Below is my response to the 2024 Curriculum and Assessment Review consultation by the DfE

Q11. What aspects of the current a) curriculum, b) assessment system and c) qualification pathways should be targeted for improvements to better support and recognise educational progress for children and young people

The current curriculum, assessment system, and qualification pathways provide a framework for progress, but there are critical areas that require targeted improvements to better serve all learners. These changes would ensure a more inclusive, equitable, and forward-thinking education system.

a) Curriculum Improvements

Embedding Cross-Disciplinary Skills:

The curriculum often separates subjects rigidly, missing opportunities to teach transferable skills like problem-solving, digital literacy, and sustainability. These are essential for success in both life and work.

Recommendation: Embed core competencies—such as sustainability, digital literacy, and critical thinking—across all subjects. For example, science and geography could collaborate on projects exploring climate solutions, while English and history might focus on persuasive communication.

A more integrated curriculum would prepare students for real-world challenges and encourage collaboration across disciplines.

Subjects like Design and Technology or Food Technology are often undervalued and marginalised within the curriculum.

Recommendation: Reframe applied subjects as essential components of the curriculum, highlighting their role in fostering creativity, innovation, and real-world problem-solving.

Elevating the status of applied learning* would ensure all pathways are equally respected, encouraging participation and engagement.

b) Assessment System Improvements

The current system heavily weights terminal exams, offering little recognition for progress made throughout the course.

Recommendation: Incorporate ongoing assessments, such as modular exams or coursework, to track and reward sustained effort and development.

Recognising continuous progress would motivate students and reduce the pressure associated with high-stakes exams.

Incorporating 21st-Century Skills into Assessment:

Current assessments often fail to evaluate skills such as digital literacy, collaboration, and adaptability.

Recommendation: Develop assessments that incorporate these skills, such as collaborative problem-solving tasks, digital portfolios, or AI-assisted projects.

Students would leave school with demonstrable, real-world competencies that enhance their readiness for work and further study.

c) Breaking Down Barriers Between Academic and Applied Pathways:

Academic pathways are often seen as more prestigious than applied qualifications, perpetuating outdated hierarchies and discouraging students from considering technical routes.

Recommendation: Create flexible pathways where students can combine academic and applied learning, such as pairing A-levels with a vocational qualification or a core skills programme. Schools should also celebrate the value of both routes through campaigns and role models.

This would empower students to personalise their education and promote respect for all learning styles.

*The Language We Use to Describe Learners

The terms we use in education significantly influence how students perceive themselves and their learning paths. Shifting from "academic" and "non-academic" to "theoretical learning" and "applied learning" refocuses attention on the actual skills students gain—skills that are different yet equally valuable. Applied learning emphasises real-world, hands-on experiences in fields like technical trades, healthcare, and the arts. Theoretical learning, meanwhile, nurtures critical thinking and deep conceptual understanding in subjects such as literature, science, and philosophy.

These approaches are not oppositional but complementary. When integrated, they prepare students to think critically and work effectively, equipping them with adaptability and resilience in a world where both practical skills and theoretical insights are vital. By adopting inclusive language, we value diverse learning paths and honour both skill development and intellectual growth.

13. In the current curriculum, assessment system and qualification pathways are there any barriers to improving attainment, progress, access or participation which may disproportionately impact pupils based on other characteristics (e.g. disability, sexual orientation, gender, race, religion or belief etc.)

The current curriculum, assessment system, and qualification pathways in the UK exacerbate barriers for disadvantaged students in Design and Technology (D&T), particularly in underfunded state schools. While D&T can significantly enhance the learning experiences of socio-economically disadvantaged pupils through hands-on work and practical learning, the subject is disproportionately affected by workforce shortages.

The teacher recruitment crisis, with D&T among the most under-recruited subjects, leaves many schools relying on non-specialists or underqualified staff. Without trained D&T teachers, students miss out on engaging, practical lessons that can ignite their interest and improve attainment. Meanwhile, private schools often attract and retain specialist teachers with higher salaries and better resources, further widening the gap.

Additionally, a lack of funding in state schools limits access to modern technologies such as 3D printers, laser cutters, and CAD software, which are commonplace in private schools. These disparities mean that students in under-resourced schools cannot benefit from the same quality of teaching or learning opportunities, disproportionately affecting those already disadvantaged by socio-economic or other systemic barriers.

To resolve these issues, the government must place workforce shortages at the centre of efforts to improve equity in Design and Technology education. Proposed solutions include:

1. Incentivise Teacher Recruitment and Retention

Continue with targeted financial incentives, such as higher starting salaries or golden handshakes, for incoming Design and Technology teachers.

Fund regular CPD opportunities focused on emerging technologies (e.g., AI in design, advanced manufacturing) and sustainability.

Support teachers in attending industry events, conferences, or workshops to keep skills current and inspire classroom innovation.

Offer clear career progression pathways, such as specialist leadership roles within the subject.

Offer aspirational salaries to the very best teachers to aid in retention and ambition within the stagnant workforce.

2. Invest in Teacher Training and Upskilling

Expand subject-specific teacher training programmes with government-subsidised places to attract more recruits into D&T teacher training.

Provide state-funded CPD for non-specialists currently teaching D&T, equipping them with practical skills and technical expertise to improve lesson quality.

3. Expand Workforce Capacity through Collaboration

Establish regional D&T teaching hubs to share specialist staff across schools. These hubs could also provide additional support to under-resourced schools lacking permanent D&T teachers. (CLEAPSS are already leading on this but this could be supported further by the DfE)

Encourage partnerships between private and state schools to share teaching expertise and resources, fostering a collaborative, skills-focused approach. This already happens in many areas but some independent schools could be incentivised to do more. (Maybe this incentive could be linked to the VAT exemption).

