[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-208610-en":3,"doc-seo-208610-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},208610,962084926284,"Aria Callaghan","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",4,"Exam","The Royal Society’s Response to the Curriculum and Assessment Review - November 2024","Royal Society’s November 2024 response supports the Curriculum and Assessment Review’s aim to remove barriers to opportunity and improve young people’s life chances. It sets out the Society’s education-policy priorities, emphasizing science, maths and computing education to age 18, and evidence-led analysis for public decision-making. The response argues the initial call lacks sufficient vision, proposes guiding principles for reform, and calls for longer-term review beyond a single parliamentary term, with incremental steps and meaningful assessment.","The Royal Society’s response to the Curriculum and Assessment Review call for evidence  \nNovember 2024  \nThe Royal Society welcomes the opportunity to contribute to the Curriculum and Assessment Review, which seeks to break down barriers to opportunity, deliver better life chances and enable more young people to succeed.  \nThe Royal Society is a Fellowship of many of the world’s most eminent scientists and is the oldest scientific academy in the world. The Society’s fundamental purpose is to recognise, promote, and support excellence in science and to encourage the development and use of science for the benefit of humanity.  \nThe Society’s corporate strategic priorities are to promote excellence in science; to support international collaboration; and to demonstrate the importance of science to everyone. It is for these reasons that the Society has a long-established education policy programme to ensure that the UK maintains its status as a world-leading scientific nation, to encourage science, maths and computing education to 18 , and to generate evidence and analysis to support a range of public policy decisions.  \nContents  \n1. Executive summary  \n2. Recommendations  \n3. Ambition for future system reform  \n4. Mathematical and data education  \n5. Science education  \n6. Technical and Further Education  \n7. Computing education  \n8. Assessment  \n1. Executive summary  \n1.1. The Royal Society believes that while there are current challenges for our education system that require immediate attention, the review must also advocate for more ambitious structural reform to support the new government’s missions of kickstarting economic growth and breaking down barriers to opportunity, ensuring that every young person has the best possible opportunity to thrive. We welcome the government’s commitment to reviewing education as an early priority in its programme, but it is our view that this initial call for evidence lacks the required vision. We would encourage the government and the independent Curriculum and Assessment Review Group to look beyond the ‘here and now’ and resist the temptation to make only small or easy changes to the system whilst leaving the rest of it unchanged.  \n1.2. We believe that a review that seeks to bring about significant change in the education system needs to be rooted in a set of guiding principles. These principles should both direct the long-term ambition of reform and help to achieve short-term improvements. They should also look beyond curriculum and assessment and provide a compelling vision for the future. The Royal Society believes that the Review Group should seek to  \ndevelop such principles to steer the longer-term recommendations and implementation of any outcomes of the review.  \n1.3. On the basis that the implementation and outcome of recommendations will take time , the Royal Society would encourage the government and the independent Curriculum and Assessment Review Group to look beyond a single parliamentary term and consider what could be achieved with a longer-term review. As the Society has previously advocated, a review of the education system should resist the temptationsimply to fix current challenges but instead have as its starting point a set of questions around the purpose and nature of the education system. In this way, the review could instead seek to address some of the fundamental questions around education, including what is its purpose, and what do young people need to know and do?  \n1.4. It is the Royal Society’s view that ambitious reform can be achieved through incremental steps. The Review Group should make recommendations to government based on changes that could relatively easily be enacted now , that would simultaneously contribute to achieving a greater vision for an education system fit for the future. Addressing issues such as GCSE Mathematics and English resit policy, Core Maths provision or re-introduction of a version of AS level qualifications are relatively simple","cbCaioDmpkkYsqbp","https://ap.wps.com/l/cbCaioDmpkkYsqbp","pdf",371718,1,29,"English","en",105,"# Executive summary\n## Guiding principles for reform\n## Longer-term ambition beyond a single term\n## Incremental steps enabling future vision\n## Role of teachers and co-creation\n## Assessment approach and national data","[{\"question\":\"What is the Royal Society’s main view on the Curriculum and Assessment Review call for evidence?\",\"answer\":\"The Royal Society welcomes the opportunity to contribute, but believes the current call lacks the required vision and should look beyond immediate, small changes.\"},{\"question\":\"What guiding principles does the Royal Society think the review should use?\",\"answer\":\"It argues reform should be rooted in guiding principles that direct long-term ambition and also deliver short-term improvements, extending beyond curriculum and assessment.\"},{\"question\":\"How does the Royal Society suggest reform should be pursued over time and through implementation steps?\",\"answer\":\"It encourages planning beyond a single parliamentary term and using incremental steps that can be enacted now while paving the way for more far-reaching change.\"}]","The Royal Society’s Response to the Curriculum and Assessment Review - November 2024 | PDF",1788604735,73,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":85,"head_meta":87,"extra_data":89,"updated_unix":28},"the-royal-societys-response-to-the-curriculum-and-assessment-review-november-2024","",{"@graph":36,"@context":84},[37,53,67],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/exam/",3,{"item":52,"name":13,"@type":43,"position":11},"https://docshare.wps.com/document/the-royal-societys-response-to-the-curriculum-and-assessment-review-november-2024/208610/",{"url":52,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":61,"encodingFormat":60,"isAccessibleForFree":62,"interactionStatistic":63},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":64,"interactionType":65,"userInteractionCount":4},"InteractionCounter",{"@type":66},"ViewAction",{"@type":68,"mainEntity":69},"FAQPage",[70,76,80],{"name":71,"@type":72,"acceptedAnswer":73},"What is the Royal Society’s main view on the Curriculum and Assessment Review call for evidence?","Question",{"text":74,"@type":75},"The Royal Society welcomes the opportunity to contribute, but believes the current call lacks the required vision and should look beyond immediate, small changes.","Answer",{"name":77,"@type":72,"acceptedAnswer":78},"What guiding principles does the Royal Society think the review should use?",{"text":79,"@type":75},"It argues reform should be rooted in guiding principles that direct long-term ambition and also deliver short-term improvements, extending beyond curriculum and assessment.",{"name":81,"@type":72,"acceptedAnswer":82},"How does the Royal Society suggest reform should be pursued over time and through implementation steps?",{"text":83,"@type":75},"It encourages planning beyond a single parliamentary term and using incremental steps that can be enacted now while paving the way for more far-reaching change.","https://schema.org",{"og:url":52,"og:type":86,"og:title":13,"og:site_name":58,"og:description":14},"article",{"robots":88,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":91},[92,96,100,103,108,113,118,123,128,131,135],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":93,"show_sort_weight":94,"slug":95},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":97,"show_sort_weight":98,"slug":99},"Literature",80,"literature",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":101,"slug":102},70,"exam",{"id":104,"doc_module":4,"doc_module_name":46,"category_name":105,"show_sort_weight":106,"slug":107},5,"Comic",60,"comic",{"id":109,"doc_module":4,"doc_module_name":46,"category_name":110,"show_sort_weight":111,"slug":112},6,"Technology",50,"technology",{"id":114,"doc_module":4,"doc_module_name":46,"category_name":115,"show_sort_weight":116,"slug":117},7,"Healthcare",40,"healthcare",{"id":119,"doc_module":4,"doc_module_name":46,"category_name":120,"show_sort_weight":121,"slug":122},8,"Research & Report",30,"research-report",{"id":124,"doc_module":4,"doc_module_name":46,"category_name":125,"show_sort_weight":126,"slug":127},9,"Religion & Spirituality",20,"religion-spirituality",{"id":126,"doc_module":4,"doc_module_name":46,"category_name":129,"show_sort_weight":126,"slug":130},"World Cup","world-cup",{"id":132,"doc_module":4,"doc_module_name":46,"category_name":133,"show_sort_weight":132,"slug":134},10,"Lifestyle","lifestyle",{"id":136,"doc_module":4,"doc_module_name":46,"category_name":137,"show_sort_weight":104,"slug":138},19,"General","general"]