National Curriculum Overhaul Plan

Curriculum Overhaul Signals New Dawn for Creative Arts in English Schools

A significant overhaul of England's national curriculum promises to revitalise creative subjects, equipping pupils with skills for the modern world. Spearheaded by a government-commissioned review, the changes address long-standing concerns about the marginalisation of arts and music in favour of a narrow range of academic disciplines. This ambitious reform, the first in over a decade, has garnered praise from cultural figures and educational bodies alike. It aims to foster a more balanced and inclusive educational landscape. The government plans for schools to begin teaching the updated curriculum from September 2028, allowing four terms for preparation.

A Champion for Arts Education

The acclaimed singer-songwriter Ed Sheeran has warmly welcomed the planned adjustments to the national syllabus in England. He celebrated the moves to modernise school syllabuses and dismantle what he termed "outdated systems." These frameworks, Sheeran argued, have historically hindered students' ability to engage with musical and artistic disciplines. His advocacy has been a prominent feature of the campaign for change. Earlier in the year, Sheeran's foundation organised a public appeal to the prime minister, co-signed by creative titans like Harry Styles and Sir Elton John, demanding greater investment in music education.

Sheeran's Personal Connection to Music in Schools

Reflecting on his own journey, Ed Sheeran highlighted the crucial role school played in his development as a musician. He credited the encouragement from his music teacher as a foundational element of his career. Without that support, he stated, his path would have been different. The musician explained that his education in music transcended technical learning. It was instrumental in building his self-confidence and remains a vital pillar for his mental health. Sheeran emphasised that while these reforms are a significant step, significant further action is needed to bolster music educators and the broader arts education infrastructure.

Government Pledges a Revitalised Curriculum

Bridget Phillipson, the Education Secretary, confirmed the government's intention to "revitalise" the curriculum. She assured that this would not come at the expense of a "solid grounding" in fundamental subjects such as English, mathematics, and reading comprehension. The overhaul follows a comprehensive, year-long review led by Professor Becky Francis of the Education Endowment Foundation. This review was tasked with developing a "cutting-edge" curriculum to narrow the attainment gap between disadvantaged pupils and their peers. The government has committed to adopting the bulk of the comprehensive recommendations from the review.

The End of the English Baccalaureate

A cornerstone of the reform is the move to discontinue the English Baccalaureate (EBacc). This performance metric, first established in 2010, incentivised schools to prioritise a specific suite of academic subjects: English, mathematics, the sciences, a language, and either history or geography. The Department for Education (DfE) acknowledged that the EBacc had become "constraining." Its removal, coupled with changes to Progress 8, a different school performance metric, is intended to encourage a wider selection of subjects at the GCSE level. This will place creative disciplines like art, music, and drama on an equal footing.

Shifting School Performance Metrics

The Progress 8 metric, which gauges pupil development from the end of primary school to their GCSE results, will also undergo reforms. This system assesses performance across eight subjects divided into "buckets," which includes English, mathematics, and subjects from the EBacc. Critics have argued that its structure, much like the EBacc, has inadvertently squeezed out creative and vocational subjects. Although the panel suggested keeping Progress 8, the government has signalled its intent to reform the measure to better support a broader curriculum, although specific details of these changes are yet to be finalised.

A Vision for Modern Learning

The syllabus review goes far beyond the arts. It introduces a raft of changes designed to equip young people for contemporary life. For the first time, primary school children will learn how to spot false information and deliberate misinformation, a critical skill in the digital age. Financial literacy will also become a key component of their education. Pupils will be taught practical concepts, including how mortgages and budgeting work, via mandatory citizenship classes and integrated maths content. These reforms aim to ensure children become discerning digital citizens and financially capable adults.

Focus on Oracy and Communication

A significant recommendation from the review is to give oracy an equivalent standing to reading and writing. The charity Voice 21 championed this move, describing the proposal as a crucial step forward. The government has responded by committing to publish a new oracy framework. This will provide teachers with practical strategies and best-practice examples to help pupils become confident and effective speakers. The development of strong communication skills is seen as fundamental for success in academia and the wider world, empowering children to articulate ideas and engage meaningfully with others.

Strengthening Science and Digital Skills

The reforms also place a strong emphasis on science and technology. The government will support schools to develop a "triple science" offer, with the goal of eventually creating a statutory right for every GCSE student to study biology, chemistry, and physics as separate subjects. This move is backed by evidence showing a strong link between studying triple science and progressing to A-level and university science courses. Furthermore, the narrowly focused computer science GCSE is set to be replaced by a broader computing qualification, with a potential qualification for older students in AI and data science also under consideration.

