A promising vision for a clearer, more coherent curriculum

On Wednesday 6 November, the DfE published the long-awaited Curriculum and Assessment Review Final Report, along with the Government’s official response detailing how it plans to implement the recommendations.

Together, these documents set out a vision for a clearer, more coherent and more relevant National curriculum, one that reflects modern society and prepares pupils for the world they are growing up in. It will be published in a new online format to make connections between subjects easier to navigate and signalling the Government’s intent to provide rolling updates as needed.  

The Government has confirmed that the revised curriculum will be finalised by Spring 2027, ready to teach from September 2028. That means schools have time to absorb the direction of travel and prepare for the changes ahead. At Kapow Primary, we’ve been taking a close look at what this means, particularly for foundation subjects.

“Each subject in the National curriculum plays a vital role in a child’s education.”

(Government Response to the Curriculum and Assessment Review, p.12)

Both the Review and the Government’s response make it clear that every subject in the National curriculum matters, not just English and maths. There’s a clear message that all pupils, including those with SEND and from disadvantaged backgrounds, should experience a broad and balanced curriculum and have access to the full range of subjects. Kapow Primary has always championed the foundation subjects, so we’re very pleased to see this recognised and celebrated.

“The programmes of study should be focused on prioritising the mastery of core concepts and be constructed with careful sequencing within and between subjects.”

(Government Response to the Curriculum and Assessment Review, p.12)

A major takeaway from the review is that the curriculum needs to be clearer and more precise about what pupils learn at each stage. The Government has committed to revising the programmes of study for every subject by Spring 2027, making them more specific and better connected across key stages. 

Each subject will prioritise its core concepts (the essential ideas pupils need to grasp deeply) and outline more clearly how these concepts develop over time. The aim is to help teachers understand how learning builds within a subject and to know exactly what to cover, as well as what to leave for the next key stage.

For primary teachers, this clarity could make a real difference. The current curriculum can seem open to interpretation, leaving teachers unsure how far to go or how much depth to include. That uncertainty often results in overloaded planning, as schools try to cover everything ‘just in case’. Clearer expectations about content and depth should give teachers the confidence to focus on what really matters – helping pupils secure the key ideas, rather than rushing through too much too soon.

“The National curriculum, and the resources that support it, should reflect our modern society and diverse communities.” 

(Government Response to the Curriculum and Assessment Review, p.14)

There’s also a commitment to modernising and broadening what’s taught. The review calls for greater diversity and representation in curriculum content, ensuring that pupils can both ‘see themselves and their communities reflected’ and ‘look out onto the wider world’.

This has always been one of Kapow Primary’s guiding principles. Inclusivity sits at the heart of our curriculum design and we’ve worked hard to ensure that every subject meaningfully integrates a diverse range of voices, perspectives and experiences. 

In Art and Music, this means studying artists and musicians from diverse backgrounds, cultures and traditions. In History and R&W, it’s about exploring a broad range of lived experiences and helping pupils to understand different viewpoints. It’s encouraging to see this approach now being embedded as a core expectation of the National curriculum.

“We will ensure that vital applied knowledge and skills in financial, media and digital literacy are embedded into the revised curriculum, and we will improve climate and sustainability education.” 

(Government Response to the Curriculum and Assessment Review, p.10)

The review also introduces new priorities that will shape how the curriculum is refreshed – digital literacy, media literacy, oracy and climate education. These will be embedded across both new and existing areas of the curriculum. 

An oracy framework will be developed to sit under the English programme of study but will support spoken language and communication across all subjects. 

Climate education will feature more prominently in Science, Geography, Citizenship and Design and technology – helping pupils to understand the causes and impact of environmental change, and, in D&T, to make considered choices about materials and processes that support sustainability. 

Media literacy will be developed through English, Citizenship, History and Science, giving pupils the skills to question information, evaluate sources and identify misinformation. 

Digital literacy will sit primarily within Computing but will also be reflected in how technology is used across other subjects.

“The enrichment which has for too long been the privilege of a lucky few must now become the entitlement of a whole generation.”

(Government Response to the Curriculum and Assessment Review, p.5)

Together, these changes point towards a richer, more connected curriculum experience for pupils; one that extends beyond the classroom as well. The review places renewed emphasis on the enrichment offer provided by schools, recognising the broader experiences that help pupils develop in confidence, curiosity and connection with their community.

The Government plans to introduce a new enrichment entitlement, setting out the expectation that every school will provide pupils with opportunities beyond the classroom. This will include access to arts and culture, nature and adventure, sport and physical activity, civic engagement and wider life skills such as debating or cooking. Ofsted will consider how schools meet these expectations within their ‘Personal development and wellbeing’ judgement.

