Curriculum and Assessment Review: Maths FAQs

Year 8 Diagnostic Assessment

Is the proposed diagnostic in year 8 planned to be standardised across the country? And reported?

This information hasn’t been shared yet. The DfE has confirmed its expectation that schools will assess progress in Maths in Year 8 and shared that they will support schools to ‘draw on a range of high-quality products’ to do so.

We’ll share further details once they’re released.

What about special needs year 8 students?

In their response to the Curriculum and Assessment Review, the DfE stressed the importance of an inclusive curriculum and high expectations for all learners, including those with SEND – so we’d expect any recommendations within the review to reflect this, including diagnostic testing.

At AQA, we recommend that every assessment is designed with accessibility built in from the start and follow this principle when creating our assessments.

Is the year 8 diagnostic the same idea as SATS?

No. The DfE has confirmed its expectation that schools will assess progress in maths in year 8 in a diagnostic form rather than as a standardised formative assessment.

I have heard the year 8 diagnostic test is not going to be standardised and schools could make their own. Why would this be if we are all aiming towards the same goals?

The DfE has shared that the purpose of the year 8 diagnostic assessment in maths is to identify where interventions can be placed to ensure all students are secure in the fundamental maths skills in preparedness for their GCSE maths course. The DfE have recommended that teachers can draw upon a range of high-quality tools in order to avoid the need to bring in brand new platforms; centres therefore have the choice of what provision will best support their learners.

What is the purpose of the year 8 assessment other than the broadly worded 'closing the gap'?

The DfE's response shares that teachers are required to use a range of high-quality tools to support consistent understanding of progress. Many schools already adopt this approach and so we wouldn’t expect to see a significant change where this is already working well.

Could the diagnostic in year 8 be similar to ELC?

The DfE hasn’t yet confirmed any details surrounding the content of what the year 8 diagnostic will assess. The government's response to the curriculum and assessment review identified that the diagnosis should come from a range of high-quality tools.

Given what we expect from resequencing and the recommendation not to reteach KS2 content, how do you anticipate the gaps between SATs and Y7 to be closed?

We’re expecting the DfE to publish the National Curriculum content for public consultation in September 2026 and the final curriculum will then be published in Spring 2027. This information will then allow us to identify how learners will transition from year 6 into year 7.

What does resequencing mean in the context of UK curriculum? Will we all be expected to have the same starting point?

The DfE is working across subjects (horizontal coherence) to ensure that the National Curriculum addresses key skills and knowledge in maths before needing to apply the concept in other subjects. We’ll also expect to see the curriculum focus more on number skills at KS1 and KS2 before moving onto more abstract maths like algebra. The Curriculum and Assessment Review shared that more coherent content will support prioritisation to help avoid overcrowding and rushed coverage. The starting points for mathematical understanding should align to allow for students to master key skills before moving on to higher order mathematical concept.

If we are doing the diagnostic assessment in Year 8, will the curriculum have time set out for schools to address the areas in Year 9 considering Year 9 is also part of KS3?

We’re expecting the DfE to publish the National Curriculum content for public consultation in September 2026 and the final curriculum will then be published in Spring 2027. This information will then allow for curriculum planning across both year 8 and year 9. The DfE hasn’t suggested there’s to be a single end of year 8 diagnostic assessment, and so schools may choose to assess little and often to address misunderstandings throughout.

GCSE Content and Assessment 

What about schools that have a 3-year GCSE. We currently start our GCSE courses at the start of 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.

This would support teachers using Year 9 curriculum time to address any gaps identified in Year 8 assessments, better preparing students for the GCSE content in Year 10.

Are there any plans to follow other subjects doing one assessment that ranges from grades 9 to 1?

There’s no indication that the DfE is planning to remove the two-tier qualification.

If the assessment time reduces at KS4 will the amount of content reduce as well, especially for those foundation learners?

The DfE has confirmed it’s aiming for a reduction in examination time by an average of 2.5-3hrs overall across all subjects (for the average student taking eight or nine GCSEs), so we’d expect to see reduced assessment time in some areas, regardless of changes in content.