Enrichment Becomes a Core Entitlement

In a move to foster well-rounded individuals, the government announced a new "core enrichment entitlement." Schools will be expected to offer every student experiences in five main categories: sport, life skills, civic participation, arts and culture, along with nature and adventure. This initiative aims to build resilience, character, and opportunity beyond the formal academic curriculum. Ofsted will consider how schools are meeting this expectation during inspections, and information will be made available to parents through new "school profiles," increasing transparency and accountability.

Addressing Diversity and Climate Change

The new curriculum will place a greater emphasis on representing the diversity of modern society. Professor Becky Francis, who led the review panel, clarified that this is not about removing core cultural texts. Instead, the aim is to acknowledge the varied contributions made to scientific and cultural advancement on both a national and global scale. Additional material on climate change and sustainability will be incorporated across subjects, ensuring young people are well-informed about one of the most significant challenges of their generation.

Voices of Support and Acclaim

The proposed changes have been met with widespread approval from arts and cultural organisations. Arts Council England praised the reforms, terming it a landmark moment for the future wave of creative talent within England. Sir Nicholas Serota, the council's chair, described it as an investment in the young people who will drive the creative industries forward. Darren Henley, the chief executive, added that disciplines such as music, art, and drama play a unique role in nurturing fully-rounded human beings and giving them the skills to innovate.

A Cautious Welcome from Headteachers

While headteachers have broadly termed the suggestions from the review "logical," their welcome is tinged with caution. Pepe Di'Iasio, general secretary of the Association of School and College Leaders, stressed that providing an excellent curriculum necessitates adequate financing and a full complement of educators. He pointed out the irony of the government demanding more from schools while resources are shrinking. Many school leaders have had to cut back on extracurricular activities due to inadequate funding, raising questions about how the new enrichment benchmarks will be resourced.

Political Opposition and Criticism

The reforms have not been without their critics. Laura Trott, the Shadow Education Secretary, branded the changes as "educational vandalism," asserting they would result in "lower standards and reduced accountability." She argued that the government was not being transparent about what content would be cut from the primary syllabus to make way for new topics. Trott expressed concern that these changes would ultimately harm disadvantaged children the most, weakening their understanding of the nation's story and masking slipping standards in schools.

Concerns Over Language Learning

Nick Gibb, a past Conservative minister for schools, voiced particular worries about the choice to eliminate the EBacc. He predicted it would lead to a sharp fall in the learning of foreign languages. Gibb fears that language learning could become increasingly concentrated in private schools, accessible only to children from middle-income families with the means to pay for private tuition. This, he argued, would deepen existing educational inequalities and put state school pupils at a disadvantage in an increasingly globalised world.

Liberal Democrats Urge Financial Prudence

While supporting a wider curriculum, the Liberal Democrats questioned eliminating the EBacc instead of reforming it. The education spokeswoman, Munira Wilson, pointed to the intense financial strain on schools. She noted that school leaders are currently forced to make drastic budget reductions and would question how they are expected to finance these ambitious changes. Wilson warned that without a budgeted proposal and a full staffing strategy, the reforms could place more strain on educators and ultimately fall short for children.

An Evolutionary, Not Revolutionary, Approach

Professor Becky Francis defended the review’s methods, characterising the approach as one of evolution, not revolution. She pointed out that students in England already perform well when compared to international benchmarks. The review's aim, she explained, was to build on existing strengths while addressing areas in need of improvement. One key problem identified by her panel was the learning dip that often occurs when pupils transition from primary to secondary school, a phenomenon that especially impacts young people from backgrounds of social disadvantage.

The Implementation Timeline

The DfE has provided a distinct timeline for the rollout of these changes. Ministers have acknowledged the necessity for a careful, thorough rollout, providing schools with ample notice to prepare. The final revised national curriculum is expected to be published by the spring of 2027. This will give schools and teachers four full terms to familiarise themselves with the new content and approaches before the first teaching begins in September 2028, ensuring a smooth transition for pupils and educators alike.

The Path Forward

Bridget Phillipson, in her capacity as Education Secretary, stressed that the path to national renewal runs through the country's schools. She described the reforms as a landmark effort to assist young people in moving confidently toward the future, equipped with both the knowledge to achieve and the skills to thrive. The changes represent a significant shift in educational philosophy, moving away from a rigid, exam-focused system towards a more holistic and skills-based approach. The success of this ambitious overhaul will depend on sustained government investment and unwavering support for the teaching profession.

A New Chapter for Education

The comprehensive reforms to England's national curriculum mark the beginning of a new chapter for the country's education system. By championing creative subjects, embedding practical life skills, and fostering critical thinking, the government aims to create a more equitable and relevant learning experience for all pupils. While challenges around funding and implementation remain, the vision is clear: to empower the future generation with the confidence, knowledge, and adaptability needed to navigate an ever-changing world, ensuring that creativity is not a special advantage but a fundamental entitlement for every child.