4. Enhance Practical Learning in State Schools

Provide ring-fenced funding for D&T departments to modernise equipment and facilities, ensuring all students have access to a similar level of technology as their peers in private schools.

Subsidise materials for state schools to reduce the financial burden of delivering practical lessons.

5. Embed Sustainability and Modern Industry Practices

Overhaul the D&T curriculum to include sustainability and digital literacy, with the government funding training for teachers to deliver these vital elements.

Promote industry partnerships to ensure schools stay updated on new technologies and provide students with real-world insights into modern design and manufacturing careers.

6. Monitor and Address Regional Inequalities in Staffing

Conduct regular audits of teacher numbers and training needs in D&T to identify and address regional disparities in staffing levels and resources.

Develop targeted strategies to allocate funding and resources to areas most affected by teacher shortages and socio-economic deprivation.

By addressing the workforce shortage head-on and ensuring equitable access to resources, the government can reinvigorate Design and Technology education, empowering disadvantaged students and preparing them for success in a rapidly changing world.

22. Are there particular curriculum or qualifications subjects* where: a) there is too much content; not enough content; or content is missing; b) the content is out-of-date; c) the content is unhelpfully sequenced (for example to support good curriculum design or pedagogy); d) there is a need for greater flexibility (for example to provide the space for teachers to develop and adapt content)? Please provide detail on specific key stages where appropriate. *This includes both qualifications where the government sets content nationally, and anywhere the content is currently set by awarding organisations.

Design and Technology

The Issue of Rote Learning and too much dry content.

Design and Technology has suffered in recent curriculum changes by having an increased emphasis on technical knowledge and rote learning. In many schools, this knowledge is delivered in a dry, classroom-based manner, often using generic resources. There's little room for applied*, practical learning. Timetables are often broken down restrictively into ‘practical’ and ‘theory’ segments, despite research and real-world experience showing that these elements should be interwoven.

I suggest removing significant sections of rote learning from the curriculum. Students do not need to memorise obscure joints or components when such information can be readily accessed in our modern world. Instead, focus on holistic design assessment that values creativity and problem-solving over memorisation.

*The Language We Use to Describe Learners

The terms we use in education significantly influence how students perceive themselves and their learning paths. Shifting from "academic" and "non-academic" to "theoretical learning" and "applied learning" refocuses attention on the actual skills students gain—skills that are different yet equally valuable. Applied learning emphasises real-world, hands-on experiences in fields like technical trades, healthcare, and the arts. Theoretical learning, meanwhile, nurtures critical thinking and deep conceptual understanding in subjects such as literature, science, and philosophy.

These approaches are not oppositional but complementary. When integrated, they prepare students to think critically and work effectively, equipping them with adaptability and resilience in a world where both practical skills and theoretical insights are vital. By adopting inclusive language, we value diverse learning paths and honour both skill development and intellectual growth.

We have a responsibility to ensure a new design and technology curriculum is forward thinking enough to equip students with the skills and knowledge they need to thrive as adults in the 2030s.

I believe we have a responsibility to be thinking more radically and with a greater vision for improving the current model that most schools adopt.

We have the opportunity to advance a 2014 National Curriculum into 2024, placing today's technologies and social sensitivities at the forefront. I would argue that no other National Curriculum subject is as focused on the future as design and technology. By nature, we are in the ‘future business’, equipping students with the skills and knowledge to solve tomorrow’s problems: human-focused, future-focused, user-centred.

I am concerned that we have not always placed the needs of today’s student/pupil at the heart of our thinking and discussions.

The current National Curriculum was written in 2014. A decade ago, the world was a different place.

Sustainability/Climate Change:

In 2014 society was becoming more concerned with climate change but it was not anywhere near as high a priority for humanity as it is today. On 1 January 2016, the 17 Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development (adopted by world leaders in September 2015 at an historic UN Summit) officially came into force.

The design industry has declared an emergency: https://designdeclares.com/

In my opinion, if sustainability is not woven throughout our curriculum for the modern world and established as a foundational pillar, we are doing our current students a disservice.

Climate change is the biggest design brief of our time. The UK education system needs to embed sustainability deeply into the curriculum, especially in subjects like design and technology, where students can learn about material choices, product lifecycles, and how to design for a better future. It’s not just about those who will work in the field – it’s about creating informed, responsible citizens

Less than 50% of young designers (aged 16-24) surveyed by PDR and YouGov for the Design Council believed their formal education had enabled them to ‘design for the environment’. An important outcome from the curriculum review should be ensuring design subjects equip young people to develop green skills for future study, life, and work.

New Technologies:

Another example of how the student/pupil of 2024 drastically differs from the student/pupil of 2014 is in current technological advancements. I am passionate about the use of current technologies and introducing students to their potential. AI is a transformative technology that will radically change society.

‘We will experience more technological progress in the next decade than we did in the preceding 100 years put together’ – McKinsey and Company

‘No one can stop the progress of artificial intelligence; it will inevitably be a central force for our future’ - Max Tegmark

‘Success in creating AI would be the biggest event in human history. Unfortunately, it might also be the last, unless we learn how to avoid the risks’ – Stephen Hawking.

Current technology should be taught in balance with traditional (relevant) technologies and skills in a subject entitled ‘design and technology’.

Keeping abreast of cutting edge technological advancement is a fundamental responsibility of educators of design and technology.

