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It highlights priorities for strengthening coherence, clarity, and inclusivity across GCSE English Language and Literature, including progression, the distinction between literacy and English as a subject, and an oracy framework. It also covers post-16 aims for A-level entries and outlines aspects the DfE has not yet confirmed.",{"@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-english-faqs/622794/",{"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-english-faqs/622794.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Will fiction in English Language be removed or reduced?","Question",{"text":112,"@type":113},"The DfE has committed to refreshing subject programmes and updating GCSEs for coherence and mastery, but it has not specified removing fiction. Consultation feedback was mixed: some wanted more space for relevant language content, while others emphasized keeping fiction to support narrative understanding and creativity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Will English Language GCSE align more closely with A-level English Language?",{"text":117,"@type":113},"The DfE aims to support mastery with careful sequencing so pupils progress effectively between and within key stages. The document advocates a return to an English Language GCSE with discipline-based knowledge that bridges KS2/3 and A-level study, alongside the development of reading, writing, and oracy frameworks.",{"name":119,"@type":110,"acceptedAnswer":120},"Could prerelease materials, modular exams, open-book exams, or an anthology be introduced?",{"text":121,"@type":113},"The document notes a commitment to rebalancing assessment and reducing overspecification, including an overall reduction in exam time, but details are not confirmed. It suggests modular exams are unlikely and may fragment the curriculum, while prerelease materials and anthologies were viewed favorably by some teachers, especially for English Language anthologies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},622794,1793122869,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Curriculum and Assessment Review: English FAQs  \nThis document shares the common questions from our recent webinar ‘Curriculum Connect: What does the Curriculum Assessment Review mean for English’.  \nWe welcome the focus on strengthening coherence, clarity and inclusivity across the English curriculum, particularly in the following areas:  \n• GCSE English Language: a renewed focus on subject discipline and purpose, with a broader range of text types to explore.  \n• GCSE English Literature: more choice for teachers and students with new books that better reflect Britain as it is today. .  \n• Clarity of progression: ensuring clear sequencing through all key stages.  \n• Clear distinction: between literacy and English as a subject.  \n• Distinct oracy framework: to support practice and to complement the existing frameworks for reading and writing, which will support oracy in English.  \n• Post-16 progression: working to reverse the decline in English A-level entries.  \nWe appreciate the commitment to:  \n• GCSE English Language identity: ensuring the qualification has a clearer sense of identity, with a focus on the nature and expression of language.  \n• Broadened text types: including critical analysis of multi-modal and ephemeral texts.  \n• Distinct Language and Literature content: creating a clear distinction between the two subjects.  \n• Inclusive literary heritage: embracing a wider range of texts to better reflect modern Britain, without replacing canonical works or increasing content volume  \n• Grammar and writing continuity: reviewing continuity from KS2 to KS3 to improve transitionsand ensure students can write with confidence and fluency.  \n• Early identification of learning gaps for reading: introducing a diagnostic test to help schools identify and address learning gaps so all students can access the curriculum.  \nThe DfE is yet to confirm:  \n• Specific set texts (e.g., poetry volume, canon changes, text choice options, 19th century fiction or non-fiction requirements)  \n• Exact English Language/Literature paper content and structures (e.g., unseen content, fiction and non-fiction weighting, introduction of anthology, open-book, prerelease, or modularity)  \n• Spoken Language grading/weighting and admin requirements in GCSE English.  \n• Year 8 assessment structure and content.  \nWe’re working closely with the DfE to understand any developments on these topics.  \nWe’re also speaking with a variety of stakeholders, including teachers, students and the wider English teaching community to amplify your voice in discussions with the DfE and Ofqual, and design exams that work for you and your learners.  \nWe’ll share further details as soon as possible once this information is released.  \nIn the meantime, we’re excited to hear your ideas and understand what matters most to you, so join our Teacher Panels and be part of a trusted group helping to guide the future of our qualifications.  \nFAQs English curriculum, content and assessment  \nWill fiction in English Language be removed/reduced?  \nThe DfE has committed to refreshing subject programmes of study and updating GCSEs to improve coherence, mastery and reduce overassessment, but it hasn’t specified removing fiction from English Language.  \nFeedback from our consultation with English teachers and leaders was mixed. Some were happy to lose fiction if it meant more space would be created for more relevant Language content, such as more modern and multimodal texts. Others felt it was important to keep fiction to support  \nstudents’ understanding of narrative construction and to preserve creativity across a range of text types.  \nWill English Language GCSE align more closely with A-level English Language?  \nThe DfE has confirmed that it aims to design programmes of study that support mastery with careful sequencing within subjects, ‘ensuring effective pupil progression between and within key stages’. This signals the intention for clearer progression both from KS2 and to KS5 .  \nWe a","cbCailkT4fpBGp0u","https://ap.wps.com/l/cbCailkT4fpBGp0u","pdf",199460,"English","# Curriculum Assessment Review priorities\n## GCSE English Language focus\n## GCSE English Literature updates\n## Progression and subject distinction\n## Oracy framework support\n## Post-16 progression aims\n# DfE items not yet confirmed\n# Teacher panels and stakeholder engagement\n# FAQs\n## Fiction in English Language\n## Alignment between GCSE and A-level\n## Oracy, reading, writing frameworks\n## Prerelease, modular, open-book, anthology options","[{\"question\":\"Will fiction in English Language be removed or reduced?\",\"answer\":\"The DfE has committed to refreshing subject programmes and updating GCSEs for coherence and mastery, but it has not specified removing fiction. Consultation feedback was mixed: some wanted more space for relevant language content, while others emphasized keeping fiction to support narrative understanding and creativity.\"},{\"question\":\"Will English Language GCSE align more closely with A-level English Language?\",\"answer\":\"The DfE aims to support mastery with careful sequencing so pupils progress effectively between and within key stages. The document advocates a return to an English Language GCSE with discipline-based knowledge that bridges KS2/3 and A-level study, alongside the development of reading, writing, and oracy frameworks.\"},{\"question\":\"Could prerelease materials, modular exams, open-book exams, or an anthology be introduced?\",\"answer\":\"The document notes a commitment to rebalancing assessment and reducing overspecification, including an overall reduction in exam time, but details are not confirmed. It suggests modular exams are unlikely and may fragment the curriculum, while prerelease materials and anthologies were viewed favorably by some teachers, especially for English Language anthologies.\"}]","Curriculum and Assessment Review - English FAQs | PDF",1792467090,18]