Curriculum call for evidence - member feedback

Background to the Review

Thank you for your interest in submitting a response to our survey gathering member feedback ahead of ASE's organisational response to the Curriculum Review call for evidence.

ASE is seeking views on selected questions from the call for evidence from our membership, and wider networks, with respect to science and the sciences. In addition to this survey, we are working with our Policy Group and national committees, and will be running focus group discussions during the week of 4 November. If you would like to be involved in our focus groups, please leave your contact details at the end of this survey.

We advise that you are familiar with the call for evidence before undertaking this survey.

'The Review is an opportunity to remove limits and ceilings to high and rising standards for all; alleviate some of the pressure and constraints on learners and educators; reduce the assessment burden where feasible and appropriate, while continuing to recognise the socially progressive benefits of public examinations; support professional expertise; address longstanding challenges in providing meaningful, rigorous and high-value pathways for all students at 16 to 19; make sure the curriculum is inclusive and accessible for all young people and address injustices and unintended consequences.’

Many thanks for taking the time to complete this survey (approximately 20-30 minutes, all questions are optional, so please complete as much or as little as you feel able to do) so that ASE is better able to reflect the views, experience and expertise of our profession when advocating for change.

The deadline for responses to this survey is Friday 1 November.

Are you an ASE member? *

Yes

No

Your region *

If you ticked other, please specify

Your institution *

I work in ...

Is your institution based in a priority education investment area (PEIA)? *

Yes

No

Would you describe your institution as in challenging circumstances? If so, briefly describe why

Age group of your students *

How would you best describe yourself? *

If you ticked other, how would you describe yourself?

General views on curriculum, assessment and qualification pathways

What aspects of the current (a) curriculum (b) assessment system (c) qualification pathways are working well to support and recognise educational progress from children and young people?

What aspects of the current (a) curriculum (b) assessment system (c) qualification pathways should be targeted for improvements to better support and recognise educational progress from children and young people?

Social justice and inclusion

In the current curriculum, assessment system and qualification pathways, are there any barriers to improving attainment, progress, access or participation (class ceilings) for a) learners experiencing socioeconomic disadvantage, b) which may disproportionately impact pupils based on other protected characteristics (e.g. gender, ethnicity), or c) learners with SEND?

In the current curriculum, assessment system and qualification pathways, are there any enablers that support attainment, progress, access or participation for the groups listed above?

Curriculum and qualification content

‘The Review wants to ensure the curriculum and qualifications are cutting edge and fit for purpose, appropriately balancing ambition, excellence, relevance and flexibility. Furthermore, the Review seeks to ensure that the content of the curriculum and qualifications reflects the issues and diversities of our society and that all children and young people are represented and engaged. In doing so, it will consider a wide range of protected characteristics, as well as social class. Within this context, the Review wants to consider whether changes should be made to the content of the curriculum and qualifications to help achieve this (recognising constraints in finite teaching time in schools and colleges).’

‘We also want to ensure that the curriculum and qualification pathways (see definitions section) set young people up with the best possible foundations to thrive in education and in wider life and work. The Review will also explore which life and work skills should be built into the curriculum and qualifications and which require explicit knowledge and teaching. Additionally, it will consider whether new knowledge should be built into curriculum subjects, or whether some should be developed outside the classroom through co-curricular or extra-curricular activities. It is important to ensure the curriculum does not contain so much content that teachers have limited time to support pupils to develop a deep understanding of the subject, or that time for other educational experiences and the development of skills that prepare learners for life and work is reduced. Where new content is added, existing content will need to be removed to make space.’

Are there particular curriculum or qualifications subjects where: a. there is too much content; not enough content, or content is missing; b. the content is out-of-date; c. the content is unhelpfully sequenced (for example to support good curriculum design or pedagogy); d. there is a need for greater flexibility (for example to provide the space for teachers to develop and adapt content)? Please provide detail on specific key stages where appropriate.

Are there particular changes that could be made to ensure the curriculum (including qualification content) is more diverse and representative of society?