In many settings the pupils have a more advanced knowledge of current technologies than their teachers. Creating an up to date cutting edge curriculum is essential for empowering teachers to become passionate advocates for critical evaluation of new technologies and their ethical use. This includes developments in CAD and CAM.

 The way to successfully do this is by having up to date and regular subject specific CPD.

Too much teacher training focuses on general pedagogy, and design and technology teachers are often left without the specialist support they need. We need more robust subject-specific training, not just for new teachers but throughout their careers, to ensure they have the skills to teach traditional methods and emerging technologies like AI and 3D printing.

We should be mindful of empathy and user focussed design underpinning any schemes of work with a design brief focus.

I am keen to emphasise user focussed design and the explicit teaching of empathy both as a concept and as a ‘soft human skill’. The design thinking framework has empathy as one of the key phases or steps:

empathise, define, ideate, prototype and test

Design thinking is widely considered a foundational way of thinking for problem solving in industry, business and further education. In school-based design and technology circles it seems to be overlooked or somewhat dismissed, yet these steps do underpin the exam board specifications for product design at GCSE and A-level.

What is preventing us from using design thinking as part of our foundational vision?

 Communication’ could become another core pillar / thread.

Communication in design and technology is essential, it falls into several categories and is needed in all design phases. We should be mindful to teaching communication techniques explicitly. Especially those that don’t get as much ‘air time’ in other subject areas.

In D&T students need to be able to communicate effectively through written form, both in long text and succinct annotations and bullet points. Students need to be explicitly be given opportunity to practise quality oracy: spoken presentation, discussion, debate and diplomatic critique. Students also need to be able to communicate visually (arguably the oldest and most international form of communication) through drawing techniques of a myriad of approaches including CAD.

 Foundational Pillars

We have an opportunity to rethink things. I hope there is an appetite for radical thinking and a refreshing of what could be considered an out-of-date model. I think there needs to be a clear forward-thinking vision with foundational pillars that are woven throughout the curriculum.

Q26.In which ways do the current secondary curriculum and qualification pathways support pupils in having the skills and knowledge they need for future study, life, and work, and what could we change to better support this?

Design qualifications offer students an important opportunity to build practical, adaptable skills that are useful for further education, everyday life, and employment. While design jobs directly employ 1 in 20 people in the UK, the Design Council’s Design Economy 2020 report highlights that 1 in 7 people use design skills in their careers.

With this in mind it is worth highlighting the detrimental impact the Ebacc and progress 8 has had on design subject uptake. The removal of the Ebacc should be implemented with constructive counter- messaging to staff, students and parents, to undo some of the harm.

We need to elevate the status of design and technology education
Design and technology is often misunderstood and undervalued. It’s seen as outdated or secondary, but it’s actually one of the most forward-thinking subjects on the curriculum, bridging creativity and critical thinking with real-world problem-solving. I’d ensure that D&T is recognised as foundational for all students, not just those pursuing design careers, to help them navigate and contribute to our man-made world responsibly.

Broaden Access to Practical Learning
Many schools, especially those in underfunded areas, struggle to provide consistent access to hands-on experiences. Ensuring all students can engage in practical learning, regardless of socio-economic background, is crucial. Ring-fenced funding for equipment, materials, and specialist teacher training in subjects like D&T would help level the playing field.

Align Assessment with Real-World Skills
Current assessments often favour theoretical knowledge over practical application. By shifting toward project-based assessments that mimic workplace challenges, students could demonstrate a broader range of skills, such as teamwork, critical thinking, and adaptability.

We should embed sustainability education and digital literacy into every subject

Embedding sustainability education and digital literacy into every subject is essential because these are no longer optional skills—they are fundamental to how we live and work in the 21st century. Sustainability is "the biggest design brief of our time," as the Design Declares initiative so aptly puts it. Our students are facing a future defined by climate challenges, and it’s our responsibility as educators to equip them with the tools to address these issues creatively and practically.

By integrating sustainability across all subjects, we teach students to critically evaluate the environmental impact of their choices—whether they're selecting materials in a Design and Technology project, exploring energy solutions in science, or considering ethical practices in business studies. This holistic understanding is vital if we want them to grow into responsible global citizens.

At the same time, digital literacy must be embedded everywhere because technology is shaping every aspect of life and work. It’s not just about coding or using software—it’s about developing a mindset that can adapt to evolving technologies. Whether it's leveraging AI tools in creative subjects, analysing data in geography, or communicating ideas effectively in English, digital literacy empowers students to engage confidently with the tools they'll encounter in any career.

The intersection of these two areas is particularly exciting. By teaching students how to use digital tools sustainably—whether it's reducing the carbon footprint of AI use or designing efficient digital workflows—we prepare them not just to navigate the future but to shape it. As I often tell my colleagues, "Our job is to meet students where they are and give them the skills they need to build a better world, not just for themselves but for everyone."

Pathways for All Learners in Design and Technology

The current Key Stage 4 qualifications in Design and Technology (D&T) attempt to be a "one size fits all" solution, which doesn't work for many learners. A decade ago, before the defunding of BTECs, pupils interested in D&T had options that aligned with their preferred learning styles. Students could choose a skills-based qualification like BTEC Construction, leading to college pathways and trade careers, or opt for a more traditional approach covering design and theoretical content, paving the way to A-levels and further education.

Today, GCSE Design and Technology in most settings tries to accommodate all learners, making it incredibly challenging for teachers to deliver effectively. This approach contributes to burnout and stress among educators and often results in disengaged students who struggle with the academic content. What was once a stepping stone toward their chosen trade has become another academic hurdle, negatively impacting their self-esteem and abilities. This situation also feeds into the current issues of school refusal and attendance crises.

