Debates about whether the English curriculum is meeting the needs of all students are nothing new, but in 2025, alongside our Curriculum and Assessment Review thinking, ÃÛÌÒapp is setting a course for change: for an English that works in every classroom, for every learner. We know that, at its best, English unlocks knowledge, nurtures empathy and values diverse voices. We also know this vital subject is being challenged by pressures like never before.
We've been carrying out extensive research and working with hundreds of teachers, learners, parents and stakeholders across the country to develop a clear view of the challenges facing GCSE science education and what is needed to address these.
LONDON – 9 January 2025 – An annual investment of approximately £130 million a year in technology in schools over the next decade would deliver an economic benefit to the UK of up to £8.7 billion. For every £1 invested, technology in schools would bring a return of up to £7.90, benefiting both the education sector and the growth of the economy.
On 12 December 2024, the DfE publishedÌý. This confirms which qualifications will be funded for 16–19 learners in England for the academic years 2025/26 and 2026/27.
Today, the DfE published the . The aim of the review was to determine which qualifications will be funded for 16-19 learners in England for the 2025/26 academic year.
We’re pleased to have contributed to the Government’s call for evidence as part of the Curriculum and Assessment Review. Joining the voices of other sector experts, educators, parents/carers and learners, we've shared our research, experience and recommendations with the panel.
Today, we’re sharing a summary of key points from our submission, where we set out our recommendations for how meaningful change can be brought about.
ÃÛÌÒapp’s Managing Director of School Assessment and Qualification, Sharon Hague, penned an article about efforts to broaden the curriculum for Schools Week recently.
Her article discusses the importance of creating a broader curriculum without waiting for the outcomes of the Curriculum and Assessment Review. While dramatic curriculum changes might grab attention, lasting progress is more likely to come from steady, incremental adjustments.
We believe in the power of education – and the role of the education system – to prepare all young people, regardless of background, to have successful and fulfilling futures in life, work and study.
In the Labour conference today, Prime Minister Sir Keir Starmer and Education Secretary Bridget Phillipson announced a which will replace the existing apprenticeship levy and include ‘new foundation apprenticeships’.Ìý
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