Curriculum and Assessment Review: our call for evidence submission
Effecting meaningful change
We’re pleased to have contributed to the Government’s call for evidence as part of the Curriculum and Assessment Review. Joining the voices of other sector experts, educators, parents/carers and learners, we've shared our research, experience and recommendations with the panel.
Today, we’re sharing a summary of key points from our submission, where we set out our recommendations for how meaningful change can be brought about.
These recommendations include:
A reform of GCSE English
It is a critical subject yet currently neither prepares students well for future study in the English disciplines nor for the workplace. GCSE English needs a broader range of literary and non-literary text types, more diverse content, a greater focus on spoken language knowledge and skills, and more authentic opportunities for students to develop their writing skills and creativity.
An end to the existing resits policy
Thousands of students urgently need more flexible qualification pathways across all post-16 routes, with a GCSE post-16 that retains parity of esteem and grades but is substantially different.
A reduction in the volume of written exam-based assessments and better use of technology in assessment
There must be a focus on the fundamentals that students and employers need from assessment, and a shift away from the expectation that ‘anything that can be assessed by an exam should be’. Greater use of technology would open up transformative assessment models, allow for testing when students are ready for exams, and deliver a faster turnaround of results. Students would not need to be in an exam hall at the same time.
Stability for 16–19 level 3 qualification pathways
We need stability for 16–19 level 3 vocational and technical pathways and to ensure that suitable diverse and progressive level 3 vocational provision continues to be available alongside T Levels and A levels.
Simplification and clarity for 16–19 level 2 and below vocational pathways
The level 2 vocational landscape needs to be simplified with an offer of two pathways – enabling progression to further study at level 3, or to employment or further work-based learning. The level 1 and below landscape also needs clarification and better provision to support employability and skills for independent living.