We need to ensure pathways are available for all students, and adjust societal expectations to respect both academic and trade skills. Reframing the language around this topic* can help level the playing field for all learning approaches and strengths.

* The Language We Use to Describe Subjects: “vocational”

The way we label educational pathways and subjects can profoundly shape how they are valued by society, educators, and students themselves. Referring to certain subjects as "vocational" is often seen as reductive and can unintentionally devalue the significant skills and expertise they foster. Instead, framing them as "applied learning" shifts the focus onto the real-world, hands-on experiences they offer and highlights their equal importance alongside "theoretical learning."

The term "vocational" carries connotations of being second-tier or narrowly focused, implying that such subjects are for those who have failed to thrive in more traditionally esteemed academic pathways. This is both inaccurate and harmful. Subjects like Design and Technology, engineering, or healthcare are not just about trades; they develop problem-solving, creativity, and innovation—skills essential for navigating modern challenges. They also address critical needs in industries shaping the future, from sustainable design to advanced manufacturing.

By redefining the language, we move away from outdated hierarchies that undervalue practical expertise. Recognising these subjects as "applied learning" celebrates their unique contribution to education. Applied learning is not a fallback option—it is a deliberate and vital choice that prepares students to engage with the world in meaningful, productive ways. Practical and theoretical learning are complementary, not oppositional, and both are needed to equip students for a balanced, successful future. By valuing them equally, we honour diverse talents and pathways, empowering students to see their skills as assets, not compromises.

Subject choices and girls in D&T at KS4.

There is a significant correlation between the low number of girls opting for D&T or engineering and the way schools organise option blocks for Key Stage 4 choices. Girls who are considered "creative" are often also described as "artistic" and are more comfortable with art as a subject, having been exposed to it from a young age. D&T, however, is frequently not explicitly introduced until Key Stage 3, leading many girls to choose art over D&T when forced to decide between the two.

The problem lies in the necessity to choose between complementary subjects rather than being encouraged to take both. The power of combining art and D&T is invaluable for girls aspiring to careers in design fields. However, the "broad and balanced curriculum" notion at Key Stage 4 has had a detrimental impact on students who wish to pursue subjects that complement each other. Similar issues arise for those passionate about performing arts but unable to pair Drama GCSE with Dance GCSE due to option blocking.

We need to rethink option blocking to allow students to take complementary subjects and ensure D&T is explicitly introduced and labelled from a younger age to encourage wider participation.

The Ebacc has also caused significant damage to the uptake, staffing and support of D&T and the removal of the Ebacc should be implemented with constructive counter- messaging to staff, students and parents, to undo some of this harm.

29. To what extent do the current secondary curriculum and, qualifications pathways support pupils to study a broad and balanced curriculum? Should anything change to better support this?

The current secondary curriculum and qualification pathways provide some opportunities for breadth and balance, but they often fall short in practice due to systemic issues and structural limitations.

Narrowing of Subject Choice:
The rise of the Ebacc and Progress 8 measures has pushed schools to prioritise traditional academic subjects at the expense of artistic and applied disciplines like Design and Technology (D&T). This has significantly reduced the uptake of D&T and similar subjects, limiting the opportunities for students to develop practical, transferable skills that are vital for both life and work.

Recommendation: The removal of the Ebacc would allow schools to offer a more balanced curriculum that values creative and applied subjects alongside academic ones. This must be accompanied by clear messaging to parents, students, and educators to undo the damage caused by years of undervaluing subjects like D&T.

Imbalanced Option Blocks:
Option blocks often force students to choose between complementary subjects, such as Art and D&T, or Drama and Dance, rather than allowing them to study both. This impacts the breadth of the curriculum and disproportionately affects students with creative aspirations.

Recommendation: Rethink option blocks to allow students to take complementary subjects, such as Art and D&T, to support well-rounded development. This would particularly benefit students interested in creative industries where cross-disciplinary skills are essential.

Inadequate Representation of Applied Learning:
Applied subjects are often seen as secondary or less prestigious compared to academic subjects. This perception not only undervalues these pathways but also dissuades students—especially those from underrepresented groups—from pursuing them.

Recommendation: Shift the narrative around applied subjects by framing them as "applied learning," which highlights their relevance and importance. This would ensure that D&T and similar subjects are recognised as critical for preparing students to navigate and contribute to a rapidly changing world.

Limited Pathways for All Learners:
The move away from BTECs and other vocational qualifications has left students who prefer skills-based learning with fewer options. The "one size fits all" approach of many GCSEs in subjects like D&T makes it difficult to cater to diverse learning needs, leading to disengagement and reduced outcomes for some students.

Recommendation: Broaden access to practical learning; invest in ring-fenced funding to ensure all schools, particularly those in underfunded areas, can provide high-quality practical learning opportunities. This includes equipping schools with modern tools, materials, and well-trained staff to deliver engaging lessons.
Reintroduce flexible qualification pathways, such as BTECs, to provide options that cater to different learning styles. Ensure these qualifications are valued equally to academic ones by universities, employers, and society.

Integrate Sustainability and Digital Literacy Across the Curriculum:
Embed sustainability education and digital literacy into every subject to prepare students for future challenges. These cross-disciplinary skills are crucial for addressing the climate crisis and thriving in a technology-driven world.

* The Language We Use to Describe Learners

The terms we use in education significantly influence how students perceive themselves and their learning paths. Shifting from "academic" and "non-academic" to "theoretical learning" and "applied learning" refocuses attention on the actual skills students gain—skills that are different yet equally valuable. Applied learning emphasises real-world, hands-on experiences in fields like technical trades, healthcare, and the arts. Theoretical learning, meanwhile, nurtures critical thinking and deep conceptual understanding in subjects such as literature, science, and philosophy.

