{"id":209557,"date":"2024-07-19T00:01:00","date_gmt":"2024-07-18T23:01:00","guid":{"rendered":"https:\/\/schoolsweek.co.uk\/?p=209557"},"modified":"2024-07-22T14:09:01","modified_gmt":"2024-07-22T13:09:01","slug":"curriculum-review-launched-what-schools-need-to-know","status":"publish","type":"post","link":"https:\/\/schoolsweek.co.uk\/curriculum-review-launched-what-schools-need-to-know\/","title":{"rendered":"Curriculum review launched: What schools need to know"},"content":{"rendered":"\n

The new government\u2019s curriculum and assessment review will launch a call for evidence in September, with national roadshows to ensure those \u201con the frontline\u201d can have their say.<\/p>\n\n\n\n

As revealed by Schools Week<\/em> yesterday<\/a>, Professor Becky Francis will lead the review, starting as chair next month.<\/p>\n\n\n\n

She will be supported by an expert panel, with a call for evidence launching in September. Results will be published in 2025. <\/p>\n\n\n\n

However, with the government’s current workload commitments – this could mean any changes may not be introduced until as late as September 2026, more than two years away.<\/p>\n\n\n\n

Here\u2019s your trusty Schools Week round up of everything you need to know \u2026<\/p>\n\n\n\n

1. Expert panel, and sector views \u2018vital\u2019<\/strong><\/h3>\n\n\n\n

As Schools Week<\/em> revealed yesterday<\/a>, Education Endowment Foundation chief executive Francis will lead the review as its chair. She will start on August 6.<\/p>\n\n\n\n

Francis will also be supported by an expert group \u201cmade up of individuals with experience right throughout the education system\u201d. They have yet to be appointed.<\/p>\n\n\n\n

A government press release also said the views of experts, parents, teachers and leaders \u201cwill be pivotal to the recommendations\u201d.<\/p>\n\n\n\n

2. September launch and curriculum roadshows!<\/strong><\/h3>\n\n\n\n

An official call for evidence will be launched in September. The review will also take written evidence from \u201ckey stakeholders\u201d. <\/p>\n\n\n\n

Plus \u2013 there will be a \u201cnational roadshow\u201d to meet and get input from staff \u201con the frontline\u201d<\/p>\n\n\n\n

3. Findings next year, but could be 2026 before changes<\/strong><\/h3>\n\n\n\n

The government would only say the review will publish an interim report in “early 2025”.\u00a0Full fundings will be published in Autumn of next year. The Department for Education has not said when changes would be implemented.<\/p>\n\n\n\n

But its own workload commitment<\/a> is that any major curriculum changes should be brought in, where possible, at the start of a school year \u2013 with a \u201clead in time of at least a year\u201d.<\/p>\n\n\n\n

If this was adhered to, it means any eventual changes might not be introduced until September 2026 \u2013 more than two years away.<\/p>\n\n\n\n

4. \u2018Broad, inclusive and innovate\u2019 curriculum sought<\/strong> <\/h3>\n\n\n\n

The review aims to “address the key problems and hard barriers to achievement”, and will look at key stage 5 first before going all the way to key stage 1.<\/p>\n\n\n\n

In a terms of reference document published Friday<\/a>, government said the review will “seek to refresh the curriculum to ensure it is cutting edge, fit for purpose and meeting the needs of children and young people to support their future life and work. <\/p>\n\n\n\n

“The review will ensure that the curriculum appropriately balances ambition, excellence,
relevance, flexibility and inclusivity for all our children and young people, and it will ensure
meaningful, rigorous and high-value pathways for all at 16-19.”<\/p>\n\n\n\n

It will \u201cbuild on the hard work of teachers who have brought their subjects alive with knowledge-rich teaching, to deliver a new national curriculum which is rich and broad, inclusive and innovative\u201d.<\/p>\n\n\n\n

The review will also look \u201cclosely at the key challenges\u201d to youngsters\u2019 attainment and the barriers that hold children back, in particular those who are socio-economically disadvantaged and those with special educational needs.<\/p>\n\n\n\n

Views will also be sought on whether the current assessment system \u201ccan be improved for both young people and staff, while protecting the important role of examinations\u201d.<\/p>\n\n\n\n

5. The review’s five aims are …<\/h3>\n\n\n\n