In which ways does the current primary curriculum support pupils to have the skills and knowledge they need for life and further study and what could we change to better support this?

In which ways do the current secondary curriculum and qualification pathways support pupils to have the skills and knowledge they need for future study, life and work and what could we change to better support this?

In which ways do the current qualification pathways and content at 16-19 support pupils to have the skills and knowledge they need for future study, life and work and what could we change to better support this?

Broad and balanced curriculum

‘The Review seeks to promote a broad and balanced curriculum, ensuring all young people can access a rich range of subjects in appropriate depth, including creative subjects. We want to understand how breadth and balance are currently achieved in practice in education settings. This will help us to identify if there are any points where breadth is being compromised and whether more breadth or depth is needed at particular key stages.’

'In this section, we would like your views on the current breadth and depth of curriculum in schools and colleges and how we achieve curriculum breadth without squeezing important content or subjects that help prepare young people for future life and work. Breadth can be reflected in a number of different ways and can include: the range of different subjects available to study; the range of content within each subject; the ability to maintain and develop multiple areas of interest rather than specialising too early and the amount of time spent focusing on specific subjects.’

To what extent does the current primary curriculum support pupils to study a broad and balanced curriculum? Should anything change to better support this?

To what extent do the current secondary curriculum and qualifications pathways support pupils to study a broad and balanced curriculum? Should anything change to better support this?

To what extent do the current qualifications pathways at 16-19 support learners to study a broad curriculum which gives them the right knowledge and skills to progress? Should anything change to better support this?

Assessment and accountability

‘The Review wants to ensure that the assessment system captures the strengths of every young person, the breadth of the curriculum and has the right balance of assessment methods, while maintaining the important role of examinations. The ways in which assessments are designed and delivered can have a range of impacts on young people, schools and colleges and the wider system.’

Primary and national curriculum assessments

‘At primary, some tests have been replaced by teacher assessment, such as writing and science tests at the end of key stage 2.’

Is the volume of statutory assessment at key stages 1 and 2 right for the purposes set out above?

Are there any changes that could be made to improve efficacy without having a negative impact on pupils’ learning or the wider education system?

Are there other changes to the statutory assessment system at key stages 1 and 2 that could be made to improve pupils’ experience of assessment, without having a negative impact on either pupils’ learning or the wider education system?

What can we do to ensure the assessment system at key stages 1 and 2 works well for all learners, including learners in need of additional support in their education (for example SEND, disadvantage, EAL)?

Secondary assessment

Are there particular GCSE subjects where changes could be made to the qualification content and/or assessment that would be beneficial for pupils’ learning? While pupils are currently not formally assessed at key stage 3, there are concerns and some evidence that some pupils make little progress in key areas at this key stage.

Are there ways in which we could support improvement in pupil progress and outcomes at key stage 3?

Accountability

‘The Review acknowledges the importance of understanding how schools and colleges are performing, and that curriculum and assessment practices are inextricably linked to accountability and performance measures.’

How well does the current accountability system support and recognise progress for all pupils and learners? What works well and what could be improved?

Should there be any changes to the current accountability system in order to better support progress and incentivise inclusion for young people with SEND and/or from socioeconomically disadvantaged backgrounds? If so, what should those changes be?

To what extent does the range of programmes and qualifications on offer at each level meet the needs and aspirations of learners? a. Level 3 b. Level 2 c. Level 1 and entry level

Qualifications pathways 11-19

Are there additional skills, subjects, or experiences that all learners should develop or study during 16-19 education, regardless of their chosen programmes and qualifications, to support them to be prepared for life and work?

Other issues

How can the curriculum, assessment and wraparound support better enable transitions between key stages to ensure continuous learning and support attainment?

How could technology be used to improve how we deliver the curriculum, assessment and qualifications in England?

Do you have any further views on anything else associated with the Curriculum and Assessment Review not covered in the questions throughout the call for evidence?

Thank you for taking the time to complete our survey. If you would like to take part in our focus group discussions during the week of 4 November, please provide your name and email address below.

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