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It highlights strengths to maintain, identifies what must change to raise “high standards” for every child, and sets curriculum and assessment recommendations by subject and key stage. 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Curriculum subjects by key stage 18  \nFigure 2. Participation in education, training and employment aged 16 and 17 in England,  \n2024 20  \nFigure 3. National assessments and exams in England’s education system 21  \nFigure 4. Key Stage 2 and Key Stage 4 disadvantage gap index 26  \nFigure 5. Percentage of state-funded mainstream schools with no entries into GCSE D&Tin 2024/25 68  \nFigure 6. Modern Foreign Language GCSE uptake as a proportion of all pupils at the end of Key Stage 4 by year 88  \nFigure 7. Proportion of Key Stage 4 students taking GCSE History, GCSE Geography,  \nand GCSEs in at least one Modern Foreign Language 122  \nFigure 8. Additional employment in priority occupations between 2025 and 2030 by expected education level 147  \nFigure 9. Attainment of level 2 Maths and English by age 16 for the 2018/19 cohort 159  \nFigure 10. Percentage of 16-19 learners who did not achieve level 2 in Maths and English by age 16 who achieved it by age 19, by free school meal status 160  \nFigure 11. List of headline accountability measures in primary, secondary and 16-18 education in England, academic year 2024/25 172  \nFigure 12. Structure of the EBacc 174  \nForeword  \nThe importance of our national curriculum cannot be overstated. It is an entitlement to the most important knowledge that we expect children and young people to learn, both for their benefit and for the benefit of the nation.  \nThe Review Panel and I have approached the task of reviewing the national curriculum, 16-19 pathways, and their assessment mindful of this responsibility. We have sought to ensure the curriculum is fit for the future, addresses the rich knowledge and skills young people need to thrive in our fast-changing world, and encourages a love of learning.  \nThere are many strengths in our existing curriculum and assessment arrangements. We have sought to build on these strengths, in addition to identifying numerous opportunities for improvement; and we have taken an evidence-led approach in diagnosing problems and their solutions. We have also been mindful of the importance of the school curriculum beyond the national curriculum, and the important things that schools and colleges provide for their students every day: the enrichment activities, sports, performances, work experience and careers advice (to name a few) that provide young people with transferable skills, develop confidence, and br","cbCaildyrlca8tu9","https://ap.wps.com/l/cbCaildyrlca8tu9","pdf",2195034,197,"English","# Foreword\n# Executive summary\n# Introduction\n## Background\n## Methodology\n# Context: curriculum and assessment in England\n# Towards a world-leading curriculum\n## What is going well and should be maintained\n## “High standards” must mean high standards for all\n# Preparing learners for a changing world\n## Curriculum shape and content\n## Our view of the key stages\n# Accountability, performance measures and assessment\n## Primary assessment\n## Secondary assessment\n# 16-19 education\n## Level 3\n## Level 2\n# Future curriculum reviews\n# Conclusion\n# Annex 1: Accountability measures in England’s primary, secondary and 16-18 education system, 2024/25\n# Annex 2: Stakeholder engagement\n# Annex 3: List of all recommendations","[{\"question\":\"What is the main purpose of the Curriculum and Assessment Review final report?\",\"answer\":\"It reviews England’s national curriculum, 16–19 pathways, and assessment arrangements, aiming to build a world-class curriculum and assessment system for all learners.\"},{\"question\":\"What topics does the report cover beyond curriculum content?\",\"answer\":\"It includes curriculum principles, subject-by-subject recommendations, and assessment and accountability measures across primary, secondary, and 16–19 education.\"},{\"question\":\"How does the report approach improving standards for all learners?\",\"answer\":\"It identifies strengths to maintain and uses an evidence-led approach to diagnose problems and propose solutions, ensuring that “high standards” apply to everyone.\"}]","Curriculum and Assessment Review - Building a world-class curriculum for all - Final Report | PDF",496]