In addition, one of the aims of the Curriculum and Assessment Review is to reduce content, with a focus on deepening understanding – this may also lead to reduced assessment time, but the DfE hasn’t confirmed what this will look like in practice yet.

The DfE will draft and publish the subject content for consultation before it’s finalised, giving you an opportunity to have your say. We’ll also gather your insights via our Teacher Panels, so we can continue to advocate for you.

When the DfE publish the new subject criteria, we’ll design our specifications, working closely with teachers.

Do you think there will be a reintroduction of an intermediate tier?

The DfE hasn’t confirmed this yet, but we’ll work closely with them, and Ofqual, to design assessments that are suitable to the new content – this will involve speaking with teachers along the way to find the most suitable approach for you and your students.

Are you considering the split between calculator/non calc or keeping the split similar?

This would depend on assessment requirements set by Ofqual, but we’re working closely with them – and you – to advocate for an assessment design that is accessible for all. That means looking closely at the amended content, how best to assess students and review the calculator/non-calculator split to suit the level of demand.

Rumour has it that P1- non calculator paper is going? Is this true?

Ofqual hasn’t yet shared any regulation outcomes for GCSE mathematics and so there is no update to be shared regarding the proportion of calculator and non-calculator questions. We’ll share further details once they're released.

Will the grade boundaries continue to vary yearly based on a bell curve? Or may there be a specific pass mark set?

The DfE has shared that the curriculum and assessment reform will be evolutionary and not revolutionary and so we expect awarding outcomes to remain consistent with current approaches.

Are there going to be two maths GCSEs? One for applied and pure? Are there going to be 3 tiers?

The DfE has shared that the curriculum and assessment reform will be evolutionary and not revolutionary and so this will imply that we will see amendments to the current GCSE maths provision rather than brand new qualifications. This also means that it is unlikely to see the introduction of a new tier, simply there will be updates/amendments to the current 2 tiers on offer.

As part of the reform, will all secondary and primary settings require a mastery specialist?

Specialist recruitment within individual centres will continue to remain at the discretion of each organisation. The curriculum and assessment reform will unlikely share a need for a mastery specialist to be required.

KS5 Qualifications

Do you expect Core Maths (Level 3 Mathematical Studies) to continue to run and if so any changes for this qualification based on the review?

At the moment, the vast majority of the mathematical content for Core Maths is found in GCSE Maths, so this does create the potential for some change to the Level 3 qualification – this would depend on the DfE’s revised National Curriculum and the assessment requirements set by Ofqual.

As soon as the revised National Curriculum and assessment requirements have been shared, we’ll be able to start reviewing and designing our qualifications. In the meantime, we’re speaking with teachers to hear your ideas and understand what matters most, so we can design exams that work for you.

Do you foresee a return to re-coupling AS and A-Level?

There’s no indication that the DfE is planning to recouple AS and A-level.

What will happen to the level 2 further maths qualification?

We’re committed to the Level 2 Further Maths qualification. The DfE hasn’t confirmed updates to GCSE and A-level Maths content yet – but we’re working closely with them to understand what this will look like. As part of this work, we’ll fully review the content for Level 2 Further Maths to make sure there continue to be strong links in the mathematical content found in GCSE Maths as well as A-level Maths and A-level Further Maths.

What implication will the new post-16 qualification have on Functional Skills and FSMQ?

The DfE hasn’t confirmed new post-16 Maths qualification content yet – but we’re working closely with them to understand what this will look like. As part of this work, we’ll review our offer across all post-16 qualifications and will work closely with students and teachers to make sure we offer the right qualifications for all learners

Is it likely that the Foundation tier GCSE will be focused on content more appropriate to the maths they will be using beyond GCSE?

The DfE hasn’t confirmed updates to the Foundation tier GCSE Maths content yet – but we’re working closely with them to understand what this will look like. We’re committed to making sure our GCSE maths qualifications prepare learners for the next stage of their learning and the world around them. That’s why, as part of this review, we aim to make sure the content is relevant to real-life so students can learn skills that will not only meet qualification requirements, but will support them throughout their adult lives.

