Transforming the Curriculum: Revitalising Engagement for Students in Key Early Secondary Years

In light of emerging evidence, the government is placing a renewed emphasis on the initial years of secondary education, as part of a comprehensive review of the National Curriculum. This decision is influenced by findings from various significant reports, including the Milburn Review and the White Working Class Education Inquiry.

A concerning trend has been observed where a significant number of children disengage from school during their early teenage years, adversely impacting their attendance, academic performance, and future opportunities. Many students are not receiving the comprehensive and specialist education that should be standard at secondary school, often being hurried through content before fully understanding the essentials.

Reforming Key Stage 3

To address issues of disengagement, the widening disadvantage gap, and the increasing number of young individuals not engaged in education, employment, or training, the government plans to revitalise the initial three years of secondary education by reinstating Key Stage 3 as a distinct three-year phase.

The forthcoming National Curriculum, which is set to be unveiled later this year and has been crafted by subject matter experts, will streamline excessively dense content and rearrange it more effectively across all educational stages. This approach aims to foster deeper understanding and enriching experiences that inspire a passion for learning, ensuring that more children are challenged and able to make progress.

The new curriculum will establish elevated expectations regarding essential knowledge and skills necessary for future success, including oracy, fluent reading, enjoyment of reading, and numeracy. Furthermore, there will be an enhanced focus on engaging subjects such as drama, physical education, music, and modern foreign languages, as well as technical and digital skills.

Addressing Early GCSE Pressure

Simultaneously, schools will be expected to curtail the increasingly common practice of prioritising GCSE preparation during Key Stage 3. While exams and assessments are integral to the educational framework, the pressure to prepare for GCSEs prematurely has escalated. Research indicates that over half of educators report that GCSE courses overshadow the first three years of secondary education, despite the fact that these courses are designed to commence in Year 10, with some institutions beginning GCSE instruction as early as Year 7.

This call for reform is especially pertinent for white working-class students. The first Independent Inquiry into White Working-Class Educational Outcomes identified the transition to secondary education as a pivotal moment, where disengagement in early adolescence significantly impacts attendance, academic success, and overall life prospects.

Confronting Disengagement

Many children are becoming disengaged precisely when school should be presenting them with new opportunities. The proportion of pupils who are persistently absent from school nearly doubles between Years 7 and 9, affecting one in four children. Persistent absence is a strong predictor of a young person becoming NEET (not in education, employment, or training), with white working-class pupils experiencing persistent absence rates that are 75% higher in secondary education compared to primary.

The Education Secretary emphasised that the early years of secondary school should ignite excitement for learning and engage students in a varied and thorough curriculum. However, troubling trends of disengagement and high levels of persistent absence persist, with the disadvantage gap remaining significant, leading too many students to leave school without the necessary knowledge and skills to prosper.

A Commitment to Change

The new curriculum aims to reverse these trends, providing students with more time to deepen their understanding and offering a richer experience that captivates young people’s interests and adequately prepares them for the rapidly evolving world they will inhabit.

Schools will be advised against commencing GCSE specifications prematurely for large groups or routinely requiring students to narrow their options too early. However, teachers will retain the flexibility to challenge high-achieving pupils or those ready to advance without limiting their choices.

Co-chairs of the Independent Inquiry into White Working Class Educational Outcomes have acknowledged the significant challenges faced during Key Stage 3. They noted that this period should foster a love for learning and present a balanced curriculum that introduces students to new ideas and experiences. The government’s commitment to revitalising this crucial phase of education is seen as a positive step forward.

Enhancing Educational Experiences

The renewed focus on Key Stage 3 will be complemented by a new enrichment framework designed to provide schools with the resources to create more enriching experiences that inspire young people, ranging from hands-on experiments to engaging debates. Such learning opportunities beyond the classroom are vital for making school an appealing environment, thereby addressing the notable decline in student engagement and attendance during these early secondary years.

The chief executive of Lift Schools, who is also a co-chair of the KS3 Alliance, highlighted that the first three years of secondary education are essential in their own right, rather than merely a preparatory phase for GCSEs. The government’s commitment to safeguarding these years is a welcome initiative. This approach is not about lowering academic standards; rather, it aims to allow young people the time to build solid foundations in knowledge while also exploring new interests and cultivating confidence in their abilities.

Getting this reform right has the potential to significantly alter the educational trajectories of young individuals, especially those at the highest risk of disengagement from school.