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The submission argues that the current structure is failing many children, citing excessive exam volume and fatigue, and notes barriers to applying academic knowledge in real workplace settings. It welcomes an incremental, subject-by-subject approach while advocating for trimming crowded content, strengthening numeracy, literacy and digital fluency, and improving teaching and fairness through adaptive digital assessment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/curriculum-and-assessment-review-contents-executive-summary-key-points-from-our-submission/619444/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/curriculum-and-assessment-review-contents-executive-summary-key-points-from-our-submission/619444.png","ImageObject",300,407,{"name":92,"@type":93},"Hazel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does AQA say is wrong with the current exam and assessment system?","Question",{"text":112,"@type":113},"AQA argues the system is failing too many children and is overwhelmed by the sheer number of exams, which can lead to student fatigue. It also criticises content-heavy approaches that require memorisation rather than useful engagement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What approach does AQA support for curriculum reform?",{"text":117,"@type":113},"AQA welcomes an evolutionary, subject-by-subject reform approach that builds on lessons from past reforms. It proposes specific changes and does not advocate a total overhaul or dramatic shift in approach.",{"name":119,"@type":110,"acceptedAnswer":120},"How does AQA propose to improve assessment and foundations in mathematics?",{"text":121,"@type":113},"AQA highlights numeracy as a priority and describes AQA Stride, which includes adaptive 20-minute tests to identify gaps in learners’ fundamental concepts. 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Our qualification expertise dates back to 1903, when our predecessor boards were founded by five leading universities. Today, we're the largest provider of academic qualifications taught in schools and colleges. We set and mark the papers for over half of all GCSEs and A-levels taken every year. But exams are only part of the story – we also make sure the content of our qualifications support great teaching.  \nOur qualifications are designed to suit a range of abilities and include GCSEs, AS and A-levels, the Extended Project Qualification and Technical Awards. Our qualifications are internationally recognised and taught in more than 40 countries around the world and they're highly valued by employers and universities.  \nThis response builds on AQA’s wide ranging experience of delivering qualifications and assessment for more than 120 years. To inform our response, we have also listened to and reflected the important voices of those who work with us closely and shape education every day. AQA spoke to 90 school leaders, teachers and exams officers for their views in focus group sessions, as well as wider sector experts. There was a consensus that reform is necessary and that the current system is failing too many children. AQA also spoke to its Student Advisory Group, which gives young learners a voice in the exam system. The group is made up of 15 students from different types of schools, colleges and universities across England.  \nA teacher told us: \"The sheer number of exams is overwhelming – some students are sitting 30 papers over two or three weeks. By the end of it, they’re completely fatigued, and it feels more like a test of endurance than a measure of their abilities. \"  \nA senior school leader told AQA: \"Creative subjects build problem-solving, collaboration, and innovative thinking – skills that employers actually want. Cutting these options is doing a disservice to our students. \"  \nA head of department said: \"We’re not preparing students for the real world. They leave school with academic knowledge but no idea how to apply it in a workplace setting.”  \nA member of our Student Advisory Group said: “‘There is too much content that requires memorising information for the exam, which isn’t always engaging or useful.’  \nKey points from our submission  \n• We welcome the Government’s evolutionary, subject-by subject approach to this important reform, and its desire to build on lessons from past reforms instead of seeking to ‘reinvent the wheel’. In this response we propose specific changes we believe will improve the system. We do not advocate for a total overhaul or dramatic change in approach. We believe this is not only the right thing to do, but also the one favoured by students and teachers alike.  \n• It is clear areas of the curriculum that have become crowded. We advocate for a trimming of content in relevant specifications. This would create room for broader skills to be developed that  \nsupport future life, study and work. We believe to support this, we can make better use of  \ndifferent qualification types, such as on-demand digital assessments and project qualifications.  \n• In particular, numeracy, literacy and digital fluency skills are a problem in England now and have been for a long time. AQA is proud to be creating a numeracy qualification that allows students to demonstrate their ‘real life’ numer","cbCaimxEglaM3jVy","https://ap.wps.com/l/cbCaimxEglaM3jVy","pdf",440104,39,"English","# Executive summary\n# Key points from our submission","[{\"question\":\"What does AQA say is wrong with the current exam and assessment system?\",\"answer\":\"AQA argues the system is failing too many children and is overwhelmed by the sheer number of exams, which can lead to student fatigue. It also criticises content-heavy approaches that require memorisation rather than useful engagement.\"},{\"question\":\"What approach does AQA support for curriculum reform?\",\"answer\":\"AQA welcomes an evolutionary, subject-by-subject reform approach that builds on lessons from past reforms. It proposes specific changes and does not advocate a total overhaul or dramatic shift in approach.\"},{\"question\":\"How does AQA propose to improve assessment and foundations in mathematics?\",\"answer\":\"AQA highlights numeracy as a priority and describes AQA Stride, which includes adaptive 20-minute tests to identify gaps in learners’ fundamental concepts. It enables teachers to tailor support even when gaps are discovered later.\"}]","Curriculum and Assessment Review Contents - Executive summary - Key points from our submission | PDF",1792462939,98]