Prof. Francis has stuck to her approach of “evolution, not revolution”, with a continued focus on maintaining high standards for all. While we acknowledge that some of our own recommendations were outside of the scope of the Review, we always set out to be ambitious and to truly represent the views of young people.
Overall, we are encouraged to see that so much in the Review’s report mirrors the Youth Shadow Panel’s 14 recommendations. It may not fully meet the ambition of our recommendations but it is a significant step towards an education system that better prepares young people for life and to thrive in future. Below, we have provided more detail on how our 14 recommendations across our four key themes align with those within the Review.
Building skills and relevance to life
The Review’s report sets out five areas of applied knowledge and skills which aim to make sure that education helps children and young people to develop the skills needed in today’s society. It’s encouraging that these include digital literacy, media literacy (including mis- and dis-information), financial literacy, the skills of oracy, and education on climate change and sustainability. Political knowledge has also been highlighted as a key area young people want to learn more about which will be addressed through Citizenship. This is a hugely important acknowledgement in the Review, with 16- and 17-year-olds to soon gain the right to vote in all UK elections. We heard strongly from young people on how they want their education to help them to better understand what it means to be a citizen in today’s world and to critically engage with topics. All of these areas reflect the priorities of young people which were represented in our recommendations.
Our first recommendation was to introduce an enrichment guarantee of a minimum of at least 80 hours across the academic year. We are absolutely delighted that the Government is introducing a new enrichment entitlement for students which will require every school in England to offer core enrichment activities. All young people deserve to have equitable enrichment opportunities but this hasn’t been the case for too long, so this entitlement, coupled with the fact that Ofsted will review its delivery, will help to respond to many young people’s comments on how they enjoy, and want more time for arts, outdoor activities, access to nature, life skills and practical learning. This has the potential to unlock substantial benefits, such as improved pupil attendance, mental health and behaviour.
Assessments, mental health and wellbeing
On assessment, the Review panel has recommended to reduce GCSE exam time by around 10% (2.5-3 hours) and believe this can be achieved while maintaining robust standards. Again, this is a significant win for youth voice; we heard loud and clear that students’ mental and physical health and wellbeing were being significantly negatively impacted by the extortionate numbers of hours they spend sitting their GCSE exams in a short timeframe. The hours English GCSE students spend sitting exams is considerably more than in other countries, such as Australia, Poland, and the Republic of Ireland. Whilst it doesn’t appear that there will be any changes to SATs or the format of exams (e.g. open-book), which we also called for, we hope this is the start of making sure our education system prepares young people for life, not just exams.
"For years, we’ve said that the pressure of exams and the impact on mental health can’t be ignored. Seeing real change finally being taken seriously gives me hope for an education system that truly supports every young person - not just academically, but as a whole person." - Hanna, Youth Shadow Panel member
When we know that students are experiencing poor mental health and want to understand it better, it’s disappointing that there is no recommendation to enhance mental health and wellbeing education within PSHE/RSHE, with the only slight reference to this being how physical education can benefit learners' wellbeing and emotional health.
Climate, sustainability & citizenship education
We called to make Citizenship an essential, statutory subject for all key stages and we are incredibly happy that the Review panel included this as a recommendation too! A focus on Citizenship from Key Stage 1 will help to build a strong foundation to grow from and
ensure all students are supported to develop skills, knowledge, and confidence to become inspired and active citizens who contribute meaningfully to political and public life. When “[current education] is training people to be obedient, not to think for themselves or being engaged citizens” (roadshow attendee), making Citizenship education statutory across key stages presents a huge opportunity to change the current student experience and create a more positive outlook.
As an outcome of the Review, young people strongly wanted to see climate change and sustainability integrated across all subjects and key stages in a solutions-centred way. While there is no indication in the report that it will be integrated across all subjects, we are delighted to see that the presence of climate change and sustainability will be bolstered with coherent sequencing across key stages in Science, Geography and Citizenship curricula, and for sustainability to be emphasised in Design and Technology (including food and nutrition). It is also positive that climate and the environment is mentioned early on in the report in relation to preparing learners for a changing world; that young people need the knowledge and skills for future jobs in a green economy; and that there will be a focus on the solutions to climate change (our interim report was referenced on this! p.41), rather than just learning about the causes and impacts which can lead to some young people experiencing climate anxiety.
Creating a more equitable and inclusive education
We have been calling for a more accessible, equitable and inclusive education system. Therefore, it is good to see that the Review has set out a ‘curriculum principle’ so that the national curriculum reflects diverse society and the contributions of people of all backgrounds to our knowledge and culture, as well as recommending that subjects updates are made to include stronger representation of the diversity that makes up our modern society, allowing more children to see themselves in the curriculum. Many young people have not felt represented in the curriculum, and have encountered negative portrayals, which was shared directly with the Review panel. This recommendation shows how the Review has acted in response to youth voice, and is a step towards the curriculum better supporting equality, challenging discrimination, and introducing a wider range of perspectives which can help build empathy and understanding of others.
It is crucial in the implementation of this recommendation, that the government and organisations developing the new curriculum provide schools and educators with resources and clear guidance and examples of more diverse voices. Whilst a bit vague, there is reference to making content or design to be more inclusive in some specific subjects, including Geography, Science, Dance, D&T and RE which will be added to the national curriculum.
Next steps
Looking ahead, the government plans to publish revised programmes of study by 2027, with first teaching from 2028 and updated GCSEs by 2029. The Youth Shadow Panel looks forward to seeing how the Review panel’s recommendations are now implemented by the government and hope that they will revisit our recommendations and that key implementation partners ensure that young people's perspectives continue to shape the next stages of curriculum reform. We are committed to continue working with the Department for Education to ensure youth voice is centred in the implementation of these recommendations.