Curriculum review and Post-16 education changes: what we know so far
But with different changes taking place at different times, it can be difficult to understand what is changing, when it will happen and what it could mean for schools, colleges and of course, learners.
In this guide, we explore the Curriculum and Assessment Review and the Post-16 education reforms, looking at the key changes announced so far and what they could mean for the future of education and qualifications.
What is the Curriculum and Assessment Review and why was it needed?
In November 2025, the Department for Education published the Curriculum and Assessment Review: Building a World-Class Curriculum for All.
The review sets out the government’s longer-term direction for the curriculum, with the aim of creating a more manageable curriculum while strengthening the knowledge and skills pupils need for further education, employment and everyday life.
The review spans from Key Stage 1 to Key Stage 5 and was commissioned to consider whether the current curriculum and assessment system is working effectively for all pupils.
The changes are intended to be practical and achievable, with a focus on supporting effective teaching and learning in the classroom.
What are the latest GCSE curriculum changes?
The Government has already committed to several significant reforms which will shape the future GCSE landscape. These include:
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The introduction of an entitlement for all students to access GCSE Triple Science.
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The replacement of GCSE Computer Science with a broader GCSE Computing, incorporating digital literacy, data and emerging technologies.
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The development of a national oracy framework to strengthen spoken language and communication skills.
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A commitment to review and modernise GCSE English Language to reflect a broader range of text types and communication forms.
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A sustained focus on reducing curriculum content overload while maintaining academic rigour.
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The embedding of climate change, sustainability, and digital literacy across relevant subjects.
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Reviews of GCSE qualifications in History, Geography, Music, Drama, PE, and Design & Technology to ensure they remain fit for purpose.
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These changes fit with the idea that GCSE reform will be about ‘evolution, not revolution’, focusing on strengthening the quality, coherence and relevance of the existing GCSE framework.
What else is changing?
The Curriculum and Assessment Review is not only about the content pupils learn. It also considers how learning is assessed and how school performance is measured.
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Assessment - The review considers whether current assessment arrangements are working effectively and recommends changes where necessary.
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School accountability - Improved models for Progress 8 and Attainment 8 are being developed, with the aim of recognising a broader range of subjects.
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English Baccalaureate (EBacc) - The government has decided to remove the EBacc headline and additional measures from the Key Stage 4 performance measures for the 2025–26 academic year, which will be published in autumn 2026.
When will the changes happen?
The Government plans to introduce the reforms gradually, with different elements of the Curriculum and Assessment Review being implemented at different times.
Spring 2027: The government aims to publish the final revised National Curriculum, giving schools time to prepare for the changes.
September 2028: The new National Curriculum is planned to be implemented for first teaching.
2029 and 2030: Reformed GCSEs are expected to be introduced in phases, with some qualifications planned for first teaching in 2029 and the remainder in 2030.
2031 and 2032: The government plans to update AS and A Levels in national curriculum subjects, with the reformed qualifications expected to be ready for first teaching from 2031 and 2032.
The government is reforming post-16 education in England, which covers education and training for young people aged 16 to 19 across sixth forms, sixth-form colleges, further education colleges and other providers.
The reforms are focused on providing clear choices between academic, vocational and technical routes, while supporting progression into further study, skilled employment or apprenticeships.
The future Level 3 landscape will include three main pathways: A Levels, T Levels and the new V Levels:
| A Levels | The academic route will continue, providing a pathway for students who want to progress to higher education and other destinations. |
| T Levels | T Levels are an existing technical Level 3 route, which the government will continue to expand into new subject areas. It also plans changes intended to improve their accessibility and scalability while maintaining quality. |
| V Levels |
V Levels are a new vocational Level 3 qualification, with the first subjects planned for teaching from September 2027. Each V Level is the same size as one A Level, allowing learners to combine V Levels with A Levels or other V Levels to create a broad and flexible programme of study. |
New Level 2 Pathway qualifications will be introduced in September 2027 to support progression into employment, apprenticeships, or further study:
| Further Study pathway | This will include new Foundation Certificates, designed for students who want to progress to Level 3 study, including A Levels, V Levels or T Levels. They provide broad vocational learning designed to prepare students for Level 3 study, with English and maths studied alongside where needed. |
| Occupational pathway | This will include new Occupational Certificates, designed to support progression into skilled employment at Level 2. The 2-year programme combines sector knowledge, occupational skills, English and maths, and employability development. |
Eduqas is developing qualifications to support these new post-16 pathways, including new V Levels and Level 2 Pathway qualifications for first teaching from September 2027, with further qualifications introduced in phases through to 2030.
Ultimately, the government's aim is for students entering post-16 education to have a clearer choice of high-quality pathways: A Levels, V Levels or T Levels at Level 3, and Foundation Certificates or Occupational Certificates at Level 2.
How do the Curriculum Review and Post-16 reforms work together?
In short, the Curriculum and Assessment Review and the Post-16 reforms are separate but connected areas of education reform.
The Curriculum and Assessment Review looks more broadly at what pupils learn and how education and assessment work across the school system, from Key Stage 1 through to Key Stage 5. The Post-16 reforms take this work further by focusing specifically on the qualifications and pathways available to 16- to 19-year-olds.
The two programmes therefore overlap in their aims, but they are not the same reform. The Post-16 qualification changes were set out in the government’s Post-16 Education and Skills White Paper, published in October 2025, which was informed by the emerging findings and recommendations of the Curriculum and Assessment Review. The final Curriculum and Assessment Review was published shortly afterwards, in November 2025.
Together, the reforms are intended to create a clearer journey from school into further study, higher education, apprenticeships and employment, with academic, technical and vocational routes available to learners.
What does this mean for schools and colleges?
For schools and colleges, the changes will be introduced gradually, giving providers time to prepare for new curriculum content, qualifications and assessment arrangements.
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Curriculum planning: Schools do not need to make immediate changes to their curriculum. The detail of the reforms is still being developed, so the priority for now is to stay informed as more information becomes available.
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Post-16 planning: Sixth forms and colleges will need to prepare for the introduction of the new V Levels and Level 2 pathways from September 2027, alongside the continued expansion of T Levels.
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Supporting learners: Schools and colleges will need to ensure that students have clear information and guidance about the different academic, technical and vocational routes available to them as the post-16 landscape develops. The government is also planning updated guidance and resources to support providers and careers advisers through the transition.
How is Eduqas supporting centres through the reforms?
Eduqas is developing new V Level and Level 2 Pathway qualifications for first teaching from September 2027, alongside its work on qualifications affected by the wider curriculum and assessment changes.
Teachers and subject specialists can play an important role in this process through opportunities to contribute to qualification development, including Development Advisory Groups, qualification writing and reviewing.
Eduqas will also continue to provide information and updates as qualifications are developed, helping centres understand what the changes mean and prepare for their introduction.
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