Cutting the volume of content in primary school lessons and fewer GCSE exams are being considered as part of reforms by the government鈥檚 The review鈥檚 interim report, , also signals changes to the EBacc performance measure and a subject-by-subject review over concerns the balance of content is 鈥渋nhibiting mastery鈥. However, the review ruled out 鈥渇undamentally changing鈥 the number of subjects studied at GCSE, A-levels or ditching SATs. You can read our full round-up piece of all the proposed changes here. A curriculum review source said 鈥渢he mainstay of the existing education architecture is doing pretty well and can remain as stands鈥. Instead, the review 鈥 which had 7,000 responses 鈥 had 鈥渉eard issues within those that we’ll be digging into鈥. One such issue is the 鈥減erformance measures and the behaviours that they incentivise鈥. Performance measures review The interim report said its call for evidence had identified the English Baccalaureate 鈥 a suite of five academic subject areas all pupils are encouraged to enter 鈥 as one of 鈥渢wo main barriers to achieving breadth and balance at key stage 4鈥, alongside the volume of content. Responses 鈥渉ave highlighted that the EBacc performance measures may unnecessarily constrain student choice (and, consequently, their engagement and/or achievement)鈥. While the report said the review remained 鈥渟trongly committed to the progress performance measures which focus on the difference a school makes鈥, it is 鈥渞ight that we review the impact of performance measures on curriculum breadth, depth, and choice for all pupil groups鈥. 鈥淭he intention behind the EBacc to improve access to a comprehensive, academic curriculum for all should be acknowledged, but as the review progresses, we will also consider whether this remains the most effective means of achieving this objective.鈥 Scope out reducing number of GCSE exams In its interim report, the review said it would not 鈥渇undamentally change the number of subjects that students study or are assessed in at GCSE. 鈥淕iven all of the evidence, we are clear that traditional examined assessment should remain the primary means of assessment across GCSEs.鈥 But one area highlighted as an issue was the assessment volume at key stage 4. Students in England 鈥渢ypically sit between 24 and 31 hours of exams in year 11鈥. This is comparable to Singapore but 鈥渟ignificantly more than other high-performing jurisdictions such as Ireland (16 hours)鈥. Previous reforms reduced the use of coursework and other non-exam assessment Exams volume, EBacc and ‘improving’ SATs: 14 curriculum review reforms This means a student鈥檚 grade is 鈥減redominantly (or entirely) determined by a student鈥檚 performance in exams 鈥榦n the day鈥, rather than being a reflection of their performance at different points across their course鈥. The next phase of the review will 鈥渃onsider carefully whether there are opportunities to reduce the overall volume of assessment at key stage 4 without compromising the reliability of results, and therefore the trust that stakeholders have in these qualifications. It will take a 鈥渟ubject-by-subject approach to consider assessment fitness for purpose and consider the impact of different assessment methods on teaching and learning鈥. 鈥淲e will consider potential risks and trade-offs with non-exam assessments, such as deliverability (including the impact on teacher workloads), the risk of malpractice and risks to equity.鈥 SPAG and writing assessments face scrutiny SATs are also here to stay, with the review calling them 鈥渁n important tool in holding schools to account for the progress and attainment of their pupils, and to ascertain whether pupils have learned the national curriculum鈥. Given this, 鈥渨e are clear that formal assessments are an important part of key stage 1 and 2鈥. Education secretary Bridget Phillipson said the review would take the curriculum “into the modern era”. 鈥淭hat means keeping what鈥檚 working and evolving what鈥檚 not. The report is clear on the importance of primary school assessment, which are simply non-negotiable if we are going to keep pushing standards up for every child and close the attainment gap.” However, the review also heard concerns that the standalone end of key stage 2 assessment on grammar, punctuation and spelling 鈥渕ight lead to the teaching of textual features in isolation at the expense of a sound understanding of reading and writing鈥. 鈥淲e will review the curriculum and how this assessment might better equip pupils to use these foundational building blocks fluently.鈥 The review also heard concerns that the writing assessment at the end of key stage 2 鈥渄oes not validly assess pupils鈥 ability to write fluently and does not incentivise effective teaching of writing鈥. The next phase 鈥渨ill examine how the assessment of writing at key stage 2 can be improved to support high and rising standards鈥. Primary school lesson content review The amount of content prescribed through the national curriculum at primary level is also under review. The review heard 鈥渢hat the curriculum at key stages 1 and 2 is not effectively balancing depth and breadth. 鈥淭his is reported to lead to a struggle to cover all content with sufficient depth and negatively affects pupils鈥 ability to master foundational concepts.鈥 鈥榃orkplace of the future鈥 focus In its next phase, the review will look at the 鈥渧olume of specified content at key stages 1 and 2 to ensure that a good level of breadth across the curriculum is achievable, while continuing to drive high and rising standards in all subjects鈥. The review, overall, commits to a 鈥渒nowledge-rich curriculum鈥, but it warned a changing world 鈥渘ecessitates that the curriculum keep pace; including a renewed focus on digital and media literacy, and a greater focus on sustainability and climate science鈥. Another example given is equipped pupils for an 鈥渋ncreasingly AI-powered world鈥. The review said pupils also want more to be taught on financial education, careers knowledge and politics. 鈥淭he Review will develop a cutting-edge curriculum, equipping children and young people with the essential knowledge and skills which will enable them to adapt and thrive in the world and workplace of the future.鈥