What Primary Schools Need To Know From The Curriculum And Assessment Review (Updated Based On Government's Response)

This blog post was first written on 5/11/2025 after the publication of the Curriculum and Assessment Review report.

It was updated on 6/11/2025 to take into account the government's response (https://assets.publishing.service.gov.uk/media/690b2a4a14b040dfe82922ea/Government_response_to_the_Curriculum_and_Assessment_Review.pdf)

OK, so my title is a bit cheeky because actually, the only Curriculum and Assessment Review headline that really matters is this:

It's c200 pages of suggestions FOR THE GOVERNMENT, not for you, your school, your trust or your educational organisation.

However, now that we have the government's response to the review, there are things that might be more certain to happen. Most of us want to remain abreast and poised, ready to make changes when the time comes. So, what is there to know?

Whilst understanding what our primary pupils are heading off to when they bid farewell to us in July is important, there are things from the197-page document, and the subsequent 61 page response from the government, that might be a little more pressing for those of us who work in primary schools.

Whilst you may want to read both documents yourself, and make your own summaries, I've taken the time to read them and provide you with some starting points.

Primary Love

First off, there's a lot of positivity surrounding the primary phase, how important it is and what we're already doing. Let's just revel in that for a moment:

“We... value the holistic ethos of Key Stage 1 and broader primary education. Here, learning and social behaviours are developed, literacy and numeracy skills are established, and other subjects are introduced, encouraging a love of learning and enabling success. Children and their parents and carers tend to be happy with their primary education, and it is important we preserve this.”

(from the CAR report)

“we... acknowledge the unique nature of primary education and the developmental needs of primary-aged pupils. Key Stages 1 and 2 are not merely preparation for secondary education; they are formative in their own right.”

(from the CAR report)

Alongside that, there's further recognition of how important the love of learning is:

“It is essential that more children and young people build strong foundations and a love of learning in the primary years”

(from the CAR report)

“A well-designed curriculum in Key Stages 1 and 2 can nurture curiosity, support mastery and foster a love of learning whilst ensuring that pupils are well prepared for Key Stage 3.”

(from the CAR report)

In the government response they echo this as a reason to "refresh" the curriculum:

"We also want to refresh the curriculum so that it helps pupils to build on what they already know, fostering a love of learning."

In fact, the foreword to the whole review report states that the three aims for the curriculum going forward should be that it:

• is fit for the future

• addresses the rich knowledge and skills young people need to thrive in our fast-changing world

• encourages a love of learning

So, with those things in mind, what does the report say should happen with regards to primary curriculum and assessment? The focus is very much on “evolution not revolution” and the "recommended changes are intended to lead to meaningful improvements in outcomes for learners without destabilising the system.”

Some things can stay the same

Some things are considered to be going well, and will remain (albeit with potential minor changes to improve alignement to curriculum and accessibility):

• Breadth of subjects

• the holistic ethos of primary (see above)

• Key stages

• Space and flexibility to range beyond the requirements of the NC

• Assessment (Phonics Screening Check, Multiplication Tables Check, Key Stage 2 Assessment inc. teacher-assessed writing)

To be clear, the government response says:

"We will maintain the existing structural architecture of subjects, key stages, assessments and qualifications – including national primary assessments..."

Change is (or might be) coming

We knew it would be the case, and in many ways we welcome it - it is clear that, if the government find the resources to act on their response to the review, there are going to be changes to the primary curriculum. In the government response it says:

"We will ensure that every subject in the revised national curriculum programmes of study continues to set out key content, including a rich spine of knowledge with aligned disciplinary skills that guides teachers to deliver high-quality, well-sequenced lessons."

The plan, according to the government response, is that a world-leading curriculum will be created, and that this will be done in-line with the review's recommendations. The government promise:

• a revised national curriculum will be published in 2027 for first teaching in 2028

• programmes of study have the right level of specificity to support effective sequencing between key stages, with a particular focus on foundation subjects

• flexibility to choose lesson content and how to teach it

• they will keep in mind the teaching time typically available to schools in each key stage and test our approach with teachers and curriculum designers

• a curriculum which enables pupils to achieve subject mastery and a secure understanding of the curriculum

• they will follow the curriculum principles of depth, specificity, coherence, mastery of core concepts, knowledge, professional autonomy and representation

• they will make sure that programmes of study and subject content are grounded in relevant and important knowledge and disciplinary skills

• they will consider the feasibility of qualifications that recognise pupils’ achievements in languages earlier than GCSE

• they will improve and revitalise arts education

• they will ensure that schools and teachers are ready for the new curriculum through the provision of resources and support from a variety of partners

• they will develop and consult on an improved version of Progress 8 and Attainment 8 that balances a strong academic core with breadth and student choice (see p45 of the government's response for more on this)

So there is going to be a revised National Curriculum, with amended programmes of study, so what might be coming our way?

