In our recent blog on the Curriculum & Assessment Review, we explored the government’s ambitious plans for curriculum and assessment reform. But the real test lies in classrooms, in how teachers respond to these proposals and how easy or difficult is to put them into practice.
In this follow‑up, we share perspectives from two educators: Simon Beale, Subject Leader of History & Politics, and Sasha Smith, Assistant Headteacher for Teaching and Learning. Their reflections highlight the real challenges and opportunities ahead, touching on curriculum overload, assessment, equity, and representation.
Curriculum Changes: Excitement and Concerns
For many teachers, the Review’s title “Building a world-class curriculum for all” raised expectations. As Simon Beale, Subject Leader of History & Politics, reflected:
“No historian would overlook the 5th of November in their calendar but today it had that added significance of being the day the Curriculum and Assessment Review report was published… Would there be fireworks or a damp sputtering of disappointment?”
Simon Beale, Subject Leader of History & Politics
That sense of anticipation was echoed by Sasha Smith, who welcomed the proposed removal of EBacc. She noted that sidelining the Arts and vocational subjects has narrowed opportunities for students, and praised the Review’s recognition of literacy, oracy, and digital skills as essential life skills. These changes, she argued, could help ensure the curriculum prepares students not just for exams, but for life beyond school.
Assessment: Overload and Rote Learning
One theme that resonated strongly was assessment. Simon highlighted the “incendiary recommendations” around GCSE History, pointing out that the subject has become overstuffed, with students forced into “a disproportionate focus on rote learning to pass exams rather than ensuring that students gain a comprehensive grounding in important disciplinary and subject skills.”
Sasha agreed, describing the “overwhelming content and assessment requirement at GCSE” as one of the most significant challenges facing history teachers. Both perspectives underline the urgent need for reform so that exams measure genuine understanding rather than memorisation.
Diversity: Representation Matters
Diversity was another recurring theme. Simon observed the silences in the Review, noting the lack of attention to regional history and the ongoing issues of gender imbalance and racial representation.
Sasha focused on the invisibility of women across the curriculum. She argued that while diversity is mentioned, it remains vague:
“The report fails to address the persistent invisibility of women within and across the curriculum.”
Sasha Smith, Assistant Headteacher for Teaching and Learning
Her reflections build on the recent The Great History Heist: Reclaiming Women’s Place in the History Curriculum. End Sexism in Schools report into the KS3 History curriculum, which she co‑authored, and highlight the need for specific exemplification in subject guidance. Without it, teachers may remain unclear on what is central to teaching.
Sasha recently joined our podcast alongside bestselling author Kate Mosse to discuss the urgent need for greater female representation in history education. Their conversation underscored how invisibility in the curriculum perpetuates inequality, and why reforms must go beyond vague commitments to embed representation meaningfully. Together, Simon and Sasha’s voices call for greater specificity ensuring diversity is not just aspirational but embedded in curriculum requirements.
Workload and Equity: Practical Realities
Teachers also raised concerns about workload. Simon pointed out that vague clarity in the programme of study leaves departments “stuffing the curriculum without allowing topics to breathe and disciplinary knowledge to be developed.”
Sasha also emphasised equity, welcoming the Review’s recognition of disadvantaged students and SEND attainment gaps. They highlighted the government’s response, which promises earlier intervention and targeted support. For many Heads, this focus on narrowing divides is a positive step but it must be matched with practical tools that reduce workload rather than add to it.
These classroom voices show that while the Curriculum & Assessment Review sets out important ambitions, its success will depend on how reforms address real challenges: overloaded assessments, vague diversity commitments, and the need for equity without increasing teacher workload.
At Reteach, we believe in turning policy into practice. That means providing free, practical, classroom‑ready resources that help teachers deliver equity, clarity, and subject knowledge without adding to their burden.