糖心视频

As the UK government today publishes the , outlining reform to what is taught in schools in England, 10 experts in education at the 糖心视频 provide their expert assessment of the proposals.

Read below for insight into key aspects of the report and its recommendations around how schools in England will incorporate climate education, humanities, maths, English, arts, media literacy, play, and history into their timetables.

Climate education – ‘benefit people and UK economy’

Professor Andrew Charlton-Perez OBE, climate scientist at the 糖心视频 and chair of the National Climate Education Action Plan, said:

“It's brilliant that all children will now learn about climate and nature at school. This will help the next generation to be better informed and choose their own future path. It will put young people, and the UK economy, in a stronger position to benefit from the green transition that the world is already going through. I can see many opportunities to shape the core climate education content in Science and Geography. The rare opportunity to ensure the detail in the curriculum is up to date with the latest science should not be missed.”

Humanities – ‘cultural skills for engaged citizens’

Professor Daniela La Penna, head of the School of Humanities, 糖心视频, said: “I welcome the curriculum reforms recognising modern languages as central to curiosity, creativity, and understanding other cultures. 

“The emphasis on evaluating evidence and detecting misinformation reflects the growing need to help young people to develop skills as discerning thinkers. There is good evidence that these skills support long-term careers, and the booming creative economy, in which the UK excels. 

“A school curriculum that emphasises this, along with degrees in subjects such as modern languages, English literature, linguistics, history, classics and communications for those that wish to continue studies at university level, provides vital analytical and cultural skills for informed, confident, and globally engaged citizens.”

Maths – ‘underpins key skills’

Professor Paul Glaister CBE, professor of mathematics and mathematics education, and President of the Mathematical Association, said: “As acknowledged in the report there is much to celebrate within Maths education in England, particularly at level 3 through A levels in Mathematics and Further Mathematics, and Core Maths.

“The emphasis on ‘financial literacy, media literacy, climate and sustainability’ is welcome and timely. Much of what is needed in this space comes under the umbrella of ‘quantitative literacy’, which underpins the ability to take a critical view of arguments that are based on mathematics and data, including the ability to calculate the affordability of a payday loan or mortgage, or to critique quantitative claims made in advertising or the media.

“To have meaningful benefit and maximum impact for young people and society this must go further than just including this in an already-packed Citizenship Programme of Study, with ‘quantitative literacy’ embedded in both pre- and post-16 education as recommended in the Royal Society’s recent report on Mathematical and Data Education.

“It is disappointing that recommendations to the CAR to increase breadth and opportunities for flexibility through “re-coupling” the AS qualification and A Levels has not received support in the report.

“The introduction of new level 1 preparation for GCSE qualifications for maths at 16-19, to enable more students with prior attainment at grade 2 or below to make progress towards achieving level 2 in these GCSEs during 16-19 study, is as welcome as it is long overdue.”

English – ‘the capacity to empower’

Professor Gail Marshall, professor of English and Associate Pro-Vice-Chancellor for Research (Heritage and Creativity), 糖心视频, and former chair of University English, said:

“The review recognises that English is foundational to success in all subjects, and to navigating the contemporary world with confidence. It is well-placed to enable students to engage imaginatively and intelligently with the climate crisis and the natural world through their reading and writing.

“The review recommends that the English GCSEs recognise the diversity of forms of language and media that students encounter in everyday life, and that they learn how to express themselves through those media. The review also advocates greater diversity and representation in literary texts, alongside those more established texts that ensure all pupils’ access to cultural capital and broader enrichment.

“English is recognised here as fundamental to a healthy society that values self-expression and creativity, and that can critically assess and accommodate a broad range of perspectives.  The review signals a welcome acknowledgement of the crucial importance of literacy, oracy, and creativity, and the capacity of English to empower pupils.”

Arts – ‘where young people learn to think differently’

Dr Suzy Tutchell, associate professor in art education, Institute of Education, 糖心视频, said:

“I am pleased to see a long-awaited emphasis on arts subjects from the Curriculum and Assessment Review. The hope is that this will encourage schools to raise the distinct profile of these subjects across key stages.

“Particularly important to this is review is how art, music, drama and design, for example, offer spaces for exploration, imagination and cultural exchange that are not always replicated elsewhere in the curriculum. These subjects are where young people learn to think differently, express identity and engage creatively and critically with the world. They also form the foundation of vibrant cultural and creative industries.

“Protecting the arts means protecting the richness and diversity of young people’s shared future and so I welcome the changes that are being considered.”

Media literacy – ‘an essential life skill’

Dr Dominic Lees, associate professor in filmmaking and expert advisor on deepfakes and AI in media, said:

“In the age of AI, media literacy for all children has become an essential life skill. As part of developing critical thinking skills, the school curriculum should help students understand the likelihood that media they encounter online is AI-generated and how to respond.  

“Core teaching should outline strategies that students may adopt to identify the authenticity of images, video and text found on the internet.  Young people must be helped to understand the dangers of deepfakes and voice clones in news and communications, and how they can seek out trustworthy sources online.”

Languages – ‘need the right conditions’

Professor Suzanne Graham, professor of language and education at the Institute of Education, 糖心视频, said:

“We welcome the publication of the Curriculum and Assessment Review Final Report, especially its recommendation for setting out clear expectations in the Key Stage 2 Languages Programme of Study for ‘substantial progress’.

“Our research (, ) provides strong evidence of what children can achieve, with the right conditions. This includes not only progression in phonics, vocabulary and grammar, and wider language skills, but also in creativity and empathy, vital skills for the 21^st century. It’s important that the new Programme of Study reflects both linguistic and broader non-linguistic expectations.”

Dr Rowena Kasprowicz, associate professor in second language education at the Institute of Education, 糖心视频, said:

 “Importantly, children’s progression in languages at primary school depends on having the right conditions in place. They need 60 minutes language teaching a week, high-quality teacher development, whole school support for languages, and appropriate use of digital technology.

“Our research has found that those factors are critical. They need to be taken into account in any revision to the Key Stage 2 Programme of Study.”

Play – ‘a missed opportunity and woeful disappointment’

Dr Naomi Lott, from the 糖心视频 School of Law, an expert on children’s right to play, and commissioner of the Play Commission, said: “Accompanying today’s Curriculum and Assessment Review is a report that analyses the call for evidence responses that fed into this review. This states that: ‘…the most common view expressed by respondents was that there was a need for more focus on play, creative expression and social skills at primary level to support the development of a range of interpersonal skills as well as prioritising pupil wellbeing.’

“This is for very good reason. Play is critical to children’s wellbeing, physical and mental health, and their academic potential. Yet, this Review has not a single reference to play-based learning or children’s free play.

“This is a woeful disappointment in light of the significant growth in research and awareness of the centrality of play for children’s wellbeing  and its benefits for children’s education and the school environment. Here the government has missed an important and low-cost opportunity to lay the groundwork to meet a core objective of their manifesto to break down barriers to opportunities. Children’s play needs to be supported throughout the whole school journey, with messaging needed to counter decades of play deprivation.”

History – ‘avoid charging through topics’

Professor Rebecca Harris, professor of education, said: “The changes to the history curriculum are to be welcomed. Issues around clarifying what is and is not statutory in Key Stages 1 to 3 should help teachers plan more cohesive curricula.

“The intention to review the extraordinary amount of content that is required at GCSE is particularly welcome, given the challenges this presents for teachers and students – this should make it easier for everyone to better understand topics, rather than charging through them.

“A focus on the disciplinary nature of the subject and emphasising the inherent diversity of the subject reflect issues highlighted by the history education community, so are also welcome.”