A hugely increased focus on ensuring that the curriculum is inclusive of all, regardless of socio-economic factors, special educational needs and/or disabilities, ethnicity etc

The government response promises a rise in high standards for all, but this section (p9-10) is very much focused on English and maths. Elsewhere in the report they set out tfurther specific ambitions for English and maths under the heading 'High standards must mean high standards for all'.

With regards to inclusivity, but not curriculum or assessment per se, the government response promises that they "will ensure that core training throughout a teacher’s career, has a strong focus on high-quality adaptive teaching, formative assessment and high expectations for all."

With regards to diversity and representation, it says "We will ensure that, in the drafting process, programmes of study are suitably modernised and refreshed to allow teachers to draw on a range of figures and content that best suit the needs of their pupils, build cohesion not division and paint a picture of a modern and forward-looking Britain."

Not mentioned in the review report, but present in the government's response are children who are learning at greater depth: "A good-quality curriculum should also challenge those who are learning at greater depth by allowing them to deepen their learning, exploring concepts in more detail, applying content to different contexts, and making connections between subjects... We will support teachers to identify and challenge pupils who have more to give in the classroom or who are not yet achieving what they possibly could. This does not just mean focussing on a named group of typically high-attaining pupils, but making sure that all pupils are stretched and challenged."

A move to focus on secure foundations and mastery of key subject components (linked to reduction and redistribution of content in some subjects, see below)

In their response, the government say "We agree with the Review’s recommendations that the programmes of study should be focussed on prioritising the mastery of core concepts and be constructed with careful sequencing within and between subjects."

Response to social and technological change represented by new content in some subjects (see below)

The government response includes references to "Prepar[ing] young people for life and careers in a changing world" - it would seem that they have accepted this recommendation. The section headed 'Preparing young people for a changing world' on page 23 goes into greater detail about their intentions.

Encouragement for more schools to take-up the use of optional Key Stage 1 assessments

The government response says "STA will explore ways to improve participation in optional key stage 1 tests."

A new digital version of the National Curriculum which helps teachers to see the links within and across subjects

Following the review's recommendations, the government response says they will "create a fully digital and easily navigable version of the national curriculum... which visually represents the links within and between subject areas and gives connections to prior learning, helping teachers to contextualise learning across traditional subject boundaries in the classroom."

An enrichment entitlement for every child

This one was not a recommendation from the review, although mentions of schools providing enrichment was. The government response goes one step further say that they "will set out a new core enrichment offer that every school and college should provide for every one of their pupils, which delivers access to civic engagement; arts and culture; nature, outdoor and adventure; sport and physical activities; and developing wider life skills." They also state that Ofsted will inspect this.

And now for the potential subject-specific changes:

(Potential) subject-specific curriculum changes

Remember: these changes will only take place if the government accept the recommendations of the review and act on them in time.

So, subject by subject, what does the report recommend?

Art: limited revisions to the Art and Design Programmes of Study to clarify and exemplify the knowledge and skills pupils should develop, including through their own creative practice, reflection and critical engagement.

In response, the government has said they will:

• exemplify the knowledge and skills that pupils should develop

• consider how a new programme of study can set clear expectations about the teaching of a broader range of artists and designers

• support the teaching of a broader range of media while maintaining the importance of drawing and painting

Citizenship: currently non-statutory and hasn't been updated since 2001. The report recommends that a statutory 'measure' is introduced to ensure that a core body of essential Citizenship content is taught at primary (including elements of financial and media literacy, and climate change and sustainability), that the purpose and content of the Key Stage 1 and 2 curriculum is clarified and that any content that duplicates the new RSHE Programme of Study is removed.

In response, the government has said they will:

• look for the earliest opportunity to make citizenship a new statutory requirement for key stages 1 and 2

Relationships and Health Education (RHE) and Relationships, Sex and Health Education (RSHE): no real changes recommended, other than those listed above under Citizenship

Computing: potentially huge changes in the provision of greater clarity in the Computing curriculum about what students should be taught at each key stage so that they build the essential digital literacy required for future life and work. We could also see changes to other subjects' specifications so that specific digital content in those subjects’ Programmes of Study are sequenced and aligned with the Computing curriculum.

