Morning, Monday, 16th March 2026
Online
This conference will examine next steps for GCSE reform, following the publication of the Curriculum and Assessment Review Final Report and the Government’s response.
Delegates will discuss how proposed changes to curriculum content and assessment can support coherent programmes of study, provide clarity for schools and colleges, and ensure GCSEs continue to serve learners, employers and the wider education system.
The curriculum & priorities moving forward
It will bring stakeholders and policymakers together to discuss the future purpose of GCSEs in the context of the removal of the EBacc as an accountability measure, and what this may mean for the scope of the curriculum, subject choice and student engagement.
Attendees will consider options for maintaining a broad curriculum while enabling depth of study, approaches to ensuring that no learner groups are disadvantaged by changes to performance indicators and accountability frameworks, and strategies for sustaining uptake and parity of esteem across arts, vocational and less commonly chosen subjects.
Assessment & collaboration
Further planned sessions focus on assessment design and workload, including priorities and practicalities for reducing assessment burden at KS3 and implications of proposals for formal assessments in Year 8. Areas for discussion include the timing, content and frequency of assessments, how modular approaches might be used to create more space for in-depth learning while being able to meet GCSE expectations, and the impact of reform on student wellbeing, teacher workload and curriculum planning.
Attendees will also consider the collaboration needed between schools, FE providers, employers and subject leaders to manage reform, safeguard teacher capacity and ensure examinations continue to reflect student learning and labour market demand.
Artificial intelligence
Discussion is expected on how technology, including digital and AI-assisted tools, can be used in teaching and assessment, and the support and professional development teachers may need to adopt these approaches confidently and appropriately.
Attainment, inclusivity & progression
The agenda will also look at how GCSE reform can better support attainment, inclusion and progression. Attendees will consider how curriculum and assessment changes can continue to reflect the needs of all learners, including those with SEND or at risk of disengagement. This includes how maths and English qualifications might evolve to support learners who currently struggle to progress.
Further discussion is expected on ensuring the alignment of GCSEs with further education, vocational and technical pathways, strengthening progression into A Levels, T Levels and V Levels.
Overview of areas for discussion
- policy: CAR Final Report - Government proposals for reforming GCSEs - evolving purpose of GCSEs within a rebalanced 11-16 system - options for curriculum content and assessment reform
- reform:
- implementing a 10% reduction in exam volume - potential impact of changes on academic rigour, fairness, and system reliance - subject-by-subject approaches to assessment reform
- delivering a fully balanced curriculum - maintaining access to core academic curriculum - EBacc removal implications for subject uptake
- simplifying assessment while maintaining high standards - alignment with post-16 options
- student wellbeing and engagement: impact of assessment volume on mental health and wellbeing - measures to reduce stress and prevent burnout - strategies for mitigating disengagement and repetition in learning
- teacher workforce: supporting schools in reform implementation - engagement with subject leaders on content reduction and structural change - workload, planning time, and resource allocation
- innovation: use of digital tools to improve accessibility for learners, including those with SEND - AI in coursework and non-examined assessments - equitable access to technology
- accessibility: options for inclusive assessment and curriculum design - addressing variation in provision and outcomes across schools and regions
- progression into FE:
- coherent pathways into academic, technical, and vocational routes - preparing students for A Levels, V Levels, and T Levels
- addressing challenges in GCSE English and maths, including resit pressures and engagement concerns - potential impact of EBacc removal on post-16 subject uptake