Other

Are you able to give any indications as to how Level 2 Further Maths will be impacted by this?

We’re committed to the Level 2 Further Maths qualification. The DfE hasn’t confirmed updates to GCSE and A-level Maths content yet – but we’re working closely with them to understand what this will look like. As part of this work, we’ll fully review the content for Level 2 Further Maths to make sure there continue to be strong links in the mathematical content found in GCSE Maths as well as A-level Maths and A-level Further Maths.

Is maths content having to change because the new scientific calculator can do so much more?

The DfE are reviewing GCSE maths subject content to ensure learners are prepared for a future in modern Britain. The capabilities of scientific calculators are always considered by examiners when writing questions for the appropriate level of challenge across the series.

How will this affect the GCSE Statistics assessment?

The DfE will publish subject content in Spring 2027. This content will inform any reviews required for other maths qualification such as GCSE statistics to ensure that there continues to be coherence between the two programmes of study.

Will there be any changes impacting on ELC and FML2?

We’re committed to the Level 2 Further Maths and Entry Level Certificate qualifications. The DfE hasn’t confirmed updates to GCSE and A-level Maths content yet – but we’re working closely with them to understand what this will look like. As part of this work, we’ll fully review the content for all other maths qualifications to make sure there continue to be strong links in the mathematical content.

Who will sit the Level 1 Step paper at FE? All students that don't achieve a 4 in Y11, or just those that receive a specific grade?

The DfE have announced that the Level 1 stepped qualifications in maths and English will be a one-year qualification for 16 to 19-year-olds with prior attainment of a grade 1 or 2 at GCSE. Learners with a grade 3 should continue to study towards the GCSE.

General

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.

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.

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.

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.

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.

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.

How will the review affect pastoral leads such as Heads of Year?

The Department for Education (DfE) hasn't yet confirmed which recommendations from the Curriculum and Assessment Review will be taken forward or how they will be implemented. Schools may need to support students through a period of transition following potential changes in curriculum content, assessment arrangements or qualification structures.

Could there be opportunities for greater dialogue between moderators and centres?

The arrangements for moderation and examiner communication are designed to ensure consistency, fairness and equal treatment for all centres. Any changes to these arrangements would need to be considered carefully within the regulatory framework set by Ofqual.

How could reform improve inclusivity for learners?

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 to improve inclusivity, better reflect modern Britain and uphold equality of opportunity, to support a rigorous, engaging, and fair curriculum for all.

What role might formal exams play in the future assessment landscape?

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.

When will more detail be available?

The DfE has confirmed that they’ll launch the consultation for proposed GCSE and A-level subject content in September 2026. At this time, they'll share the proposed content for Phase 1 subjects publicly, giving you the opportunity to share your views. We’ll let you know as soon as possible once this information is released and when the subject content consultation goes live.

Will there be additional guidance on assessment at KS3, including clearer progression steps alongside end-of-key-stage statements?

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 expect 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 guidance available, marking arrangements and results.

What support and investment will be available to help teachers resource the new curriculum effectively?

The DfE haven't confirmed whether any additional funding, centrally produced resources, or other support will be made available to support the teaching of the new curriculum. In terms of subject content for exams, we'll provide a comprehensive package of support and resources to support you in teaching our specifications and understanding any changes to assessment.

If exams are moving to computer-based assessments, what support and funding might be available to help schools facilitate this?

The DfE's regulating on-screen assessment consultation recognised that schools and colleges face “practical challenges”, including “variable digital infrastructure”, and says wider use of on-screen exams must be “fair for students, proportionate, and manageable for schools and colleges to deliver with the staff, infrastructure and resources they have at present.” We believe on-screen assessment should be introduced at a steady pace so teachers and exams officers can deal with logistical issues such as “sufficient space” and “enough power sockets in exam halls".

How will AI be considered in the assessment of NEA work?

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. In some subjects, for example English, exams remain the most effective form of assessment.