Subject changes and additions

Beyond these broader curriculum principles, the Review also outlines a series of subject-specific updates that will inform the revised National curriculum. Some subjects are being introduced for the first time, while others are undergoing substantial changes and a few will be refined for greater clarity and progression. 

Two subjects are being brought into the National curriculum for the first time:

• Citizenship, which has previously only been statutory from Key stage 3, will now become a requirement in primary schools. The new curriculum will introduce pupils to concepts related to democracy, government, financial literacy, media literacy and climate education – helping them understand how society functions and how they can play an active role within it.
• Religious education, which schools are already required to teach through their locally agreed syllabus, is also being considered for inclusion in the National curriculum. Before this can happen, a consensus will need to be reached across the sector about what such a national framework would contain. The aim would be to ensure greater consistency and progression in RE, while maintaining space for local and faith perspectives.

A number of subjects will see substantial updates to improve structure and relevance:

• Design and technology will embed sustainability as a key principle, helping pupils to think critically about materials, processes and the environmental impact of their design choices. ‘Cooking and nutrition’ will be renamed ‘Food and nutrition’, with a stronger emphasis on understanding food from both practical and nutritional perspectives. 
• Music will be rewritten to clarify what pupils should know and be able to do at each stage, supported by the new National Centre for Arts and Music Education. 
• Science will also be rewritten to provide clearer guidance on what should be taught and at what depth at different ages, creating a more coherent and structured progression through the key stages. The new curriculum will be rooted in the fundamental disciplines of Biology, Chemistry and Physics, helping pupils to develop both substantive knowledge and scientific enquiry skills. There will be an increased emphasis on evaluating scientific claims and understanding how evidence is used – a crucial step in addressing misinformation. Environmental and climate-related content will also be strengthened, with topics such as the greenhouse effect, carbon emissions, burning of fossil fuels and deforestation integrated more clearly across the curriculum.
• Languages will also see changes, particularly to support a smoother transition between primary and secondary school. While the Government has rejected the idea of prescribing a single common language at Key stage 2, it plans to introduce a defined minimum core content – setting out the vocabulary and grammar that all pupils should cover, regardless of the language they study. This should help create greater consistency in what pupils know by the end of Key stage 2 and make it easier for secondary teachers to build on that foundation.

Other foundation subjects will see more limited refinement:

• Art and design will become clearer about the knowledge and skills pupils should develop, with a broader range of artists and media, including digital work. 
• Geography will be refined to include updated climate content and a stronger emphasis on fieldwork. 
• History will place greater emphasis on disciplinary knowledge and helping pupils understand how we find out about the past – building their confidence in questioning evidence and recognising different perspectives. 
• Computing will be updated to ensure content keeps pace with technological change, particularly around emerging technologies such as AI.

Many of these shifts reflect the decisions Kapow Primary have already made. Our RSE and PSHE curriculum already includes citizenship education and financial literacy (Economic wellbeing units in each year group), while our Cooking and Nutrition units align closely with the updated direction for D&T. Kapow Primary’s D&T curriculum already embeds sustainability, History content focuses on disciplinary knowledge and Geography materials include diverse representations, climate change and opportunities for fieldwork. 

As more detail emerges, we will continue to review and adapt to ensure our curriculum remains fully aligned with the new national expectations.

Final reflections

At Kapow Primary, we agree in principle with many of the proposed changes to the National curriculum design. The emphasis on clarity, coherence and inclusivity reflects what we have long valued in our own curriculum design. 

The real test, however, will be in how these ideas translate into practice – whether the new curriculum can successfully add these important elements while refining what’s already there, making programmes of study clearer and more specific, reducing overcrowding and leaving space for teachers to be creative in how they bring learning to life.

We’re confident that many of the priorities outlined – sustainability and climate change education, diversity in representation, strong fieldwork, digital literacy, and citizenship – are areas we already champion and have embedded within our Kapow Primary curricula. It’s encouraging to see these now recognised as entitlements for all pupils. We do, however, hope that the proposed enrichment entitlement is introduced in a way that truly enhances pupils’ experiences without adding unnecessary workload for school staff.

Importantly, it’s worth remembering that the National curriculum represents the minimum entitlement for all pupils. Schools are encouraged to build on this foundation to create a curriculum that reflects their local context, values and community and remains distinctive, creative and meaningful for their pupils.

As always, schools can rely on Kapow Primary to keep up-to-date with changes to the National curriculum. We regularly review, align, and update our resources to ensure they reflect the latest guidance, enabling teachers to deliver an engaging and high-quality curriculum.