These approaches are not oppositional but complementary. When integrated, they prepare students to think critically and work effectively, equipping them with adaptability and resilience in a world where both practical skills and theoretical insights are vital. By adopting inclusive language, we value diverse learning paths and honour both skill development and intellectual growth.

30. To what extent do the current qualifications pathways at 16-19 support learners to study a broad curriculum which gives them the right knowledge and skills to progress? Should anything change to better support this?

Stigma Surrounding Applied Learning

Academic pathways are often seen as more prestigious than vocational routes, perpetuating the stigma against applied learning and discouraging students from pursuing these valuable pathways.

This stigma perpetuates outdated hierarchies and discourages students from considering hands-on, practical options, even when these align better with their skills and career aspirations.

Recommendation: Reframe the language around applied learning by replacing terms like ‘vocational’ with ‘applied learning’ to highlight their real-world relevance. National campaigns should celebrate the success stories of students who have thrived in applied routes, demonstrating their equal value to academic pathways. Schools should also actively showcase the breadth of career opportunities that these pathways can lead to, reducing stigma among parents, students, and educators.

Lack of Breadth in A-levels
While A-levels provide depth in specific subjects, they limit exposure to a broader curriculum, leaving gaps in essential cross-disciplinary skills like sustainability, critical thinking, and digital literacy.

Recommendation: Adopt a framework similar to the International Baccalaureate (IB), requiring students to study a mix of academic, applied, and personal development subjects. For example, pairing A-levels with an applied qualification (such as a T Level or an arts subject) alongside a core skills programme in sustainability and digital literacy. This would ensure all learners develop both depth and breadth in their studies, preparing them for diverse challenges in the workplace and higher education.

Insufficient Resources and Teacher Support
Underfunded schools often lack the resources and expertise to deliver high-quality practical education. Additionally, the teacher recruitment crisis in applied subjects like Design and Technology (D&T) further limits access.

Recommendation:
Ring-fence funding for schools to invest in modern equipment, materials, and most importantly subject specific teacher training. Introduce incentives to retain teachers in applied subjects, such as targeted bursaries, higher ceiling salaries to aspire to, and reduced workloads.

31. To what extent do the current curriculum (at primary and secondary) and qualifications pathways (at secondary and 16-19) ensure that pupils and learners are able to develop creative skills and have access to creative subjects?

‘Creative subjects’

Creativity exists in every school subject, so labelling only certain disciplines as 'creative subjects' is misleading and restrictive. This outdated terminology implies that creativity is exclusive to areas like art and music, undervaluing the innovative aspects inherent in subjects such as mathematics and sciences. By designating only some subjects as creative, we suggest that others lack this essential trait, diminishing the value of creativity itself and discouraging students from developing their creative potential across all areas of study. Recognising that every subject offers opportunities for creative thought fosters a more holistic and inclusive educational experience.

Narrowing of the Curriculum:

Policies like the English Baccalaureate (Ebacc) and Progress 8 measures have deprioritised creative subjects, leading to reduced uptake at secondary levels.

Recommendation: Remove or revise the Ebacc to ensure creative subjects are valued equally alongside academic disciplines. Promote their importance to parents, students, and educators to counteract years of devaluation.

Insufficient Integration of Creativity Across Subjects:

Creativity is often seen as exclusive to "arts" subjects, rather than a skill applicable across all areas.

Recommendation: Embed creativity explicitly in all subjects. For example, STEM subjects can incorporate design thinking, while history and geography can emphasise storytelling and visual representation.

Stigma Around Creative Pathways:

Creative qualifications are often perceived as "less rigorous" or "non-academic," discouraging uptake.

Recommendation: Reframe the narrative around creative subjects, emphasising their role in innovation, critical thinking, and modern industry. Celebrate success stories of those who have thrived in creative industries.

Focus on High-Stakes Assessments:

Assessment models prioritise memorisation and rote learning over creative exploration and iteration, stifling innovation.

Recommendation: Incorporate project-based assessments and portfolios that reward originality, critical thinking, and problem-solving. Allow students to demonstrate creativity through diverse mediums, from written work to digital artefacts.

Creative Pathways at 16-19

While pathways such as A-levels in Art, Drama, and Music or vocational qualifications in creative industries provide valuable opportunities, their availability is often limited by funding, staffing, and societal bias.

Recommendation: Introduce interdisciplinary qualifications combining academic and creative subjects, similar to the International Baccalaureate model. For instance, pairing traditional A-levels with an applied or creative qualification and a core programme in digital and sustainability skills.

To ensure all pupils develop creative skills and access creative subjects, we need systemic change. Creativity must be seen as a universal skill, embedded across all subjects and celebrated for its role in preparing students for the challenges of the future. With targeted funding, curriculum adjustments, and a shift in perception, we can create an education system that values and nurtures creativity for all learners.

33. To what extent and how do pupils benefit from being able to take vocational or applied qualifications in secondary schools alongside more academically focused GCSEs?

The opportunity for pupils to take applied qualifications alongside academically focused GCSEs provides numerous benefits, offering a well-rounded education that caters to diverse strengths, interests, and future aspirations. However, it is important to address the language we use when discussing these pathways. Referring to them as ‘vocational’ can be reductive and perpetuates the stigma that these qualifications are secondary to academic ones. By reframing them as "applied qualifications," we highlight their relevance and value alongside traditional academic learning.

