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Assessment reform is evolving, but keeping up shouldn't feel complicated. At AQA, we've got you covered.
We'll keep you informed about what we know so far, what's coming next and what it means for your subject, so you can navigate reform with confidence.
What the changes mean for English
We welcome the focus on strengthening coherence, clarity and inclusivity across the English curriculum, particularly in the following areas: GCSE English Language: a renewed focus on subject discipline and purpose, with a broader range of text types to explore.
- GCSE English Language: a renewed focus on subject discipline and purpose, with a broader range of text types to explore.
- GCSE English Literature: a commitment to diversity of text choices and inclusion of more representative texts and authors.
- Clarity of progression: ensuring clear sequencing through all key stages.
- Clear distinction: between literacy and English as a subject.
- Distinct oracy framework: to support practice and to complement the existing frameworks for reading and writing, which will support oracy in English.
- Post-16 progression: working to reverse the decline in English A-level entries.
We appreciate the commitment to:
- GCSE English Language identity: ensuring the qualification has a clearer sense of identity, with a focus on the nature and expression of language.
- Broadened text types: including critical analysis of multi-modal and ephemeral texts.
- Distinct Language and Literature content: creating a clear distinction between the two subjects.
- Inclusive literary heritage: embracing a wider range of texts to better reflect modern Britain, without replacing canonical works or increasing content volume
- Grammar and writing continuity: reviewing continuity from KS2 to KS3 to improve transitions and ensure students can write with confidence and fluency.
- Early identification of learning gaps for reading: introducing a diagnostic test to help schools identify and address learning gaps so all students can access the curriculum.
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Making assessment accessible to every learner
We aim to never let a learner down. That means designing assessments that test ability, break down unnecessary barriers and give every learner the opportunity to show what they know and can do.
Our universal design principles are embedded in how we create assessments, helping us make questions clearer without compromising challenge or rigour. From summer 2027, you’ll see this approach in practice, with changes to our question papers designed to make assessments more accessible for every learner.
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Listen to Louise Badham explore universal design and the future of accessible assessment on Teachers Talk Radio.
Explore what's changing
Find out more about the specific universal design changes we're introducing to assessments from summer 2027.
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Explore updated question papers and sample assessment materials to see how universal design is being applied.
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FAQs: What english teachers are asking about assessment reform
Will fiction in English Language be removed/reduced?
The DfE has committed to refreshing subject programmes of study and updating GCSEs to improve coherence, mastery and reduce overassessment, but it hasn’t specified removing fiction from English Language.
Feedback from our consultation with English teachers and leaders was mixed. Some were happy to lose fiction if it meant more space would be created for more relevant Language content, such as more modern and multimodal texts. Others felt it was important to keep fiction to support students’ understanding of narrative construction and to preserve creativity across a range of text types.
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Will English Language GCSE align more closely with A-level English Language?
The DfE has confirmed that it aims to design programmes of study that support mastery with careful sequencing within subjects, ‘ensuring effective pupil progression between and within key stages’. This signals the intention for clearer progression both from KS2 and to KS5.
We advocate the return to an English Language GCSE that includes a body of knowledge reflective of the discipline, which progresses from KS2 and 3 and offers a bridge to A-level English Language study. We look forward to working with subject experts and the curriculum drafters to develop the definition of that specific knowledge.
We also support the development of the DfE Reading, Writing and Oracy frameworks which can be used by schools more widely to develop good practice in these areas, enabling teachers to focus on teaching English as a subject, and avoiding the English GCSE being used as a proxy for literacy.
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Could prerelease materials, modular exams, open-book exams or an anthology be introduced?
There’s a commitment from the DfE to rebalancing assessment and reducing overspecification, including an overall reduction in exam time – but it isn’t confirmed what this will look like in practice yet. We’re working closely with the DfE and will share further details as soon as possible once this information is released.
It’s unlikely modular exams will be reintroduced, and we wouldn’t advocate for doing so in English as it could result in:
• even more short-term exam preparation, when teachers have told us they want to move away from teaching to the test
• a fragmentation of the full curriculum into isolated components, restricting students’ ability to make meaningful connections between texts and ideas
• a potential reduction in the validity of assessment by over-emphasising exam technique and resit strategies instead of the assessing the English curriculum more fully.
Pre-release materials and anthologies were considered favourably by some of our teachers in consultation, with particular support for English Language anthologies. These were seen as a way of introducing some set texts to the GCSE Language that students experience in GCSE Literature or A-level English qualifications. The A-level Lang-Lit anthology, with its multimodal texts, was referenced as an example. We’ll be working with the DfE to explore the feasibility of these options.
The pros and cons of open book exams in English was also discussed in our consultations. Advocates of open-book exams wanted to move away from rote learning of quotations, while those against open book exams were concerned about the potential for student distraction and time wasted searching for quotes in the exam. The latter considered that knowing the text really well beforehand would be a better route to success.
