components of Maths and English to be taken during Year 8 to support teachers to address students' needs and ensure that they are well prepared to progress into Key Stage 4. Commissions the design and trialling of the test, with a view to making it mandatory if the pilots demonstrate that this is an effective approach. Works with Ofqual, seeking to reduce overall exam time by at least 10%, focusing on assessment design choices to deliver this reduction, and going further than this where possible. This should be considered on a subject-by-subject basis, ensuring minimal impact on reliability, fairness and teaching and learning. Continues to employ the principle that non-exam assessment should be used only when it is the only valid way to assess essential elements of a subject.

Introduces a revised third pathway at level 3 to sit alongside the academic and technical pathways. This pathway should be based on new qualifications, which we recommend calling V Levels. V Levels should provide high-quality qualifications for those young people that want a broader or mixed level 3 pathway with applied components. They should sit alongside A Levels and T Levels as a coherent third pathway at level 3. V Levels should have employer, further/higher education credibility and be designed for longevity. To ensure this, V Levels should be regulated by Ofqual and content should be linked to occupational standards at a broad, sector level. V Levels should meet a range of ambitious quality criteria that ensure that they provide the knowledge and skills required for learners to successfully progress to related employment or further study at a higher level.

Continues to work closely with awarding organisations to reduce the assessment burden of T Level assessment in the context of scale up. Increases its work with Skills England to support and drive forward employer engagement with 16-19 education, particularly from employers involved in the design of T Levels, with a view to growing the number of industry placement and work encounter opportunities for learners. Introduces two separate pathways at level 2 (an occupational pathway and a pathway to level 3), each serving different purposes and designed specifically to meet these purposes and improve student outcomes. Introduces new level 1 stepped qualifications for Maths and English Language at 16-19, to enable learners to make progress towards achieving level 2 in these GCSEs during 16-19 study. Strengthens guidance for 16-19 study programmes to promote effective practice in delivering non-qualification activity and to clarify expectations about the types of activities that should be core to the enrichment offer.

Limits the intervals between holistic curriculum reviews to approximately a decade. Supplements holistic reviews with a rolling programme of light-touch minimalist updates (conducted by the DfE with support from its agencies) of the national curriculum and its Programmes of Study, with a threefold aim of: ensuring the national curriculum remains up to date; addressing any specific issues arising; and ensuring that the volume of content remains appropriate and deliverable. Ensures that future reviews set clear objectives at the outset, adopt a rigorous evidence-led approach and undertake public consultation. The Government should also ensure that future reviews strike an appropriate balance between external expert input and central coordination and that it evaluates the likely impact of any proposed changes, including considering the capacity and workload of professionals and educational institutions.

Reviews and updates all Programmes of Study – and, where appropriate, the corresponding GCSE Subject Content – to include stronger representation of the diversity that makes up our modern society, allowing more children to see themselves in the curriculum.

Develops the national curriculum as a digital product that can support teachers to navigate content easily and to see and make connections across key stages and disciplines.

Develops a programme of work to provide evidence-led guidance on curriculum and pedagogical adaptation (as well as exemplification) for children and young people with SEND, including those in specialist provision, who experience various barriers to accessing the curriculum.

Involves teachers in the testing and design of Programmes of Study as part of the drafting process. This must take into consideration the curriculum time that is available, ensuring the national curriculum is ambitious but teachable within a typical school timetable.

Makes limited revisions to the Key Stage 1 to 3 Art and Design Programmes of Study to clarify and exemplify the knowledge and skills pupils should develop, including through their own creative practice, reflection and critical engagement. Works with Ofqual and awarding organisations to clarify the volume and range of coursework students are expected to produce for GCSE Art and Design.

Introduces a statutory measure to ensure that all pupils are taught a core body of essential Citizenship content at primary (including elements of financial and media literacy, and climate change and sustainability). Improves the efficacy of primary Citizenship by clarifying the purpose and content of the Key Stage 1 and 2 curriculum and removes any content that duplicates the new Relationships, Sex and Health Education (RSHE) Programme of Study. Updates the secondary Programmes of Study for Citizenship to clarify their purpose, improve specificity and improve progression from Key Stage 3 to 4 or to the optional GCSE (including a renewed focus on financial literacy, media literacy, climate and sustainability, equality duties and challenging discrimination, and democracy and government).

Provides greater clarity in the Computing curriculum about what students should be taught at each key stage so that they build the essential digital literacy required for future life and work. Replaces GCSE Computer Science with a Computing GCSE which reflects the full breadth of the Computing curriculum and supports students to develop the digital skills they need. Reviews where digital skills and technologies have become an integral part of subject disciplines other than Computing. Where this is the case, it should determine whether to include this specific digital content in those subjects' Programmes of Study, sequenced and aligned with the Computing curriculum.