Stigma Surrounding Applied Learning

Applied qualifications are often viewed as ‘lesser’ than academic GCSEs, perpetuating the stereotype that they are for students who cannot succeed in traditional academic pathways. This discourages students, parents, and educators from valuing applied learning, limiting its uptake.

Recommendation:
Reframe applied qualifications as ‘applied learning’ to highlight their value and relevance. Promote national campaigns celebrating success stories and real-world applications of applied skills. Schools should actively showcase how applied pathways lead to fulfilling careers and higher education opportunities, breaking down the stigma.

Perceived Hierarchies Between Pathways

The separation of academic and applied learning reinforces hierarchies that undervalue applied routes. This affects student choice, parental support, and institutional investment.

Recommendation: Adjust accountability measures to value applied qualifications equally with academic ones. Celebrate the complementary nature of these pathways, showing how combining them equips students with diverse skills for future success.

Fragmented Pathways and Option Constraints

Many schools organise option blocks in ways that force students to choose between complementary subjects, such as Art and Design and Technology. Additionally, the separation of academic and applied qualifications limits students’ ability to create a balanced curriculum.

Recommendation: Restructure option blocks to enable students to combine applied and academic subjects. Introduce flexible timetabling and interdisciplinary projects to break down silos and encourage collaboration between pathways. Schools should encourage pairing applied qualifications with academic GCSEs to create a holistic learning experience.

Narrow Focus of Academic GCSEs

Academic GCSEs focus on theoretical knowledge but often lack opportunities to apply this learning in real-world contexts, limiting students' understanding of its practical applications.

Recommendation: Embed elements of applied learning into academic subjects. For example, science could incorporate engineering projects, or business studies could include entrepreneurship challenges. This integration helps students connect theoretical concepts to practical applications.

Reduction of Middle-Ground Pathways (e.g., BTECs)

The phasing out of many BTECs has reduced opportunities for students who thrive in a blend of practical and theoretical learning environments. This limits choice for learners who do not fit neatly into academic or applied categories.

Recommendation: Retain and expand BTEC-style qualifications to provide a middle ground between academic and applied routes. Ensure these pathways are recognised by universities and employers as valuable and rigorous options for progression.

Resource and Training Inequities

Many schools, particularly those in underfunded areas, lack the workforce, facilities, equipment, and staff training needed to deliver high-quality applied learning. This inequity limits access for students in disadvantaged areas.

Recommendation: Increase targeted funding for applied subjects, providing resources such as modern tools, materials, and updated facilities. Invest in professional development to equip teachers with the skills to deliver both academic and applied learning effectively and consider steps to mitigate the retention crisis in this area.

Lack of Core Skill Integration

Current qualifications often fail to embed essential cross-disciplinary skills such as digital literacy, sustainability, and problem-solving, leaving students unprepared for the demands of modern life and work.

Recommendation: Introduce a core programme for all students that covers critical skills like sustainability, digital literacy, and collaboration. For example, a real-world problem-solving project could be a requirement across all pathways, ensuring all students develop transferable skills.

34. To what extent does the current pre-16 vocational offer equip pupils with the necessary knowledge and skills and prepare them for further study options, including 16-19 technical pathways and/or A levels? Could the pre-16 vocational offer* be improved?

The current pre-16 applied* offer, while valuable in its intent, is often inconsistent in equipping pupils with the knowledge and skills needed for progression to 16–19 technical pathways or A-levels. Systemic barriers, resource inequities, and the undervaluation of applied learning hinder its ability to fully prepare students for the diverse pathways available post-16. There are, however, clear opportunities for improvement to ensure all pupils benefit.

Strengths of the Current Pre-16 Applied Offer:

Practical Skill Development:

Subjects such as Design and Technology, Food Technology, and Construction give students a strong foundation in practical, hands-on skills that are relevant to many technical and academic pathways. These experiences develop problem-solving, collaboration, and creative thinking skills that align with 16–19 technical pathways.

Engagement and Accessibility:

Applied subjects often cater to students with different learning styles, offering them an alternative route to success and improving engagement for pupils who may struggle with purely academic subjects.

Challenges and Areas for Improvement:

Inconsistent Offer Across Schools:

Access to applied qualifications is inconsistent, with some schools offering robust programmes while others lack the resources or staff expertise to deliver them effectively. This results in inequitable opportunities for pupils, particularly in underfunded areas.

Recommendation: Ensure all schools provide a comprehensive and well-supported applied offer by ring-fencing funding for teacher training, CPD and support. National standards should guarantee that every school delivers a minimum range of applied subjects, ensuring no student is disadvantaged by geography or funding.

Option Blocks:

Schools often organise option blocks that force students to choose between complementary subjects, such as Art and Design and Technology, rather than allowing them to study both. This limits students' ability to explore diverse skills and interests.

Recommendation: Restructure option blocks to enable students to combine applied and academic subjects. Encourage interdisciplinary projects that blend practical and theoretical approaches, providing a more integrated learning experience.

Limited Focus on Modern Core Skills:

Pre-16 applied qualifications do not consistently embed critical cross-disciplinary skills such as sustainability, digital literacy, and collaboration—skills that are essential for success in modern technical pathways and careers.

Recommendation: Embed a core skills ‘thread’ into the pre-16 curriculum, ensuring every student develops competencies in sustainability, digital tools, and teamwork. This would better prepare students for both technical and academic routes post-16.

The current pre-16 applied offer equips many pupils with valuable skills, but inconsistencies, stigma, and misalignments with post-16 pathways limit its effectiveness. To improve, we must ensure equitable access to applied learning, align qualifications with post-16 opportunities, and embed cross-disciplinary skills into the curriculum. By reframing applied learning as a respected and integral part of education, we can better prepare all pupils for diverse future pathways, ensuring they have the skills, knowledge, and confidence to succeed.

