The Government's Curriculum and Assessment Review gives us and the wider sector the opportunity to share our views on how curriculum and assessment can bring together a love of learning with fundamental knowledge and skills.
Here’s where you’ll find our insights and recommendations to support this important conversation.
In our response to the Government’s call for evidence, we shared recommendations for how meaningful change in education can be brought about. These include:
Alongside sharing our recommendations, we’re also showing how they can be made a reality.
To support this important conversation, we’ve approached our thinking in four focus areas, which underpin our recommendations and work moving forwards.
Knowledge, skills and breadth in the curriculum
We advocate for an ambitious curriculum with the right balance of foundational knowledge and skills, and the right level of breadth. For us, breadth includes the range of subjects studied, the breadth of opportunity in a subject, and the development of life/transferable skills. This must be considered carefully to achieve big picture goals for the curriculum with no unintended consequences.
Curriculum and the assessment system
We believe that curriculum should inform the assessment approach – not the other way around. In this area, we’ll consider what is most beneficial to assess and why, as well as what form of assessment is most appropriate. We’re especially interested in how technology and AI can contribute to improving the validity, reliability and management of assessment.
An inclusive curriculum and equitable assessment system
We believe in an inclusive curriculum and fair, equitable assessment approaches that support the diversity of all learners and allow them to show the best of their potential and capabilities. We believe technology has a role to play here in creating inclusive assessment.
Focusing teachers on what they do best and removing the barriers that get in the way of that is crucial in this important area. Here, we’ll share the learning, insights and practical examples from leaders, educators and learners on implementing a system that prepares young people for successful, rewarding and fulfilling futures – in life, work and future study.
Debates about whether the English curriculum is meeting the needs of all students are nothing new, but in 2025, alongside our Curriculum and Assessment Review thinking, Pearson is setting a course for change: for an English that works in every classroom, for every learner. We know that, at its best, English unlocks knowledge, nurtures empathy and values diverse voices. We also know this vital subject is being challenged by pressures like never before.
We've been carrying out extensive research and working with hundreds of teachers, learners, parents and stakeholders across the country to develop a clear view of the challenges facing GCSE science education and what is needed to address these.
LONDON – 9 January 2025 – An annual investment of approximately £130 million a year in technology in schools over the next decade would deliver an economic benefit to the UK of up to £8.7 billion. For every £1 invested, technology in schools would bring a return of up to £7.90, benefiting both the education sector and the growth of the economy.
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