Mortgages and AI Set to Feature in English Schools

Published: 05 November 2025. The English Chronicle Desk. The English Chronicle Online.

Children in England will soon learn about mortgages, budgeting, and artificial intelligence as the government moves to modernise the national curriculum. Alongside traditional subjects like maths, English, and science, pupils will be taught how to spot fake news and disinformation, including content generated by AI, following the first comprehensive curriculum review in over a decade.

Education Secretary Bridget Phillipson said the government wanted to “revitalise” the curriculum while keeping a “firm foundation” in the basics of reading, writing, and numeracy. The reforms, she said, aim to prepare pupils for the challenges of a rapidly changing world and to equip them with practical life skills that extend beyond the classroom.

The review, chaired by Professor Becky Francis, involved a year-long examination of education in England. It collected more than 7,000 responses from teachers, parents, students, and experts. The panel considered evidence across all stages of schooling, from primary to post-16 education, producing a 197-page report outlining recommendations designed to narrow attainment gaps between disadvantaged students and their peers.

Among the most notable changes is the inclusion of financial literacy in the curriculum. Students will learn how mortgages work, how to manage budgets, and the basics of personal finance, all integrated into maths and citizenship classes. According to Phillipson, these skills are essential for equipping young people to make informed decisions as they transition into adulthood.

The curriculum review also called for pupils to receive guidance on identifying misinformation and disinformation. This includes understanding AI-generated content and evaluating sources critically, ensuring students develop skills to navigate an increasingly digital world. The government is exploring the introduction of a post-16 qualification in data science and AI as part of this initiative.

Another major reform is the scrapping of the English Baccalaureate (EBacc), a measure introduced in 2010 to evaluate schools based on pupils taking core academic subjects such as English, maths, sciences, geography, history, and a language. Critics argue that the EBacc constrained students’ options and limited opportunities to study arts, creative subjects, and vocational courses.

Former Conservative schools minister Nick Gibb warned that removing the EBacc could lead to a decline in the study of foreign languages, which he argued might become concentrated in private schools and among children of middle-class families who can afford tutors. However, the government maintains that the EBacc has “not led to improved outcomes” and that reforming it will allow students a broader range of GCSE options.

Other recommendations include cutting the length of GCSE exams by an average of three hours per student, giving all pupils the opportunity to take three separate science GCSEs, and incorporating more content on climate change. The review also suggested giving oracy—the ability to speak and communicate effectively—the same status as reading and writing. Charities like Voice 21 hailed this as a “vital step forward” for developing essential communication skills.

The curriculum will also aim for better representation of diversity. Professor Francis emphasised that this does not mean removing core cultural texts, but rather recognising contributions from a wide range of individuals across science, arts, and culture, both in the UK and globally. She said this approach ensures that students see themselves reflected in the curriculum while retaining essential knowledge about their national heritage.

The government has indicated it will take up most of the review’s recommendations, although it is not adopting all proposals. For example, it will proceed with Year 8 reading tests, while the review recommended compulsory English and maths assessments at that stage. Phillipson explained that pupils who cannot read fluently often struggle across other subjects, making early testing a priority.

Schools will have four terms of notice before implementing the new curriculum, giving teachers and administrators time to prepare. Phillipson stressed the importance of careful and thorough implementation, noting that the government wants students to have access to a wide range of subjects, including art, music, and sport, alongside core academic learning.

Reaction to the proposed reforms has been mixed. Shadow Education Secretary Laura Trott criticised the changes, arguing they “leave children with a weaker understanding of our national story” and allow standards to slip. She described the reforms as “education vandalism” and accused Phillipson and the Prime Minister of undermining learning in schools.

School leaders welcomed aspects of the review but emphasised the need for adequate funding and staffing. Pepe Di’Iasio, general secretary of the Association of School and College Leaders, described the proposals as “sensible, evidence-based reforms” but cautioned that schools do not currently have the resources to deliver them effectively. He also highlighted concerns over additional enrichment benchmarks introduced by the government, which aim to provide pupils with opportunities in civic engagement, arts, culture, sport, and life skills. Di’Iasio described these as “added to the many expectations over which schools are judged,” creating potential challenges for already stretched institutions.

The curriculum reforms mark the first comprehensive review in over ten years and represent a significant effort to modernise education in England. They reflect a desire to balance foundational learning with new subjects that reflect the needs of the 21st century, including AI literacy, financial education, and media awareness.

Experts argue that these changes will help students from disadvantaged backgrounds by giving them access to the same practical knowledge as their peers, thereby narrowing attainment gaps. They also stress that schools will need support to implement reforms successfully, including professional development for teachers, adequate teaching resources, and sufficient funding to deliver new programmes.

Professor Francis described the review’s approach as “evolution, not revolution,” noting that English pupils already perform relatively well on international assessments. She emphasised that the aim is to improve outcomes during the transition from primary to secondary education, a period when students often start to fall behind.

By addressing gaps in reading, numeracy, digital literacy, and practical life skills, the government hopes to equip students for further education, employment, and active citizenship. Financial literacy and AI awareness, in particular, aim to prepare students for the complexities of modern life, helping them make informed decisions about money, technology, and information.

As England’s schools prepare to implement these changes over the next academic year, discussions about curriculum priorities, teacher training, and funding will continue. The government has acknowledged these challenges and pledged to work with schools to ensure the reforms are delivered effectively.

The curriculum review represents a shift in thinking about education, combining traditional subjects with practical skills and contemporary knowledge. While debates about funding, resources, and subject choices are likely to continue, the reforms aim to provide a more rounded education for all pupils, equipping them with the skills and knowledge they need for the future.