National Curriculum Under Review in England
A provisional report published as part of the ongoing review of England’s national curriculum has revealed that the current education system is not functioning effectively for all young people. In particular, it highlights that students with special educational needs and those from disadvantaged areas are not benefiting sufficiently from the system.
Rather than proposing radical changes, the report recommends developing the existing “knowledge-rich” curriculum introduced over the past decade to make it more inclusive and equitable.
In 2014, curriculum reforms and changes to the GCSE (General Certificate of Secondary Education)—national qualifications taken by students aged 14 to 16—ushered in a model focused heavily on memorisation and final examinations. While this approach has been credited with improving England’s standing in PISA rankings, experts argue that the gains have been limited to certain groups of students.
According to an OECD report, the 2022 PISA results may not be fully reliable, as high-achieving students were disproportionately included in the sample, raising concerns about the generalisability of the findings.
By contrast, countries such as Singapore and Estonia have achieved success through curricula that emphasise not only academic knowledge but also digital literacy and practical skills.
The report stresses that England must now strike a similar balance by building a curriculum that works for all learners, ensuring greater accessibility and relevance in today’s rapidly changing world.
Click here for the source.