*The Language We Use to Describe Learners

The terms we use in education significantly influence how students perceive themselves and their learning paths. Shifting from "academic" and "non-academic" to "theoretical learning" and "applied learning" refocuses attention on the actual skills students gain—skills that are different yet equally valuable. Applied learning emphasises real-world, hands-on experiences in fields like technical trades, healthcare, and the arts. Theoretical learning, meanwhile, nurtures critical thinking and deep conceptual understanding in subjects such as literature, science, and philosophy.

These approaches are not oppositional but complementary. When integrated, they prepare students to think critically and work effectively, equipping them with adaptability and resilience in a world where both practical skills and theoretical insights are vital. By adopting inclusive language, we value diverse learning paths and honour both skill development and intellectual growth.

41. Are there particular GCSE subjects where changes could be made to the qualification content and/or assessment that would be beneficial for pupils' learning?

The GCSE in Design and Technology (D&T) is a valuable subject that develops critical thinking, creativity, and problem-solving skills. However, there are several areas where changes to its content and assessment could better align it with modern industry needs, sustainability challenges, and diverse student learning styles.

Current Challenges in D&T:

Overemphasis on Theory Over Practical Application:
While the current GCSE specification includes valuable theoretical knowledge, it can overwhelm students, particularly those with a stronger aptitude for practical learning. The balance between theory and hands-on making does not always reflect the nature of design and technology as a practical discipline.

Lack of Focus on Sustainability:
In an era where sustainability is a critical global issue, the current curriculum does not sufficiently embed principles of sustainable design or life-cycle analysis. Students miss opportunities to engage deeply with these concepts.

Limited Access to Emerging Technologies:
While the specification encourages innovation, access to technologies like 3D printing, CNC machines, or AI-powered design tools can be inconsistent across schools due to resource inequalities, staff shortages and limited CPD for existing staff

Assessment That Can Stifle Creativity:
The Non-Examined Assessment (NEA) often requires students to follow a rigid design process that can feel formulaic. This limits opportunities for creative exploration and iteration, which are essential skills in real-world design.

Recommendations for Improvement:

Rebalancing Theory and Practical Work:

Reduce the proportion of heavily theoretical content and integrate it more closely with practical tasks. For example, rather than separate written exams testing material properties, students could demonstrate understanding through applied projects.

This would cater to a broader range of learning styles, ensuring that both academically and practically inclined students can excel.

Embedding Sustainability at the Core of the Curriculum:

Update the GCSE content to place greater emphasis on sustainable design practices, including circular economy principles, life-cycle assessments, and material selection for environmental impact.

This would prepare students to address real-world challenges and align their learning with the urgent needs of industries transitioning toward sustainability.

Expanding Access to Emerging Technologies:

Include specific modules or optional units focused on emerging technologies like AI in design, advanced prototyping methods, or robotics. Provide targeted funding to ensure all schools can access necessary equipment.

Equips students with cutting-edge skills that are highly sought after in modern industries, levelling the playing field for students in under-resourced schools.

Increasing Flexibility in the NEA:

Allow for more open-ended, student-led projects in the NEA, where pupils can choose their design process and methods of presentation. Encourage iteration and reflection as core components of the assessment.

Fosters creativity and innovation, enabling students to develop projects that showcase their unique strengths and ideas.

By rebalancing the curriculum, embedding sustainability, increasing access to emerging technologies, and creating more flexible assessment methods, GCSE Design and Technology can better serve students. These changes would not only make the subject more engaging but also align it with the demands of modern industries, equipping pupils with the skills and knowledge they need for future success.

42. Are there ways in which we could support improvement in pupil progress and outcomes at key stage 3?

The government and the Department for Education (DfE) have a crucial role in supporting improvements in pupil progress and outcomes at Key Stage 3 (KS3). However, a foundational truth must be acknowledged: if you don't look after the workforce, you aren’t looking after the children. Teachers are the lifeblood of the education system, and a struggling workforce will inevitably impact pupils' outcomes. Here’s how the government and DfE could drive meaningful change:

Prioritise Workforce Well-being and Retention

High workloads, low morale, and teacher shortages directly affect the quality of education at KS3. Potentially more than any other key stage as the majority of schools with teacher shortages timetable their strongest, most experienced teachers in exam classes. Teachers are overstretched, particularly in underfunded schools, leading to reduced focus on professional development and creative teaching.

Recommendations:

Offer competitive salaries and clear progression pathways to make teaching an attractive and sustainable career.

Introduce and enforce maximum workload guidelines to reduce administrative burdens and allow teachers to focus on teaching.

Provide mental health and well-being support for teachers, such as access to counselling services and well-being budgets for schools.

Invest in Subject-Specific CPD

Teachers often lack opportunities to deepen their subject knowledge or learn innovative pedagogical approaches, particularly for KS3 content.

Recommendation:

Fund regular subject-specific CPD, particularly for areas like Design and Technology (D&T), which require keeping pace with industry advancements.

Create regional hubs for teacher training, where experienced educators can share best practices and resources. CLEAPSS have already started this work but it would benefit from support from the DfE.

51. Are there additional skills, subjects or experiences that all learners should develop or study during 16-19 education regardless of their chosen programmes and qualifications, to support them to be prepared for life and work?

During the 16–19 phase of education, students are preparing for a critical transition into adulthood, further education, or work. Beyond their chosen qualifications, there are fundamental skills, subjects, and experiences that every learner should develop to thrive in an increasingly complex and interconnected world. These should include digital literacy, financial literacy, and a deep understanding of climate change.