Where NEA is considered the most effective form of assessment, we'll consider the risks around assessment validity and reliability.

Will textbooks be updated to reflect any curriculum changes?

AQA doesn't produce its own textbooks. Instead, we work closely with a range of independent publishers to develop and approve resources that support our specifications. Approved textbooks go through a rigorous endorsement process to help ensure they align with the specification, but the publisher retains responsibility for the content and production of the resource. We're working with a range of publishers to ensure that the textbooks available reflect changes to our specifications.

Will there be opportunities to strengthen progression and continuity between KS2 and KS3?

The Curriculum and Assessment Review highlighted the importance of ensuring greater coherence and progression across phases of education, including the transition from KS2 to KS3. However, no final decisions have been made by the DfE about what this might look like in practice.

How would you suggest spending time for planning and prep before we find out more information?

Our What does assessment reform mean for schools video podcast brings assessment reform to life in real school contexts. You’ll hear directly from others across education, helping you understand how the proposed changes are being approached in schools and academies just like yours.

We also have lots of support available for teachers, including our Assessment Reform Hub on the AQA website. Here, you’ll find information separated into subject-specific content to support your colleagues, including access to webinars. Teachers can also join our Teacher Panel to shape the qualifications and support we develop.

How are teachers being engaged in shaping these changes? How can we get involved in the DfE consultation?

We're gathering teacher insights via our Teacher Panels, giving you an opportunity to shape the qualifications and support we develop.

In September 2026, the DfE will share their consultations on the proposed content for Phase 1 subjects publicly, giving you the opportunity to share your views. We’ll share more information as soon as possible, once the consultation has been launched. There will be more opportunities to share your views and work with us throughout the qualification development period.

Do you have an indication of when the draft proposals will be released?

The DfE will launch consultation on the proposed content for Phase 1 subjects in September 2026. This will give you the opportunity to share your views. We’ll share more information as soon as possible, once the consultation has been launched.

How will the content be designed to remain deliverable in schools with limited curriculum time, while ensuring all learners have the opportunity to succeed?

One of the key considerations during qualification development is ensuring that content is teachable and assessable within the guided learning hours allocated to the subject. We'll consider feedback from teachers and subject experts throughout the development process.

The overall subject content will be determined by the DfE, and Ofqual will confirm the assessment framework. Once those requirements are confirmed, we'll work to develop specifications and assessments that are accessible and deliverable within the available teaching time.

How can AI generated work be approached where student creativity is being assessed?

The approach to artificial intelligence in qualifications is still evolving across the education sector. Awarding organisations are working closely with regulators and government bodies to ensure that qualifications continue to assess the knowledge, skills and creativity that they are intended to measure. Any decisions about the role of AI within assessment arrangements will be informed by regulatory requirements and subject-specific assessment objectives. Further information will be provided if changes are introduced.

Will there be opportunities for consultation on the subject content?

Yes, the DfE has confirmed that they’ll launch the consultation for proposed GCSE and A-level subject content in September 2026. At this time, they'll share the proposed content for Phase 1 subjects publicly, giving you the opportunity to share your views. 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 and when the subject content consultation goes live.

What conversations are taking place around the accessibility of the questions for all candidates?

One of the aims of curriculum and assessment reform is to ensure that qualifications remain accessible, engaging and appropriate for as wide a range of students as possible.

We're considering how qualification design, assessment approaches and question design can support accessibility while maintaining standards. Inclusivity is an important consideration throughout the development process.

Will this presentation be made available after the event to be shared with colleagues?

Yes, you can find the webinar recording for all our Assessment Reform: The Essential Week webinars here.

What type of resources will be ready to use when teachers begin to teach the new curriculum?

We’re committed to working with you, so we’ll provide comprehensive support through the development of clear and practical assessment guidance documents to help you understand what the changes mean for you. You can sign up to receive our emails and join our Teacher Panels so we can hear your ideas and share resources and CPD opportunities as they become available.

Thank you very much, useful session. Will there be another once we know what phase we're in?