In response, the government has said they will:

• rebalance the computing curriculum to ensure pupils develop essential digital literacy whilst retaining important computer science content

Design and Technology, including Cooking and Nutrition Design and Technology (D&T): the recommendations focus more around KS3 and upwards, but recommendations to make changes to purpose and aims of the programme of study could affect the primary curriculum, as could the addition of content around sustainability, inclusive design, material selection and creating final products.

In response, the government has said they will:

• revise the design and technology curriculum content to focus on developing pupils’ design capability

• introduce the concept of sustainability within the programme of study

• enhance the identity of food education by establishing it as a distinct strand within design and technology and renaming it ‘food and nutrition'

• make the 'food and nutrition' programme of study more specific to prepare pupils for life and potential future careers in the food sector

Cooking and Nutrition: a new name has been recommended (Food and Nutrition) along with additional detail in the curriculum in order to set clear expectations about what should be taught at each key stage to reflect the fact that the subject develops skills for life as well as progression to further study.

English: lots to know about here, so a few subheadings are necessary regarding the report's recommendations and the government's reponse (in italics):

Clearer purpose for the English curriculum

More clarity and specificity at each key stage and clearer curriculum requirements for speaking and listening, and drama

"We will ensure there is greater clarity and specificity throughout the English curriculum, particularly for speaking, listening and drama"

Introduction of an oracy framework

A new oracy framework will support primary teachers to ensure their pupils become confident, fluent speakers and listeners by the end of key stage 2"

Changes to grammar content in order to slim down what is required at KS2 and move the content to later key stages

"We will... review the grammar content in the primary curriculum... We will also consider whether the sequencing of some of the grammatical content should be changed, including whether some of the more complex concepts should be moved into key stage 3"

Focus on grammar in use rather than grammar in theory

"We agree with the Review’s finding that there are opportunities to teach grammar in a way that better enables pupils to master composition and write well, and address the widespread concern that grammar is often taught in isolation rather than for the purpose of being used effectively in writing."

Assessment of English writing: the review report recommended the following (relevant government response in italics):

• replacement for current GPS test which contains additional tasks which assess composition and application - "the Standards and Testing Agency (STA) will review the grammar, punctuation and spelling assessment"

  
  

• improved teacher assessment framework to provide teachers with clarity and include a greater focus on writing fluency - "We will ask STA to ensure that any changes to the English curriculum are reflected in the teacher assessment of writing framework."

  
  

• review of external moderation processes and a strengthening of peer moderation between schools - "We agree with the Review’s recommendations to look to strengthen peer moderation and embed good practice to improve moderation between years where schools are not selected for external moderation. We will also consider what improvements can be made to external moderation."

The government response states: "We will improve the assessment of writing at key stage 2 with greater focus on fluent writing..."

Drama: a part of English currently, but gets its own section in the report, probably because of its links to oracy and the feeling it should be its own subject. Just the one recommendation for primary drama: greater specificity about Drama should be added to the Key Stage 1 and 2 English Programmes of Study, aiming to build solid foundations and support transition to Key Stage 3.

In response, the government has said they will:

• ensure there is greater clarity and specificity throughout the English curriculum, particularly for... drama

Geography: minor refinements to content recommended so that children understand key geographical concepts better, to make content more relevant and inclusive, and to remove unnecessary repetition across topics. The report also recommends that requirements for fieldwork are clarified and reinforced. The biggest recommendation is around embedding content about climate change and sustainability more explicitly in the curriculum.

In response, the government has said they will:

• update and refine the programme of study content with modest changes

History: there is a call for greater clarity in the history NC particularly with regards to disciplinary knowledge, local history, diversity and decision-making about what to teach and what not to teach.

In response, the government has said they will:

• continue to include British history, and strengthen it, in the national curriculum

• improve the programme of study to support pupils to critically appraise historical sources and develop strong substantive and disciplinary knowledge

• ensure that teachers can reflect the innate diversity of British history, including British Black and Asian history

• be clearer about which content in the programme of study is non-statutory

Languages: big change - a recommendation to update the Key Stage 2 Languages Programme of Study to include a clearly defined minimum core content for French, German and Spanish to standardise expectations about what 'substantial progress in one language' looks like - this is mainly to aid with transition to KS3 where sometimes children begin learning a different language to the one they've learned in KS2.

