TO BE PUBLISHED March 2026
Starting from:
£99 + VAT
Format: DOWNLOADABLE PDF
This conference will examine next steps for GCSE reform in England, following the recently published Curriculum and Assessment Review final report and the Government’s response.
The conference will bring stakeholders and policymakers together to assess the proposed changes to curriculum content and assessment. Areas for discussion include support for coherent programmes of study, provision of clarity for schools and colleges - and what will be needed ensure that GCSEs continue to serve learners, employers and the wider education system following concerns from some that the current GCSE curriculum is not sufficiently balanced and up to date.
Curriculum breadth, balance & access
Sessions will consider the future purpose of GCSEs within a rebalanced 11-16 system, and implications of the recent removal of the English Baccalaureate for curriculum scope, subject choice and student engagement.
Discussion will also assess priorities for balancing academic, vocational and technical pathways, and addressing variation in provision and outcomes across schools and regions, including implications of performance indicators and accountability frameworks for curriculum breadth and access.
Assessment, the teaching workface, and collaboration between schools, FE and employers
Further sessions focus on assessment design and workload at GCSE, including priorities and practicalities for reducing assessment burden, and implications of proposals for a 10% reduction in exam volume.
Areas for discussion include options for timing, content and frequency of assessments, the potential role of modular approaches in creating space for in-depth learning, and how reforms can be implemented without fragmentation or added complexity, alongside implications for student wellbeing, teacher workload and curriculum planning.
Sessions will also consider priorities and frameworks for collaboration between schools, further education providers, employers and subject leaders on content reduction and structural change, managing reform, safeguarding teacher capacity, and ensuring examinations continue to reflect progression routes and labour market needs.
Artificial intelligence
The agenda includes discussion on the use of digital and AI-assisted tools in teaching and assessment, including essential considerations for equity, accuracy and reliability in their use, and implications for teacher workload.
Attendees will consider approaches to avoiding unintended bias, improving accessibility for disadvantaged learners and students with SEND, and next steps for professional development and training to support confident and appropriate use of AI tools by the teaching workforce.
Attainment, inclusivity, wellbeing and progression
Sessions also focus on how GCSE reform can best support attainment, inclusion and progression, including how curriculum and assessment changes can reflect the needs of all learners, particularly those with SEND or at risk of disengagement.
Discussion will consider options for how maths and English qualifications might evolve to support learners who struggle to progress and address resit pressures, alongside priorities for supporting student wellbeing and engagement and ensuring smooth transitions between educational stages.
Further discussion is expected on alignment of GCSEs with post-16 academic, vocational and technical pathways, including strengthening progression into A levels, T Levels, V Levels and apprenticeships, and potential implications of EBacc removal for post-16 subject uptake.
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. As well as key stakeholders, those already due to attend include officials from the Department for Education; Department for Business and Trade; Department of Education, NI; Ofsted; Skills England; and the Welsh Government.