We'll share further information once subject phases are announced, including CPD opportunities as they become available.

How are AQA working with other exam boards?

Each exam board is responsible for the development of its own qualifications, following the subject content and assessment framework supplied by DfE and Ofqual. We're in conversations with the DfE and Ofqual to make sure qualifications remain valid, accessible and deliverable for teachers and students.

Has the curriculum review given any thought to adults taking GCSE for jobs or career progression or later life higher education?

The Curriculum and Assessment Review has considered how qualifications support learners with a range of needs and destinations.

As qualifications are developed, consideration will be given to ensure they remain valuable and accessible for the broad range of learners who take them, including adult learners.

How will teachers be supported with sufficient time to plan for and implement any changes?

We recognise that schools and colleges need sufficient time to prepare for curriculum and qualification changes. That's why we aim to have our specifications ready by September 2028, a year ahead of first teach, to help you prepare.

How much of the proposed change is determined by AQA, and how much is shaped by government policy?

The DfE is responsible for determining subject content requirements. Ofqual regulates qualifications and sets the assessment framework that all exam boards need to operate to. Exam boards, including AQA, are responsible for developing specifications and assessments that meet DfE and Ofqual requirements. As a result, some aspects depend on the government and Ofqual, while others relate to the qualification design and delivery, which we are responsible for.

Will you share the universal design rules for questions?

Yes, our universal design principles can be found in the recording or our opening webinar for Assessment Reform: The Essentials week.

Featuring Dale Bassett, Chief Qualifications Officer, alongside Dr Katy Finch, Head of Research & Evaluation and Louise Badham, Head of Assessment Design & Principles, the webinar examines how research, data and teacher insights are shaping reform, and how AQA is working to create more meaningful, inclusive assessments that reduce barriers for all learners.

When will schools receive information about any topics being added, removed or repositioned between KS3 and KS4?

The draft GCSE subject content is currently being developed and is expected to be published for public consultation in September, providing an opportunity for stakeholders to have their say before it is finalised. The revised national curriculum programmes of study are due to be published in Spring 2027, ahead of first teaching from September 2028.

How are guided hours of learning being considered as part of assessment reform?

The guided learning hours (GLH) for a GCSE is 120-140 hours. The DfE has not proposed any changes to these GLH.

We’ll share further details as soon as possible once this information is released.

For schools that begin teaching GCSE content and skills in Year 9, will final specifications and supporting documentation be available early enough to support effective curriculum planning?

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. In their response to the Curriculum and Assessment Review, the DfE committed to ensuring that schools have plenty of time to plan to implement the changes.

Will specifications be reduced in size to account for shorter examinations?

The Curriculum and Assessment Review recommended reducing examination time by around 10%, and the Government has accepted this recommendation. However, neither the DfE nor Ofqual has confirmed exactly how this will be delivered in individual subjects.

Which cohort will be the first to study the reformed GCSEs from 2029, and what will this mean for Key Stage 3 planning?

Phase 1 GCSE qualifications will have first teaching from September 2029. As GCSEs are designed as two year Key Stage 4 qualifications, this would typically mean students entering Year 10 in September 2029. These students will be starting year 7 in September 2026.

The revised National Curriculum is expected to be introduced from September 2028, meaning schools will begin teaching the updated Key Stage 3 programmes of study before the new GCSEs are first taught. This should provide time for curriculum progression to be established ahead of GCSE implementation.

Will there be opportunities to strengthen coherence between subjects and provide clearer guidance on shared content across areas such as mathematics, science and geography?

The Curriculum and Assessment Review aims to reduce unnecessary duplication while improving connections between subjects. Some shared content may remain where it supports learning and progression.

We expect greater clarity on this as the revised curriculum and qualification content are developed.

Will GCSE exams start later if examination time is reduced?

The Government has accepted the recommendation to reduce overall exam time, but no decisions have been announced about future GCSE exam timetables.

A reduction in exam time would not necessarily mean a later exam start date. We expect further details once assessment arrangements for the reformed qualifications have been agreed.