In response, the government has said they will:

• work with experts to strengthen the primary languages curriculum and clarify expectations for pupil progress, as well as define core content in French, German and Spanish

• explore the feasibility of developing a new qualification which enables all pupils to have their achievements acknowledged when they are ready rather than at fixed points

• explore how AI and education technology (edtech) can support stronger outcomes in language education

Maths: mostly welcome changes here, I reckon. More bullet points needed:

• amount and type of content in the Key Stage 1 to 3 curriculum retained, but re-sequenced so that topics are introduced in such a way that pupils can master them deeply, with opportunities for more complex problem-solving in each area, and reduce repetition in later years.

• a curriculum which ensures Maths is the subject in which pupils are exposed to mathematical concepts for the first time and then applied in different contexts, where appropriate, in other subjects - for example, aspects of financial education in Citizenship.

• KS1 non-stat test to reflect curriculum updates and DfE to encourgae it's use for formative assessment purposes.

• KS2 assessment  to reflect curriculum updates and include a stronger focus on mental arithmetic and reasoning.

In response, the government has said they will:

• review the curriculum from key stages 1 to 3 with a particular focus on resequencing content (particularly in the ‘number’ domain) to deepen pupils’ understanding, including via non-routine problem solving

• consider whether targeted, modest adjustments might help emphasise depth of understanding

Music: recommendations to revise current content in order to proveide a better foundation for further study, including revision of purpose and aims and more specificity to clarify how pupils should progress in the three pillars of musical understanding (technical, constructive and expressive), and to ensure that a range of genres and repertoires can be covered.

In response, the government has said they will:

• reform the programme of study to clarify and exemplify its purpose, aims and content, to ensure that pupils develop a strong foundation in the three pillars of musical understanding – technical, constructive and expressive – including how to read music

PE: recommendation to redraft the aims and purpose of study so it clarifies the significance of providing all pupils with opportunities to learn in a physical environment and emphasising its physical, social, cognitive and emotional benefits that complement and enhance overall academic performance and general wellbeing. A further recommendation is the introduction of a concise, scaffolded approach to the attainment targets and key stage subject content within the Programmes of Study which refers to individual activities.

In response, the government has said they will:

• revisit the aims of compulsory PE across all four key stages

• consider how specific elements like swimming, dance and outdoor and adventurous activity are presented to ensure they support quality teaching and progression

Dance: recommendation to review how the PE Key Stage 1 to 4 Programmes of Study refer to Dance, including whether they are sufficiently specific to support high-quality teaching and students’ progression, including to further study.

In response, the government has said they will:

• we will add further detail to content on dance within the PE programme of study

Religious Education (RE): a biggie, and one we've all probably wanted: recommendation that the Government adds RE to the national curriculum, but based on a careful staged approach.

In response, the government has said they will:

• be shaped and guided by the sector on this important issue [but], to take further steps on moving forward, there will need to be a clear shared position from the sector on the future of RE

• consult on the content of a draft RE curriculum and on proposed changes to the legislative framework within which RE sits, if the sector reaches a consensus on whether the above is achievable

Science: recommendations to:

• ensure more cohesion and consistency across the primary Science curriculum, including clearer guidance on what should be taught, to what depth, at each stage

• to base the science curriculum on the fundamental concepts of each individual discipline (Biology, Physics and Chemistry) so that students develop deep scientific and disciplinary knowledge and skills

• ensure that the curriculum more clearly articulates the purpose and expectations of high-quality practical work in supporting the building of substantive knowledge and the development of important skills and procedural knowledge.

• add content to explicitly develop students’ understanding of the scientific principles that explain climate change and sustainability and the global efforts to tackle them.

In response, the government has said they will:

• reform the programmes of study to reflect the Review’s recommended changes to the curriculum

• update the content so that the greenhouse effect, as well as carbon emissions, burning of fossil fuels and deforestation are more explicitly understood in the curriculum as contributing factors towards effects such as rising sea levels and extreme weather events

If you've got a few hours you can read the whole thing here: https://assets.publishing.service.gov.uk/media/6908f7a3c0dc8f12484175e5/Curriculum_and_Assessment_Review_final_report_-_Building_a_world-class_curriculum_for_all.pdf

If you've only got a few minutes, but want to read the recommendations in full, visit 'Annex 3: List of all recommendations' on page 180 of the above report.

And here is the government's response: https://assets.publishing.service.gov.uk/media/690b2a4a14b040dfe82922ea/Government_response_to_the_Curriculum_and_Assessment_Review.pdf

And if you find yourself asking what you should do now as a result of all of this, this might be useful: Now That We Have The Curriculum And Assessment Review Report, Should Schools Get On With Rewriting Curricula?