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Will coursework return for GCSE English? What about AI, teacher workload and fairness?
In the DfE’s response to the Curriculum and Assessment Review, there’s no indication that coursework will return for English at GCSE.
The DfE acknowledge ‘new technologies, such as generative AI, carry risks and implications for some forms of NEA’ and have committed to working closely with Ofqual and the sector to explore alternative assessment methods where necessary. We believe that in GCSE English, exams remain the most effective form of assessment.
We know from our consultations with teachers and leaders of English that a proportion said they’d like to see the Spoken Language endorsement weighted, but there’s no indication from the DfE’s response that this will happen. We consider the risks around assessment validity and reliability, and teacher workload, for Non-Exam Assessment in English to be valid concerns around reintroducing a weighted component.
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What changes might there be to texts? Are we keeping Shakespeare/19thcentury texts? Will there be changes to poetry?
We believe in embracing a wider range of texts that better reflect the world students live in, without replacing canonical works or increasing content volume.
We've already committed to increased optionality, reflecting the modern world of students, with the introduction of new optional modern texts at A-level and GCSE. It’s worth noting that, despite our recent addition of works by three women of colour to our set text list in GCSE English Literature, most teachers of our specification deliver JB Priestley’s An Inspector Calls. In 2024, 411,934 candidates answered questions on An Inspector Calls, which represents 83% of the cohort. This suggests more support may be needed from government to enable teachers to choose these new texts.
It’s also already possible to teach a range of texts when preparing for GCSE English Language, as there are no set texts on the specification, giving teachers relative autonomy in text selection currently. In terms of English Literature GCSE, the DfE has agreed that ‘the curriculum should continue to draw on a recognised body of English literature, including at least one play by Shakespeare, one 19th-century novel, poetry, and fiction or drama from the British Isles from 1914 onwards.’
We look forward to working with the DfE on an approach which manages to keep the literary heritage aspects identified, while broadening text choices to reflect the world students live in. This will need careful thought and design if the intention, as stated, is not to add content to the Literature specification.
We would also advocate for equally strong balance of heritage and diversity recommended for English Language.
Will Spoken Language be weighted to contribute to grades at reform? Is it likely to include conversation/debate as well as presentations?
There’s no indication that GCSE English spoken language will move from endorsement to a graded component, or any reference to a new weighting at this stage, but we’re pleased to see the commitment to a distinct oracy framework. This will support practice and complement the existing frameworks for reading and writing.
We’ll advocate for more clarity around the definitions of ‘spoken language’ and ‘speaking and listening’ for English as a subject, and for oracy as it applies to English and across the curriculum.
We’re pleased to hear of the DfE’s intention to create the oracy framework that will ‘support primary teachers to help their pupils become confident, fluent speakers by the end of key stage 2’. At secondary, they intend to ‘publish a combined secondary oracy, reading and writing framework that brings together guidance on these topics, to support teachers to connect and use all three in their teaching and to embed literacy and oracy across the entire curriculum as part of a whole school strategy’.
What are the plans for KS4 to KS5 transition? Will GCSE reform boost A-level English uptake?
We’re supportive of the DfE’s approach to post-16 progression, working to reverse the decline in English A-level entries. The DfE aims to preserve the design features of GCSEs, AS and A-levels while refreshing subjects and streamlining 16–19 pathways. This includes introducing V levels at Level 3, and stepped Level 1 English/maths to help more learners reach Level 2 and progress. This aims to improve clarity around pathways. You can read more about our views on this topic in our response to the DfE consultation on Post-16 Level 3 and Below Pathways.
Why Year 8 (not Year 7)? Who marks? What do schools do with results? Will this narrow KS3 and increase workload?
The DfE has confirmed it will introduce ‘a statutory reading assessment for all pupils in Year 8, designed to test both fluency and comprehension.’ and will expects schools to assess writing and maths in Year 8. The aim is to drive progress and create stronger KS3 focus and sequencing. We believe this supports schools in identifying and addressing learning gaps early so all students can access the curriculum.
It hasn’t been confirmed what this will look like in practice yet, including marking arrangements and results.
How will media literacy be implemented in English?
The DfE has stated that the reformed English programmes of study ‘will expose students to the study of a wide range of texts supporting them to analyse and challenge arguments, building media literacy.’ We’ll advocate for critical analysis of multi-modal and transient texts, with an English Language disciplinary lens.
It’s important to note, the DfE has committed to ‘teach our young people to think critically and act thoughtfully, armed with the digital, financial and media literacy they need to thrive in the modern world’. This has been framed as cross-curricular, rather than allocating it solely to English.
We’re working with the DfE to understand how media, digital and financial literacy can be embedded in a subject-appropriate way and will share further details as soon as possible, once released.
