Letter to the Prime Minister with concerns at the outcome of the Curriculum and Assessment Review

Dear Prime Minister,

We write as Fellows of the Royal Society, the UK’s academy of science, to express our concern at the outcome of the Curriculum and Assessment Review. 

Last week, the Chancellor rightly hailed the role of the UK’s world leading scientific prowess as a cornerstone of our economic strength. Yet that strength relies on the next generation of skilled young people to power a modern, data-driven economy. Without bold reform, our broken education system will continue to hold them, and the UK, back.

Currently, almost half of working-age adults in the UK have numeracy skills no higher than those expected of children when they leave primary school. To change this, we need a radical approach to maths and data literacy across all age groups. It must be underpinned by digital technologies and fuse maths, statistics and data science. It must spill beyond the traditional confines of maths and computing into other subjects from PE to history and design. Maths and data science must be taught and understood as vital tools for modern life and work – not abstract academic exercises.

Further, many students are shut out of STEM and arts subjects by our post-16 system, which is among the narrowest in the world. There is clear evidence that a broad curriculum leads to better employment outcomes, with links to earning potential, and the Government’s manifesto promised a ‘rich and broad’ curriculum. Our system is driving a decline in arts, humanities and social sciences entries, while we still have around 150,000 A level students a year leaving school with little or no maths education after the age of 16. Similarly, vast numbers are forced to abandon all science at 16. Reintroducing AS levels alongside A levels would be the simple, practical first step towards regaining greater breadth and balance and at the same time paving the way for more far-reaching changes.

The promise of the option of triple science at GCSE for all students is welcome. No student should be denied the basis to go on to study science at university because of where they live or their socioeconomic background. However, reform is contingent on the creation of a sufficient base of specialist teachers across the UK, and it is concerning that the Government’s response to this review does nothing to address the recruitment and retention challenges facing the teaching profession.

We share the Government’s objective to break down barriers to opportunity but fear this review risks missing a rare chance to transform life chances, boost productivity and secure our economic future. We should be ambitious for the next generation and urge you to revisit these reforms with the bravery needed to create lasting, meaningful change.

Yours sincerely,

Sir Adrian Smith PRS

Professor Sarah-Jayne Blakemore FBA FMedSci FRS

Dame Kate Bingham DBE HonFREng FRS

Professor Jane Clarke FMedSci FRS

Professor Dame Athene Donald DBE FRS

Mr Andy Haldane CBE FRS

Dame Sue Ion GBE FREng FRS

Sir Paul Nurse OM CH FMedSci FRS

Sir Robin Saxby FREng FRS

Professor Ulrike Tillmann FRS