A New Curriculum for Schools: Key Takeaways from the Francis Review

In this blog, discover how the Francis Review is shaping the future of the national curriculum, with a focus on skills, inclusion, assessment reform, and new vocational pathways for every pupil.

Blog

05/11/2025

The publication of Professor Becky Francis’ Curriculum and Assessment Review, alongside the government’s response, presents an important opportunity to consider what a modern national curriculum should look like. The review sets out recommendations for a curriculum that is “cutting edge and fit for purpose, equipping young people with the knowledge and skills they need to thrive in a rapidly changing world”.

Your input and views shaped our response to the Curriculum and Assessment Review consultation, where we emphasised the importance of skills , non-core subjects and reform to qualifications and assessments. It is encouraging to see many of your suggestions reflected in the recommendations made by Professor Becky Francis and her team, and it is even more positive that some of these proposals have already been accepted by the Department for Education (DfE).

What’s new?

1. A stronger focus on skills and non-core subjects

Through our conversations with you, our members, it’s clear that there is strong support for a greater emphasis on practical, life-ready skills that help pupils thrive beyond exams. This includes areas such as financial education, health, and environmental sustainability.

The review takes promising steps in this direction. It proposes that citizenship becomes a stronger part of the curriculum, with all pupils learning a core body of essential content at primary level and a broader mix at secondary level. Sustainability will feature more prominently in subjects such as design and technology and geography.

Alongside the review, the DfE has also announced an “enrichment entitlement” for every child. This aims to guarantee a range of opportunities both within and beyond the classroom, from civic engagement and the arts to outdoor learning, sport, and wider life skills. Ofsted will also consider how schools meet these enrichment expectations as part of routine inspections.

2. Building a more inclusive curriculum

Inclusion is a theme that runs throughout the review’s recommendations, reflecting the sector’s desire for a curriculum in which every pupil can see their own life, culture, and experiences represented. The review recommends updating all programmes of study to better represent the diversity of modern society. It also recommends evidence-based guidance on how the curriculum and teaching approaches can be adapted for pupils with special educational needs and disabilities (SEND).

Accessibility in assessment is also emphasised, with a proposal for Ofqual, awarding organisations, and the DfE to work together to ensure that accessibility is built into the design of new specifications for GCSEs, AS and A Levels from the outset.

Finally, the review suggests including religious education (RE) within the national curriculum, developed gradually through a task-and-finish group to co-create a new draft RE programme.

3. Reforming exams and qualifications

In our recent survey, you told us that assessment should reflect modern learning, not just memory recall. Many highlighted that “reliance on recall-based traditional exams is ridiculous in the digital age” and highlighted that “maths and English GCSE outcomes fail nearly half of 16-year-olds,” with many resitting and still struggling. The message was clear: the system needs to evolve.

The review proposes reducing overall exam time by at least 10% and, where possible, by more, without compromising fairness or reliability. It also suggests introducing new level 1 stepped qualifications in maths and English for 16–19-year-olds, helping learners progress towards level 2 GCSEs.

Finally, subject experts will review the maths and science GCSEs, deciding which formulas and equations students should memorise and where the focus should shift to applying knowledge instead.

4. Reducing high-stakes accountability

The review takes a mixed approach to high-stakes accountability, which is widely recognised as a source of stress for both schools and pupils.

It proposes removing EBacc performance measures and the associated accountability headlines. It also proposes retaining Progress 8 and Attainment 8, although the DfE have announced a consultation on some reforms to these performance measures.

At the same time, the review introduces new diagnostic assessments in maths and English for Year 8, along with an updated grammar and punctuation test at key stage 2.

5. Strengthening vocational qualifications

In recent years, T-levels have been at the centre of post-16 reform; however, our survey shows a strong desire for new vocational routes that are developed and recognised on an equal footing with other pathways. The review supports this.

Already accepted by the DfE and outlined in their Skills White Paper, the review proposes a new third pathway at Level 3 called V Levels. These qualifications will offer young people a broader route with practical, applied components alongside the academic and technical pathways.

What’s next?

The new national curriculum will take effect in September 2028 with schools expected to be given more than a year to prepare. Further consultation is also expected, particularly on the proposed changes to Progress 8 and Attainment 8. This is likely to be the first national curriculum that trusts will be required to follow, as set out in the Children’s Wellbeing and Schools Bill.

We will continue to raise our members’ concerns about the wider pressures facing schools and trusts. As governors and trustees highlighted in our annual governance survey, budgets remain extremely tight and workforce concerns, especially around wellbeing and retention, remain significant.

These reforms will take place alongside other major changes: this month’s new Ofsted framework; upcoming measures from the Children’s Wellbeing and Schools Bill which will become law in the coming months; and further proposals expected in next year’s white paper, particularly on SEND. Whatever the merits of individual reform, the government must be mindful of the additional burden these changes will place on already overstretched schools, trusts and their workforces.

Sam Henson, Deputy Chief Exectuive, NGA, said:
“NGA broadly welcomes the final report of the Curriculum and Assessment Review. We are pleased that progress has been made on our members’ two biggest asks from the review – an increased emphasis on skills, and greater focus on non-core subjects. The review has rightly taken a proportionate approach in protecting what is working well, while identifying opportunities for improvement.
Nonetheless, NGA continue to be concerned about the wider challenges facing the sector, most notably budgetary pressures alongside worrying staff wellbeing and retention. While the changes make sense in isolation, the need to change practices to comply with a new national curriculum will place an additional burden on schools and trusts. The government must listen to the review’s recommendation that they take a “careful and staged” approach to implementation which recognises the wider pressures facing the sector.”

Megan Tate

Senior Policy and Research Officer

Megan’s role involves supporting NGA’s policy, research and information team. She is responsible for policy relating to the environment and sustainability.