ISE’s Stephen Isherwood shares insights from our response to the government’s Curriculum and Assessment Review.

Government wants to reform the curriculum and assessment for students aged 5–19 and has embarked on a comprehensive consultation exercise. We thought it important that the views of ISE members were put forward.

What’s out of scope as well as what’s in scope in a review often says much about the ambition for reform. Evolution not revolution said the submission guidance and careers and extra-curricular activities were out of scope.

What follows are the key points we made as part of the Department for Education’s (DfE) call for evidence. Drawing on the feedback from members,  we emphasised that the government needs to take a forward-thinking approach to align education with the dynamic needs of the modern workplace.

From embedding workplace skills in the curriculum to modernising assessment methods, we envision a system better equipped to prepare students for a world where adaptability and innovation are likely to be the paramount characteristics of all careers.

The case for practical skills in education

Employers have long voiced concerns about the disconnect between classroom learning and workplace demands.

ISE suggests integrating essential skills into daily learning activities, advocating for a curriculum where proficiency in tools like Excel, PowerPoint, and Word becomes fundamental to the application of traditional subjects like Maths and English.

Beyond technical abilities, there is a pressing need to cultivate problem-solving and communication skills through group projects, case studies, and practical tasks. By emphasising financial literacy and business applications in Maths and professional writing in English, students can gain real-world competencies essential for career success.

We also recommend that students develop the skills to articulate the skills they are developing. This explicit identification of skills not only boosts self-awareness and confidence but also ensures students understand how their education translates to workplace success.

Strengthening school and business collaboration

A core them from those that responded is the need for deeper partnerships between schools and employers.

Recognising logistical and geographical challenges, we suggested a multi-faceted approach to collaboration: virtual and in-person employer presentations, interactive workshops, and work experience days.

Starting employer engagement as early as Year 7 was another recommendation. Early exposure allows students to better grasp workplace expectations and align their aspirations with their skill development. Experiential learning activities embedding key skills can further bridge the gap between theoretical knowledge and practical application.

Rethinking assessment for the 21st Century

Traditional assessment methods have come under scrutiny for their focus on memorisation rather than skill application.

Feedback highlighted the need for an assessment framework that values employability skills, such as teamwork, adaptability, and resilience alongside core academic knowledge.

To address this, we proposed the government finds a better balance between coursework and exams. Students should be evaluated on sustained effort alongside their ability to perform under exam pressure.

Another suggestion included the introduction of proficiency certifications for widely used tools like Excel and Word to promote the development of essential digital skills.

Addressing the skills gap

As workplace dynamics evolve, so too must education. Cappfinity supplied evidence for the submission from their research with over 100 employers and just under one million recruitment assessments.

They found that the importance of fostering behavioural skills such as collaboration, adaptability, and personal responsibility will become even more essential. The rise of personal responsibility, in particular, underscores the growing demand for individuals who take ownership of both their work and their own personal development.

ISE also advocates that activities should account for diversity and promote inclusion within the student population to ensure that every student develops the necessary competencies to thrive in diverse workplace environments.

Wellness and growth in the age of AI

ISE’s vision goes beyond skills and assessments; it recognises the growing importance of personal development and wellbeing. By embedding these elements into education, schools can prepare students not just for their careers but also for a rapidly changing societal landscape dominated by artificial intelligence and automation.

The role of AI in education and the workplace is a recurring theme. Teaching students how to ethically use AI tools, for example, aligns with the broader goal of fostering critical reasoning and learning agility—two behavioural skills identified as critical for future success.

The path ahead

Implementing these ambitious changes will require systemic support. ISE calls for a robust and strategic allocation of resources, such as redirecting portions of the Apprenticeship Levy to underfunded career activities in schools and colleges.

Ultimately, we seek a future where education is not just about knowledge acquisition but about developing the skills to create a seamless transition into the workforce. By embedding practical skills into the curriculum, fostering school-employer partnerships, and reforming assessment methods, the education system can truly prepare students for the complexities of the 21st-century job market.

The UK educational system needs to evolve into one that equips young people with knowledge, and also the skills and confidence to shape the future. The time to act is now, as change within the world of work is only going to accelerate.

The Curriculum and Assessment Review will publish recommendations in 2025.