Our recommendations to the panel were developed through an extensive programme of engagement with students, experts and educators – across both academic and vocational sectors – and we’re delighted to see support for a number of core areas that we identified:  

Commitment to a phased programme of reform by subject, which considers volume of content and assessment formats, with a structured timeline to ensure change is manageable for the sector and prioritised where it’s needed most. In line with our recommendations, we're particularly pleased to see an emphasis here on GCSE English, GCSE Science, and post-16 English and maths resits, and encourage an approach that ensures a broad and balanced curriculum for all students. However, we urge further consideration of a holistic approach across GQ and VQ reform – enabling timing, content and pathways to Higher Education or employment to be looked at together, in order to provide the very best experience and outcomes for young people, educators and the wider sector.

• Progressing urgent reform in GCSE English to ensure these critical subjects are more relevant for today’s world.
  Our research shows only a fifth of all secondary English teachers believe GCSE English is enjoyable to teach, just 1 in 20 say it fosters creativity, and only 7% say it builds confidence in speaking and listening. Urgent work is needed to revive GCSE English and make it the engaging, innovative and inclusive subject it truly can be. Through our Let’s Talk English initiative, we’ve connected with almost 2,000 teachers and college tutors, 1,000 students and a range of sector experts in nationwide forums and research activity to explore what the subject could (and should) look like in classrooms across the country. 

• Reform of GCSE Science and supporting equal access to separate sciences.
  We've carried out extensive research and worked with hundreds of teachers, students, parents/carers and experts across the country to develop a clear view of the challenges facing GCSE Science and what’s needed to tackle these. The proposed new entitlement for triple science addresses what we've heard about the current inequity in access to separate sciences and is also a positive step in supporting student choice. However, the lack of specialist teachers – especially in Physics – is an issue raised time and again by the educators we’ve engaged with. Schools will need support in upskilling non-specialists until teacher recruitment can be tackled. Work may also be needed to ensure that separate sciences are accessible and relevant to a wider range of students. We'll continue collaborating with the sector and call for change. 

• Acknowledgement of the need for change to address the cycle of resit failure and fatigue for thousands of post-16 students in GCSE English and maths.
  Over the last few months, our Resit Rethink has brought together expert voices and views from educators, partners and students to develop workable and well-supported short, medium and long-term changes in the post-16 resits space. These changes can start making a difference from day one and build towards the greater reform that we all know is needed. Following the release of the government’s Post-16 Education and Skills White Paper, which acknowledges the urgent need to rethink how resits can better support students, we’ll continue working closely with the DfE, Ofqual and the wider education community to explore what meaningful change could look like.

• Addressing the challenges in creative subjects to develop more authentic and accessible creative qualifications. 
  Building on our Cultivating a Creative Curriculum report, we’ve spoken to thousands of educators, partners and students across the UK to understand the biggest challenges in creative subjects, like Art & Design, Design & Technology, Drama, Music, and Physical Education – and it's clear that change is needed. By making qualifications more accessible and aligning them with students' real experiences, we can ensure creative subjects are inclusive, relevant and thriving for the future. 
  

• Recognition of the need for choice in the post-16 landscape, offering clearly defined options at Levels 2 and 3 that can take students to work or to degrees and higher technical and professional qualifications.
  We look forward to working with government to build on the best of BTEC qualifications and ensure the new V Levels and Level 2 pathways offer suitable options for all students, avoid the unintended consequence of increasing NEETs, help people build successful careers, and equip employers with the skills they need to drive productivity and growth.
  
  We recently shared more in our FE Week article: New V Levels qualification must build on the best of BTEC

We also welcome the recommendation for increased focus on digital skills in the curriculum but would encourage a more holistic approach to embedding these in order to ensure equal opportunity for all. As outlined in our digital skills spotlight, we believe that digital skills should be woven into everyday teaching and learning, taught and assessed authentically, and crucially must evolve as technology develops. To achieve this, there is a critical need for investment in digital transformation in schools and colleges as a foundation for the Review’s recommendations. As our research with Cebr shows, without this investment we risk falling behind in providing our young people with the skills necessary to thrive throughout their lives.   

As the pace of technological change quickens, we urge the government to accelerate such investment in the tools and technology that support educators and equip young people with the digital and AI-related skills they need to thrive in a rapidly evolving economy. Whilst an AI/Data Science qualification would be welcome, it’s essential that we move faster in order to keep up with the relentless pace of AI innovation and prepare students effectively and responsibly for everyday study, work and life.  

Today’s report is an important milestone in the journey towards meaningful change in our sector – and it is just the beginning. As we now move beyond the sharing of recommendations and into the phase of policy and implementation, we look forward to working with educators, partners, sector experts – and of course students – to drive manageable and truly impactful change.