Teach Secondary -Issue 15.1

Y8, in order to identify gaps and support interventions early on. While this is not intended as a high-stakes accountability measure, it will inevitably shape how schools think about literacy beyond primary school. The main takeaway in all this is that the exam-driven system remains intact, but slightly less crowded than before. For teachers hoping for a radical rethink of assessment, this may feel overly cautious. Others might see it more generously as a way of providing a little more stability for everyone, while simultaneously acknowledging some of the system’s excesses. Accountability, subject choice and the end of the EBacc Amore significant shift can be seen in the area of accountability. The review recommends scrapping the EBacc performance measure, arguing that it’s constrained subject choice and narrowed the curriculum, particularly for disadvantaged pupils. Instead, we would see a redesigned Progress 8 and Attainment 8. English and maths would remain double- weighted, with science gaining two dedicated slots. Four remaining slots will be reserved for a broader mix of subjects, so as to encourage breadth and parity between academic, creative and technical disciplines. This wouldn’t remove much existing pressure from core subjects, but it does send the signal that arts, humanities and vocational options matter . There’s also a new entitlement for pupils to study triple science, alongside proposals for a broader computing GCSE and new qualifications that could address the areas of data science and AI. For schools, these changes may gradually reshape option blocks and timetables, but they also raise familiar challenges around staffing, specialist expertise and funding – particularly in shortage subjects. Post-16 pathways Beyond 16, the review presents a vision of more a simplified post-school landscape. New vocational ‘V Levels’ would sit alongside existing A levels and T levels, with clearer Level 1 and Level 2 pathways designed to reduce repeat GCSE resits in English and maths. The intention is to widen participation, while creating routes that better reflect pupils’ needs and aspirations. For colleges and schools with sixth forms, this signals the need for long- term planning, further investment in staff expertise, and closer collaboration with local employers. These proposed reforms are ambitious, but they’re also phased. The first V Levels would only start to be taught in 2027, with full rollout not expected until the early 2030s. What schools can do now In the short term, schools will continue to teach the existing curriculum and work within current assessment arrangements – there’s no need for immediate structural change. That said, the direction of travel is unmistakable, so there are some practical steps schools can begin to consider now. Strengthening oracy throughmore structured discussion, debate and presentation work is one. Reviewing enrichment provision in arts, sport and civic engagement is another. Schools may also want to reflect on howwell they currently support literacy beyond KS2, in light of those proposed Y8 diagnostic tests. Crucially, the Review puts a strong emphasis on consultation and teacher involvement. Draft programmes of study will be released for feedback, with schools that engage early better placed to influence and prepare for change when the time comes. Amoment of possibility The Curriculum and Assessment Review ultimately offers a measured reset, rather than a dramatic overhaul. It broadens the curriculum, elevates oracy and enrichment, and slightly lightens assessment, while leaving the exam system largely intact. Whether this leads to meaningful change in classrooms will depend less on the Review itself, and more on how it is implemented. The risk is that accountability pressures simply shift elsewhere, rather than diminishing. The main opportunity is that schools may feel genuinely empowered to broaden and deepen what their pupils experience. For teachers, the message is clear. This isn’t a moment of disruption, but one of possibility . The years leading up to 2028 will certainly matter – and how the profession responds may ultimately determine whether this Review becomes a footnote or a turning point. ABOUT THE AUTHOR Andy McHugh (@andymchugh.bsky. social) is a head of RE and the founder of Teacher Writers (@ teacherwriters.bsky.social) – a service that supports teachers wanting to write professionally or just for fun THE PRIMARY PICTURE Two proposed KS1/2 changes that may have lasting effects when learners enter KS3/4... Citizenship education will receive a boost, becoming statutory from KS1. Pupils will learn about democracy, law, rights, climate education and financial literacy from an earlier age, which could have a noticeable impact on classroom practice over time The Review proposes replacing the KS2 grammar, punctuation and spelling test with an assessment focused on pupils’ ability to ‘use grammar in context’, rather than their aptitude at recalling technical terminology. 37 teachwire.net/secondary E D U C AT I O N P O L I C Y