Morning, Monday, 22nd February 2027
Online
This conference will examine next steps for the English curriculum, English teaching and qualifications reform in England. Areas for discussion include reform of GCSE English Language and English Literature, the place of oracy alongside reading and writing, progression from primary to secondary, assessment and accountability, teaching capacity, and post-16 English.
Bringing together stakeholders and policymakers, the conference will consider proposed changes to the English curriculum and qualifications, the questions they raise for schools and other providers, and priorities for their implementation. The proposals build on the Curriculum and Assessment Review and the Government’s response in November 2025, with the Education Secretary since committing to go further in revising the curriculum, including making oracy a new strand of English with equal status to reading and writing. Draft programmes of study and GCSE subject content are expected to be out for consultation ahead of the conference, with the revised curriculum scheduled for first teaching from September 2028 and reformed GCSEs from 2029.
Delegates will assess implications of the proposed changes for English teaching across the key stages. These include how reading, writing and spoken language can be developed and sequenced, what equal status for oracy will mean for teaching and assessment, and the transition from primary into secondary English, including approaches to identifying and addressing gaps in pupils' attainment.
Proposals to give GCSE English Language and English Literature more distinct purposes will also be considered, including concerns about duplication, pupil engagement and progression to further study. For English Language, discussion will examine the proposed greater emphasis on the nature and use of language and a wider range of texts. For English Literature, delegates will consider the balance between established literary works and greater flexibility over texts, authors and poetry, alongside questions raised by the Education Committee about reading for pleasure and engagement with literature.
Assessment and accountability will be further areas for discussion, including proposals to reduce overall GCSE examination time, the planned statutory Year 8 reading assessment and changes to Progress 8. Delegates will examine practical requirements for implementation, including lead-in time, resources, workload and the specialist teaching capacity needed for revised content. Further issues include support for disadvantaged pupils and those with SEND, including the implications of wider reforms to SEND provision.
With the proportion of post-16 English resit students achieving grade 4 or above falling in 2026 despite increased entries, delegates will consider the effectiveness of current arrangements and options for improving progression. The conference will examine the proposed Level 1 preparation-for-GCSE English qualification, the continuing role of Functional Skills, the implications for colleges and other providers, and routes towards further study, qualifications and employment.
Revised curriculum, oracy & progression to KS3
The agenda will examine the draft programmes of study for English from KS1 to KS3, including what will be needed to support coherent progression from early reading and writing through to GCSE study. Attendees will also consider the information and support secondary schools need to identify gaps in literacy and provide effective support during KS3.
Areas for discussion include:
- programmes of study:
- draft content and consultation - scope and implications of the Government’s commitment to go further on curriculum reform
- curriculum depth and breadth - preparation for first teaching from September 2028
- oracy:
- implications of equal status with reading and writing for curriculum content and teaching - developing vocabulary, listening and verbal expression
- classroom practice and confidence - evidence base and approaches to measurement
- reading: fluency, comprehension and reading for pleasure - school library provision - strengthening reading cultures - supporting pupils falling behind
- writing: composition, grammar and vocabulary - teacher judgement and moderation - consistency of expectations across phases
- transition: use of KS2 assessment information in secondary planning - differences in fluency and comprehension at entry to secondary - strengthening KS3 English ahead of GCSE study
- Year 8 assessment:
- purpose and design of the planned statutory reading assessment - relationship with school-based assessment of writing
- diagnostic use - access to data and workload - implications for assessment pressures and school flexibility
- secondary literacy: development and implementation of the planned oracy, reading and writing framework - disciplinary literacy across subjects
GCSE English Language & Literature, assessment & accountability
The proposed redesign of the two GCSEs will be discussed, assessing the potential impact of proposals on addressing long-standing concerns about duplication, pupil engagement and falling take-up of English beyond 16. Further discussion is expected on assessing revised content with less examination time, and on how English is recognised in reformed accountability measures.
Areas for discussion include:
- English Language: proposed distinct identity and purpose - nature and use of language - spoken communication - print, digital and multimodal texts - writing and media literacy
- English Literature: established literary works - range and diversity - flexibility over texts, authors and poetry - reading for pleasure within the qualification - progression to A level and further study
- assessment design:
- implications of proposed reduction in overall GCSE examination time - assessing spoken language - validity, accessibility and rigour
- roles of Ofqual and awarding organisations - reasonable adjustments and access arrangements
- performance measures:
- proposed revisions to Progress 8 and Attainment 8 - recognising progress for pupils with different starting points
- place of new vocational GCSEs - implications for curriculum breadth and subject choice
- school improvement: use of attainment data to identify gaps in reading and writing - roles of Ofsted, RISE and trusts - targeted support for schools with weaker outcomes
- future assessment: prospects for on-screen assessment and AI-assisted marking - human oversight - data governance
Teaching capacity, subject expertise & inclusion
Sessions will examine what schools, trusts and English departments will need to prepare for revised content within the available time, including specialist teaching capacity and access to professional support. Delegates will also assess how curriculum reform relates to proposed changes in SEND provision and approaches to narrowing literacy gaps linked to disadvantage.
Areas for discussion include:
- implementation readiness: lead-in time - curriculum planning - teaching resources and guidance - workload - implications of the revised consultation timetable for schools' preparations
- teaching workforce:
- recruitment and retention of specialist English teachers - use of non-specialist teachers, particularly in schools serving disadvantaged communities
- initial teacher training - early career support - departmental leadership
- subject knowledge: professional development for proposed new content, including language study, oracy and multimodal texts - role of subject associations - support for primary teachers
- support structures: roles and coordination of RISE regional improvement teams, English Hubs and trusts - Unlocking Reading CPD - subject networks - targeting schools most in need
- disadvantage: literacy gaps in reading and writing - targeted intervention and adaptive teaching - maintaining access to wider reading and literary study
- SEND and inclusion:
- Schools White Paper proposals and next steps following consultation on SEND reform - National Inclusion Standards
- specialist expertise in mainstream settings - accessible materials and assistive technology
Post-16 English, resits & progression
Further discussion will assess the effectiveness of current arrangements for students who leave school without a grade 4 in English, including the outcomes of repeated GCSE resits and the options available for supporting progress towards further qualifications. Delegates will consider the proposed Level 1 qualification, the continuing role of Functional Skills, and the implications for colleges and other providers, alongside the development of English across further education and technical programmes and progression into employment.
Areas for discussion include:
- resits: outcomes of repeated resit cycles - the condition of funding - impact on motivation and wider study programmes - college capacity and staffing
- Level 1 qualification:
- proposed preparation-for-GCSE English qualification - suitability for students achieving grade 2 or below at GCSE - grading and recognition of partial achievement
- timing of first teaching and relationship with reformed GCSEs - potential benefits and limitations as a route towards GCSE
- alternative routes: continuing role of Functional Skills - recognition of progress below grade 4 - implications for post-16 accountability
- progression: English and literacy across further education and technical programmes - requirements of employers and higher education - routes into A level and degree-level English
All delegates will be able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates.
