ASDAN’s CEO, Melissa Farnham’s, response to the interim Curriculum and Assessment Review findings

ASDAN welcomes the publication of the interim findings from the Curriculum and Assessment Review, which set out a vision for a more equitable, inclusive, and skills-focused education system. As an organisation committed to securing equity in education for all learners, we are encouraged by the recognition of the challenges faced by disadvantaged and neurodiverse students and the growing momentum towards a broader, more balanced curriculum and assessment framework.

Commitment to equity and inclusion

The review rightly acknowledges the persistent attainment gap among students from disadvantaged backgrounds and those with Special Educational Needs and Disabilities (SEND). This aligns closely with ASDAN’s mission to support learners who face barriers in traditional academic settings. Through our flexible and personalised qualifications, we champion inclusive education models that foster engagement, motivation, and success for all young people, particularly those who may not thrive in conventional exam-based environments.

A broad and balanced curriculum

The proposed reassessment of the English Baccalaureate (EBacc) is a crucial step towards ensuring that all learners have access to a diverse and meaningful curriculum. The current emphasis on a narrow set of academic subjects has often led to the marginalisation of vocational, technical, and creative learning pathways. ASDAN has long advocated for a curriculum that values practical skills, personal development, and employability, ensuring that all young people can find relevance and purpose in their education.

Reforming assessment and reducing high-stakes exams

The interim findings propose reducing the volume of GCSE exams, shifting the focus towards deep learning and understanding rather than rote memorisation. ASDAN has always championed alternative approaches to assessment, including portfolio-based learning, practical application of skills, and formative assessment methods that allow students to demonstrate their capabilities in ways that go beyond traditional exams. A shift towards more holistic assessment models will ensure that all learners have the opportunity to showcase their strengths in a way that reflects their individual abilities and aspirations.

Preparing students for the future

We welcome the emphasis on updating curriculum content to better prepare young people for the modern world. ASDAN has embedded real-world learning into our programmes, ensuring that students develop the skills they need to navigate technological advancements, environmental challenges, and the evolving job market. Our qualifications in learner effectiveness, personal development and employability, align closely with the review’s recommendation to equip students with relevant skills for both life and work.

Strengthening post-GCSE pathways

The review’s focus on improving post-16 pathways is essential in ensuring that every learner has a meaningful route into further education, training, or employment. ASDAN’s qualifications and frameworks are already supporting young people in developing the skills, confidence, and experiences they need to succeed beyond school. We believe that a more cohesive and inclusive approach to post-GCSE education will empower all learners to fulfill their potential, regardless of their background or learning needs.

Conclusion

The interim findings of the Curriculum and Assessment Review present a clear opportunity to reshape education in a way that is fairer, more inclusive, and more reflective of the diverse needs of learners. ASDAN looks forward to contributing to this important discussion, sharing our expertise in inclusive education, alternative assessment, and vocational learning to ensure that the final recommendations lead to real and lasting change for all young people.