Morning, Monday, 22nd February 2027
Online
This conference will examine next steps for the English curriculum and English teaching in schools in England, with a particular focus on reform of GCSE English Language and English Literature. Areas for discussion include the purpose and content of the two qualifications, assessment and progression, the place of reading, writing and oracy across key stages 3 and 4, and priorities for equitable access and effective implementation.
Policy context & timetable for reform
It will bring together stakeholders and policymakers to assess implications of curriculum, assessment and accountability reform following the Curriculum and Assessment Review and the Government’s response, together with commitments set out in the Every child achieving and thriving Schools White Paper.
With public consultation on draft programmes of study and GCSE subject content still awaited, and with the revised curriculum currently planned for publication in spring 2027 ahead of first teaching from September 2028, followed by the phased introduction of reformed GCSEs from September 2029, delegates will consider what the direction of reform means for a coherent English entitlement, including the relationship between curriculum, qualifications and accountability, and what will be needed for effective implementation.
GCSE English Language & Literature - purpose, content & assessment
Discussion will assess options for giving GCSE English Language a clearer purpose distinct from English Literature, with greater emphasis on the nature and use of language, spoken communication, and critical engagement with a wider range of print, digital and multimodal texts. Delegates will examine how revised content and assessment might strengthen writing and media literacy without weakening rigour, and the implications of reduced examination time for validity, accessibility and public confidence.
The planned agenda will also consider the balance between continued study of established literary works and greater flexibility over texts, authors and poetry, as well as implications for reading for pleasure, engagement, representation and further study.
Literacy from KS3 to post-16 - progression, inclusion & resits
Further planned sessions will examine progression in reading, writing and oracy before pupils begin GCSE courses, including transition from KS2, the planned statutory Year 8 reading assessment, school-led assessment of writing and support for pupils falling behind. Delegates will consider how the planned secondary oracy, reading and writing framework can strengthen literacy across the curriculum, and what schools will need in terms of sequencing, diagnostic support and targeted intervention without creating unmanageable demands on staff.
Discussion will also assess priorities for secondary reading support, accessibility for pupils with SEND, and progression after age 16 through GCSE resit provision and the proposed Level 1 preparation-for-GCSE English qualification.
Overview of areas for discussion
- policy & implementation:
- the Curriculum and Assessment Review, the Government’s response and the Schools White Paper - draft programmes of study and GCSE subject content, consultation timing and sector input
- phasing ahead of the revised curriculum from 2028 and reformed GCSEs from 2029 - lead-in time, guidance, resources and communication with schools
- GCSE English curriculum & qualifications:
- clearer, complementary purposes for English Language and English Literature - addressing duplication while maintaining coherence and progression
- the place of spoken language, writing and media literacy - use of a wider range of print, digital and multimodal texts - approaches to assessing spoken language
- established literary works and flexibility over texts, authors and poetry - implications for student interest and engagement, as well as representation, further study and post-16 English uptake
- assessment & accountability:
- reducing examination time while maintaining validity, accessibility, rigour and public confidence
- reform of Progress 8 and Attainment 8 and accountability for new Vocational GCSEs - implications for curriculum breadth and pupils with different starting points
- longer-term prospects for on-screen assessment and AI-assisted marking or feedback - potential uses, regulatory limits, human oversight and data governance
- curriculum foundations:
- transition from KS2 into KS3 - sequencing reading, writing and oracy towards GCSE study
- planned statutory Year 8 reading assessment and school-led writing assessment - informing teaching and diagnosis without narrowing the curriculum
- planned secondary oracy, reading and writing framework - strengthening literacy across subjects and reading cultures
- teaching workforce & delivery:
- recruitment and retention of specialist English teachers - subject-knowledge CPD, initial teacher training, mentoring and workload
- RISE English Hubs and secondary reading support - Unlocking Reading CPD, sharing practice and targeting schools most in need
- equity, access & progression:
- accessibility for pupils with SEND - reasonable adjustments, access arrangements, consistency and implications of wider SEND reform
- support for disadvantaged pupils and those falling behind - intervention without restricting curriculum breadth
- GCSE resits, the proposed Level 1 ‘preparation for GCSE’ qualification and the continuing role of functional skills - progression towards GCSE and into further study and employment