Digital Literacy and Artificial Intelligence (AI)

In a world dominated by technology, every student must be equipped with the knowledge and skills to navigate digital landscapes safely, ethically, and critically. AI is a transformative force that will impact every aspect of life and work, offering both opportunities and challenges.

Key Components:

·        Practical AI Skills: Students should learn how AI is used in different fields, from creative industries to healthcare, and how they can leverage it as a tool for problem-solving and innovation.

·        Critical Evaluation: It’s essential for students to develop the ability to question AI’s outputs, recognise biases in algorithms, and assess the reliability of AI-generated information.

·        Ethics and Safety: Students must understand the ethical implications of AI, including data privacy, misinformation, and the societal impact of automation. Teaching them to use AI responsibly and ethically will prepare them to be conscientious contributors to a digital world.

Recommendation: Introduce a cross-disciplinary core module on digital and AI literacy for all 16–19 learners. This could include hands-on projects using AI tools, discussions on ethical case studies, and lessons on safe online practices.

Financial Literacy

Many students feel unprepared for financial responsibilities like managing debt, budgeting, and understanding credit, which are critical for their future independence and well-being.

Key Components:

·        Budgeting and Saving: Practical lessons on managing personal finances, including how to plan budgets and build savings.

·        Understanding Credit and Debt: Explaining how loans, credit cards, and interest rates work to help students make informed decisions.

·        Employment and Taxation: Lessons on understanding payslips, taxes, and employee rights.

·        Long-Term Financial Planning: Teaching students about pensions, investments, and financial resilience.

Recommendation: Incorporate financial literacy as a mandatory component of Personal, Social, Health and Economic (PSHE) education or a standalone course within the 16–19 curriculum. Collaborate with financial experts to deliver engaging, real-world examples.

Climate Change and Sustainability

Climate change is the defining challenge of this generation. Today’s students will inherit the responsibility of addressing its impacts and driving the transition to a more sustainable future.

Key Components:

·        Interdisciplinary Approach: Embed climate change education across all subjects. For example:

·        In science: explore renewable energy technologies and environmental impacts of industrial processes.

·        In geography: investigate climate systems and global inequalities in climate vulnerability.

·        In business studies: consider sustainable business practices and circular economies.

·        In design and technology: focus on life-cycle analysis and designing for sustainability.

·        Practical Actions: Encourage students to engage in sustainability projects, such as school-based recycling initiatives, energy audits, or community greening programmes.

·        Empowerment Through Knowledge: Teach students about their rights and responsibilities in tackling climate change, fostering active citizenship and leadership.

·        Recommendation: Make sustainability a cross-cutting theme in the 16–19 curriculum, with explicit lessons in every subject. Provide CPD for teachers to confidently deliver sustainability education and establish partnerships with local organisations to offer hands-on learning experiences.

Final Integration: A Holistic Core Programme

Introduce a "Life and Future Skills" framework that all 16–19 learners undertake alongside their chosen qualifications. This programme would include:

Digital and AI literacy.

Financial literacy and independence.

Sustainability and climate change education.

Cross-cutting skills like communication, collaboration, and critical thinking.

This approach ensures that every student leaves education not only with academic or technical knowledge but also with the practical skills and ethical frameworks to navigate the complexities of life and work in the 21st century. It is not just an investment in their futures but a moral responsibility to equip them for the challenges they will inherit.

53. How could technology be used to improve how we deliver the curriculum, assessment and qualifications in England?

Artificial Intelligence should be taught explicitly and within a wider digital literacy agenda that is embedded in all subjects.

Teaching AI is not just about technical know-how; it’s about equipping students with the tools to navigate, question, and influence a world where AI is a central force. AI literacy is as fundamental today as reading, writing, and arithmetic, empowering young people to engage critically and creatively with the future they will inherit. By embedding AI education in schools, we are not only preparing students for jobs and challenges we can’t yet imagine but also ensuring they contribute to a fairer, more ethical, and more innovative world.

Teaching AI to school-aged children is essential as it equips them with the tools to navigate and shape a world increasingly driven by artificial intelligence. AI is not just a technological trend but a transformative force impacting industries, decision-making, and global challenges.

Firstly, AI is integral to the future workforce. Students will encounter AI in fields ranging from healthcare and finance to the arts and education. By learning about AI, they develop problem-solving, data analysis, and innovation skills, enhancing their employability and adaptability.

Secondly, understanding AI fosters critical thinking and ethical awareness. AI systems can perpetuate biases or generate misinformation, so students must learn to critically evaluate AI outputs. Ethical issues, such as data privacy and societal impact, are central to AI's development, and young people must be prepared to engage with these challenges responsibly.

AI education also promotes digital safety. Students need to understand how AI influences their daily lives, from social media algorithms to deepfakes, and learn to navigate these tools safely. This understanding helps combat misinformation and fosters informed decision-making.

Additionally, AI sparks creativity and innovation. Students can use AI tools in projects to generate ideas, solve problems, and address global challenges like climate change or resource optimisation. By understanding AI’s potential, they become empowered innovators. (See some of my work and hear my podcast discussions on this here: www.trudibarrow.com)

Finally, AI education builds inclusivity and global citizenship. Teaching AI to all students ensures that understanding of this transformative technology is not limited to a privileged few, reducing inequalities and enabling diverse perspectives to shape AI’s future.

AI literacy is as fundamental today as traditional subjects, ensuring young people become informed, ethical, and creative contributors to society. By embedding AI education in schools, we prepare students not just to navigate the future but to shape it for the better.