26 September 2024
In a bold step toward shaping the future of education, the United Kingdom’s Department for Education (DfE) has initiated a national conversation, calling on students, parents, employers, teachers, education leaders, and experts to contribute their views on how the curriculum and assessment system can better prepare young people for life and work. Launched on 25 September, this call for evidence opens the door to a wide-ranging, 8-week consultation, designed to reimagine and reform aspects of the educational system in the context of an increasingly digital and AI-driven world.
This public feedback initiative marks a pivotal phase in the government’s independent curriculum and assessment review. As technology continues to reshape industries, workplaces, and societies, the importance of ensuring that the education system aligns with these changes cannot be overstated. With artificial intelligence and digitalization transforming teaching and learning dynamics, this consultation could redefine what it means to be ‘work-ready’ in the 21st century.
A curriculum for a digital and AI-driven world
The Department for Education’s call for input isn’t just about tweaking what exists—it is about ensuring that future generations are equipped with the skills necessary for tomorrow’s workplace. The review will span from Key Stages 1 to 4 and through to 16 to 19 education, examining how education in English, maths, and broader subject areas can better serve students, particularly those who are socio-economically disadvantaged or have special educational needs or disabilities (SEND).
Amid rapid advances in artificial intelligence, digital platforms, and tech-based careers, there is a growing recognition of the need to reevaluate what schools teach and how they assess learning. With today’s students facing a future where automation and AI are prevalent, educators and policymakers are keen to ensure that the curriculum provides an excellent foundation in critical thinking, problem-solving, and digital literacy.
Consultation with impact
The 8-week consultation serves as a critical platform for all involved in education to contribute to the ongoing conversation. Feedback collected during this period will help shape the final recommendations, due in 2025, giving the public a real opportunity to influence educational reform. Professor Becky Francis CBE, CEO of the Education Endowment Foundation (EEF) and Chair of the DfE’s curriculum and assessment review, notes, “There is much that is working in the present curriculum, but this is a chance to refresh, to address areas which aren’t working well, and to ensure excellence for all.”
Her comments highlight the dual focus of this review—acknowledging successes while proactively identifying areas for improvement. The review will address several specific areas, including how to improve access to a broad and balanced curriculum, ensure equal opportunities for disadvantaged students, and examine whether the current assessment system effectively supports both students and education professionals.
Preparing for a future of rigorous and high-value qualifications
A significant aspect of the review involves ensuring that young people aged 16 to 19 have access to rigorous and high-value qualifications and training that will enable them to seize future opportunities in a fast-evolving job market. With traditional jobs disappearing and new roles emerging in response to digital transformation, it is vital that the education system prepares young people not just for the present but for the jobs of the future.
Through this review, the DfE aims to make sure that the curriculum is forward-looking, equipping students with skills such as adaptability, creativity, and resilience, which will be essential in navigating an unpredictable and rapidly changing workplace.
Revisiting the assessment system: a balancing act
Another crucial question the consultation will explore is whether the current assessment system can be improved, not only to benefit students but also to relieve pressures on staff. The role of exams in education remains a hotly debated topic, with some advocating for alternative forms of assessment that better reflect individual talents and skills beyond the traditional exam format. The review will focus on finding the right balance—preserving the valuable role of exams while exploring ways to innovate assessment methods in a way that supports diverse learning needs.
