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 \nThe Department for Education (DfE) hasn't yet confirmed which recommendations from the Curriculum and Assessment Review will be taken forward or how they will be implemented. Schools may need to support students through a period of transition following potential changes in curriculum content, assessment arrangements or qualification structures.  \nCould there be opportunities for greater dialogue between moderators and centres?  \nThe arrangements for moderation and examiner communication are designed to ensure  \nconsistency, fairness and equal treatment for all centres. Any changes to these arrangements would need to be considered carefully within the regulatory framework set by Ofqual.  \nHow will the timeline affect people who teach the content over 3 years?  \nGCSEs are designed to be taught over two years at Key Stage 4.  \nOne of the aims of the Curriculum and Assessment Review is to reduce content, with a focus on deepening understanding. This will support teachers to deliver the new programme of study within the designated time, without the need to start teaching early.   \nWhen the DfE publish the new subject criteria, we’ll design our specifications, working closely with teachers. We’ll share them as soon as we’re able to.  \nHow could reform improve inclusivity for learners?  \nTo ensure a rich and inclusive curriculum which does not alienate groups and represents the world students live in, any choices should aim to make sure all young people feel represented and included while maintaining consistency and quality. Representation must, however, be balanced with exposure to unfamiliar perspectives to broaden horizons and foster empathy, creating shared connections and challenging discrimination.   \nIn discussion with teachers, the DfE and Ofqual, we’ll actively seek opportunities to improve inclusivity, better reflect modern Britain and uphold equality of opportunity, to support a rigorous, engaging, and fair curriculum for all.  \nWhat role might formal exams play in the future assessment landscape?  \nHigh stakes end point exams are efficient, reliable and fair assessment tools. Exams provide a robust snapshot of a student's performance at a fixed point in time. Our assessment system helps policymakers know where to target support.   \nWe’ll work closely with the DfE and Ofqual to design assessments that are accessible for all learners, with specific accessibility adjustments considered central to our specification design principles.   \nWhen will more detail be available?  \nThe DfE has confirmed that they’ll launch the consultation for proposed GCSE and A-level subject content in September 2026. At this time, they'll share the proposed content for Phase 1 subjects publicly, giving you the opportunity to share your views. We’ll let you know as soon as possible once this information is released and when the subject content consultation goes live.   \nWill there be additional guidance on assessment at KS3, including clearer progression steps alongside end-of-key-stage statements?   \nThe DfE has confirmed it will introduce ‘a statutory reading assessment for all pupils in Year 8, designed to test both fluency and comprehension.’ and will expect schools to assess writing and maths in Year 8. The aim is to drive progress and create stronger KS3 focus and sequencing. We believe this supports  \nschools in identifying and addressing learning gaps early so all students can access the curriculum.  \nIt hasn’t been confirmed what this will look like in practice yet including guidance available, marking arrangements and results.  \nWhat support and investment will be available to help teachers resource the new curriculum effectively?   \nThe DfE haven't confirmed whether any additional funding, centrally produced resources, or other support will be ma","cbCair6uPFCNhH9Z","https://ap.wps.com/l/cbCair6uPFCNhH9Z","pdf",167288,"English","# General\n## Review impact on school roles and moderation\n## Teaching timelines and inclusive reform\n## Future assessment and exams\n## KS3 assessment guidance and support\n## Textbooks and resources updates\n## On-screen assessment and AI in NEA work","[{\"question\":\"审核将如何影响学校的年级负责人等岗位？\",\"answer\":\"DfE尚未确认课程与评估审核中的哪些建议会被推进以及如何实施。若出现课程内容、评估安排或资格结构的潜在变化，学校可能需要在过渡期支持学生。\"},{\"question\":\"课程与评估改革如何帮助提升学习者的包容性？\",\"answer\":\"改革目标在于提供丰富且包容的课程，既不疏离特定群体，又能反映学生所处的现实世界。选择应确保所有年轻人都感到被代表与被纳入，同时在保持一致性与质量的前提下，让学习者接触不熟悉的观点以拓宽视野、促进同理心并挑战歧视。\"},{\"question\":\"若NEA在未来评估中被采用，生成式AI将如何被纳入考虑？\",\"answer\":\"DfE承认生成式AI等新技术会带来部分NEA形式的风险与影响，并承诺与Ofqual及相关领域合作，必要时探索替代评估方式。若NEA被认为是最有效的评估形式，将评估其在评估有效性与可靠性方面的风险。\"}]","Dance FAQs - Q&A | PDF",1792467079,15]