How do we ensure a diverse and inclusive curriculum without alienating groups?
To ensure a rich and inclusive curriculum which does not alienate groups and represents the world students live in, any choices should aim to make sure all young people feel represented and included while maintaining consistency and quality. Representation must, however, be balanced with exposure to unfamiliar perspectives to broaden horizons and foster empathy, creating shared connections and challenging discrimination.
In discussion with teachers, the DfE and Ofqual, we’ll actively seek opportunities in English to increase inclusivity, better reflect modern Britain and uphold equality of opportunity, to support a rigorous, engaging, and fair curriculum for all.
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How will exams consider students from marginalised groups/areas of deprivation?
High stakes end point exams are efficient, reliable and fair assessment tools. Exams provide a robust snapshot of a student's performance at a fixed point in time. Our assessment system helps policymakers know where to target support.
We’ll work closely with the DfE and Ofqual to design assessments that are accessible for all learners, with specific accessibility adjustments considered central to our specification design principles.
Will foundation tier English GCSE papers return? Is there any indication of an academic / functional split at GCSE?
The DfE hasn’t indicated reintroduction of tiered English GCSE papers, or split “academic vs functional” GCSE, and we wouldn’t be supportive of this approach. The proposal is instead to introduce new Level 1 English/maths preparation qualifications before GCSE for those who need consolidation, and a streamlined suite at Level 3 (A-levels, T levels, V levels).
How will changes affect colleges offering resits?
The DfE plans stepped Level 1 English/maths to improve progression to Level 2 (GCSE), aiming to boost success rates by age 19.
It remains to be seen how this will affect colleges in practice. We believe students should retain the opportunity to resit GCSE English Language but are keen to explore alternatives to traditional resits. We’re working closely with the DfE and are committed to amplifying your thoughts in these discussions.
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Will English be in the first phase of GCSE reforms?
The DfE hasn’t confirmed whether English will be in the first phase of GCSE reforms yet. They will update GCSEs across subjects from 2029, following the 2027 curriculum refresh. We know English is included among subjects to be refreshed, but the DfE hasn’t confirmed phase sequencing details. We’ll share more information as soon as possible, once it’s been released.
What is the timeline for first teaching of the new curriculum and GCSEs?
National Curriculum updates across all key stages will apply from September 2028, with the first teaching of phase 1 GCSEs starting in September 2029.
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Will GCSE teaching start at the same time for all subjects?
No. There’s a phased approach to the introduction of GCSE subjects to support their introduction and manage workload.
• Phase one subjects will be taught from September 2029, with first exams in 2031.
• Phase two subjects will be taught from September 2030, with first exams in 2032.
The Department for Education (DfE) hasn’t announced which subjects are in each phase yet.
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Will updated GCSE content be available early enough for schools that start teaching in Year 9?
GCSEs are designed to be taught over two years at Key Stage 4.
One of the aims of the Curriculum and Assessment Review is to reduce content, with a focus on deepening understanding. This will support teachers to deliver the new programme of study within the designated time, without the need to start teaching early.
When the DfE publish the new subject criteria, we’ll design our specifications, working closely with teachers. We’ll share them as soon as we’re able to.
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When will the decision be made about which subjects are in Phase 1?
The DfE hasn’t confirmed when they’ll announce which subjects are in each phase. We’ll let you know as soon as possible once this information is released.
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What happens to EBacc and performance measures?
The DfE has committed to removing EBacc headline and additional measures at KS4, before developing and consulting on ‘an improved version of Progress 8 and Attainment 8 that balances a strong academic core with breadth and student choice’.
They’ve shared this document to explain the proposed model where they confirm ‘The government will consult in due course. We will publish our response in the summer term 2026 so that schools can take the revised measure into account when determining subject choices for pupils who will start their GCSEs in September 2027’.We support the removal of EBacc as a headline accountability measure, which signals a shift towards valuing creative subjects (an explainer has been published).
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Could reforms be “ripped up” by a future government?
The DfE has set out an implementation timetable from 2026, with the development and consultation of the updated National Curriculum, to 2034, with the first exams held for Phase 2 A-levels). There’s also a commitment to future curriculum reviews to keep content current. As with any policy, a future administration could change direction but would need to carefully consider the impact on teachers and students before making this choice.
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Can we effectively assess a wide range of skills with less exam time?
Yes, we believe it’s possible to effectively assess a wide range of skills and reduce exam time in some areas. That’s why we welcome the DfE’s aim of reducing assessment time by 2.5–3 hours overall (for the average student taking eight or nine GCSEs).
The DfE wants to make sure ‘any amendments maintain high standards and protect the integrity and validity of the assessment system’. While we don’t know what this looks like in practice overall or for individual subjects yet, we intend to work closely with the DfE and Ofqual to support this.
