The Curriculum and Assessment Review (CAR) interim report published today sets out the key findings from consultations and the open call for evidence carried out in autumn 2024. The importance of creative arts education is recognised by the panel, with a commitment to work closely with Subject Associations during the next phase of the review. The panel have also noted that issues that fell beyond the scope of the review – workforce, funding, status of subjects – These have had a particular impact on the arts, and will be taking those forward to the Department for Education for action.
The Department for Education (DfE) have also announced today that a National Centre for Arts Education will be launched in September 2026. The new national centre will have a remit to promote arts education in art and design, dance, drama and music, ensuring opportunities for children and young people within and beyond the curriculum, as well as support excellent arts teaching in primary and secondary schools in England. NSEAD welcomes the recognition that art and design education requires support and investment if learners are to thrive.
NSEAD’s key recommendations raised in our submission to the call for evidence, are highlighted in the report as areas that need reform.
The report highlights aspects which the review panel believe are working well, including the Assessment system and the way in which the key stages are currently structured, with the expectation that there will be no significant changes to the assessment framework. The impact of the Ebacc is acknowledged, with a recognition that it may constrain choices and narrow curriculum on some areas, including arts, computing and vocational subjects. The report stops short of specific recommendations to reform progress and attainment measures, but commits to reviewing the place of performance measures within the wider accountability framework, looking at the impact on young people’s choices and outcomes in this next phase of the review, ahead of final recommendations in the autumn.
The importance of digital literacy, critical thinking, and green skills are recognised, areas that NSEAD will continue to highlight as part of our recommendations to the panel,
In comments over the weekend, CAR chair Professor Becky Francis spoke of the need for a curriculum fit for the future, in a world where, ‘rapid social, environmental and technological change necessitates… a renewed focus on digital and media literacy, and on sustainability and climate science’. The report calls for a subject by subject review over the coming months. NSEAD have made clear that there is a need for further subject-specific change.
NSEAD General Secretary Michele Gregson, responding to the interim report, says:
‘NSEAD welcome the recognition that attainment and progress measures have harmed the education of a generation of learners. Now is the time for action to ensure that this Government’s promise to our children is fulfilled. Removal of the Ebacc (and reform of attainment and progress 8) are vital steps to dismantle the hierarchy of subjects that has constrained choice and narrowed curriculum for far too long. Without action we will only see continued decline.
‘We also need to see real and meaningful action to close the equity gap within the art and design curriculum. Ours is a knowledge rich subject, but this is poorly defined within the current curriculum. Teachers and learners deserve a curriculum for our subject that is contemporary, learner centred and fit for the future. The work needs to begin to address missing content, establish a clear expectation of the need to develop imagination, expression and creative thinking and ensure meaningful representation and diversity of practice. We look forward to working with the DFE and CAR teams as they focus on the specific needs for art, craft and design.’
‘The announcement of a new National Centre for Arts Education, with a remit to support teachers, and ensure equity, access and excellence for all learners is good news for the sector. This is an opportunity for real investment that makes arts education a priority, not an afterthought.’
NSEAD President Andy Ash, says:
‘As society changes, art changes – and so should our curriculum. Although our subject continues to be a popular choice for learners, the curriculum does not reflect their world and it does not look to the future that they will build. Our subject has been held in low regard by too many policy makers, we need this curriculum review to recognise what our learners know – art, craft and design is a vital part of their education, and our society. We need an inclusive curriculum that is fit for the future, and the world we live in today.'
NSEAD’s Key Art, Craft and Design recommendations for the CAR panel:
We believe that that the curriculum could be greatly improved if the following key areas are addressed:
- Reform of performance measures within the wider accountability framework to address the impact on young people’s choices and outcomes; to ensure equity of opportunity for all young people and access to high-quality art and design education
- The need to clearly define the knowledge domains for art and design and to make core knowledge expectations explicit
- Missing content needs to be included with specific design and craft competencies.
- A clear expectation of the need to develop imagination, expression and creative thinking, through a plurality of disciplines and approaches that support personal and divergent learning goals.
- Ensure meaningful representation and diversity of practice and references to support learners’ exploration of the world around them historically or through contemporary art and culture.
Full recommendations of the CAR panel will be published in the summer, for first teaching in September 2026.
Read NSEAD’s evidence, CAR submission and recommendations here
Read NSEAD’s Curriculum principles, problem diagnosis and change required, here