England Curriculum Review Recommends Major Changes

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

A year-long review of England’s school curriculum and assessments has produced a set of recommendations that could reshape state education from primary through to post-16 learning. Led by Professor Becky Francis, the review was tasked by the government with evaluating education across primary, secondary, and 16-to-19 phases. Over 7,000 responses from the public were considered, alongside detailed evidence analyzed by an expert panel, culminating in the publication of a 197-page report.

The review aims to address what it calls excessive testing and overly dense content in English schools, particularly in the GCSE years. According to the panel, students often face an “outlier” system internationally, with exams that are both lengthy and numerous. The report offers a comprehensive roadmap for reforms designed to lighten exam loads, enhance learning across subjects, and ensure all pupils can engage with a broad, inclusive curriculum.

One of the most notable recommendations is to reduce the length of GCSE exams by around 10%, potentially shaving three hours off the total assessment time for each pupil. The review found strong evidence that England’s 16-year-olds spend more time on high-stakes exams than students in comparable education systems, without necessarily achieving higher outcomes. Shorter exams, the report argues, could maintain academic rigour while reducing stress and allowing more time for learning beyond exams.

Another recommendation is to slim down individual GCSE subject content, especially in history and the sciences. This would create more time for non-assessed but mandatory subjects such as physical education, citizenship, and relationships, sex, and health education. Critics have long argued that vital non-exam subjects receive insufficient attention, leaving pupils underprepared for practical and civic life.

The review also calls for the scrapping of the English Baccalaureate (EBacc) suite introduced under Michael Gove, which has steered students toward eight core academic subjects, often at the expense of arts or vocational courses. Arts educators and creative professionals have criticised the EBacc for narrowing pupils’ educational experience. Replacing it with a more flexible curriculum could allow students to pursue subjects that better suit their interests and skills.

Diversity representation within the curriculum is another key focus. The review stresses that pupils should see themselves reflected in the subjects they study. “Stronger representation should be made of the diversity that makes up our modern society,” the report states. It highlights the importance of inclusivity in both content and pedagogy, aiming to foster a sense of belonging and cultural understanding among young people.

Religious education is also recommended for statutory inclusion at all stages of schooling. Currently, much of RE provision is managed by local advisory councils, resulting in wide variation in quality. The review found that many students receive insufficient preparation for life beyond school in terms of understanding religious and ethical issues. By bringing RE into the national curriculum, the report argues, pupils would gain a more consistent and meaningful grounding in the subject.

A new diagnostic test in maths and English at year 8 is suggested to help teachers identify gaps in pupils’ knowledge early on. This measure aims to provide targeted support to ensure students progress successfully through key stages. However, teaching unions have expressed opposition to such tests, while the government has recently proposed its own national reading assessments for year 8, highlighting a potential area of debate as reforms move forward.

Citizenship education is another area where the review recommends statutory measures. It suggests that all primary school children should receive citizenship classes covering essential skills such as financial literacy, media literacy, climate change, and sustainability. This reflects a broader effort to equip young people with practical knowledge and awareness of contemporary societal issues, preparing them for responsible participation in civic life.

Grammar teaching in primary schools is also under scrutiny. The review recommends a careful review of content to remove elements that are overly theoretical or redundant, enabling teachers to focus more on writing and practical grammar skills. This approach seeks to balance foundational language education with the development of communication skills crucial for later learning.

Computing education is set for modernization as well. The review suggests replacing the current computing science GCSE with a broader computing qualification. This new course would prepare students to apply digital technology and data across a range of fields, including the use of artificial intelligence. The recommendation aligns with global trends emphasizing digital literacy, data handling, and technological fluency as essential skills for the 21st century.

Finally, the review calls for all students to have the option to take “triple science” at GCSE—separate courses in biology, chemistry, and physics—rather than the traditional double science route. This change would provide more ambitious students with the opportunity to pursue deeper understanding in individual sciences, potentially strengthening pathways into higher education and science-related careers.

The review’s recommendations are ambitious and would represent a significant shift in the way schools operate. By focusing on reducing exam pressure, broadening subject choice, and modernizing curriculum content, the panel seeks to make education in England more inclusive, practical, and engaging for all students.

Education experts have responded positively to the emphasis on inclusivity, diversity, and practical skills. Many praised the recognition that non-exam subjects such as PE, citizenship, and creative arts are vital to a well-rounded education. Critics, however, note that implementing these reforms will require substantial investment in teacher training, curriculum materials, and assessment infrastructure. They caution that without careful planning, changes could place additional burdens on schools already stretched by staffing shortages and high workloads.

The government now faces the challenge of translating the review’s recommendations into actionable policy. Officials will need to consult with schools, teachers, parents, and educational organizations to ensure reforms are both practical and effective. Parliament and education policymakers are expected to debate the proposals, considering both the potential benefits and the financial and logistical challenges involved.

The publication of the report comes at a time of heightened public interest in education policy, reflecting concerns over exam stress, mental health, and the quality of education in England. Many parents and educators have welcomed a more evidence-based approach, highlighting the importance of listening to the voices of teachers, pupils, and families in shaping the future of schooling.

In conclusion, the national curriculum review led by Professor Becky Francis provides a detailed and forward-looking set of recommendations aimed at modernizing education in England. From shorter exams and streamlined subject content to broader digital skills, citizenship classes, and inclusive curriculum representation, the report seeks to make learning more balanced, practical, and relevant. As the government considers these proposals, schools, teachers, and students alike await changes that could shape the next generation of learners in England.