Concerns Arise Over New Curriculum and Assessment Review in the UK
A new curriculum and assessment review is underway in England, but several concerns in its terms of reference raise questions about whether meaningful reform can be achieved. While the review offers the potential to refresh and improve the national curriculum, there are fears that it may end up being another missed opportunity to resolve persistent issues.
The first concern stems from the review’s decision to begin with Key Stage 5 (the final stage of secondary education) and work backward. This approach risks reducing the primary curriculum to a mere preparatory phase for secondary education, overlooking its crucial role in promoting a holistic and well-rounded childhood experience.
Another issue lies in the review's failure to differentiate between the whole curriculum and the national curriculum. This distinction was emphasized in the 2011 review but appears to have been overlooked this time. The national curriculum consumes most of the teaching time, limiting schools' ability to include locally tailored content or objectives. Allocating 20 percent of curriculum time for non-national content could provide schools with the flexibility they need to address local needs and innovate.
Finally, the review's vague references to ‘skills’ add further confusion. There is no clear definition of whether skills refer to the practical application of knowledge or broader qualities such as character development. This ambiguity could lead to a missed opportunity to embed these essential life skills into the national curriculum.
Despite these challenges, there remains hope that the review could result in positive changes to the curriculum. However, unless these flaws are addressed, the chance for significant reform may go unrealized.