»ÆÉ«²Ö¿â

»ÆÉ«²Ö¿â advocates for reform that is based on a strong foundation of evidence and that considers the system as a whole, including how curriculum and qualifications are designed and delivered, the teaching workforce and resourcing challenges, and the need for flexibility between academic and technical education. A reformed system would seek to improve STEM educational experiences across a wide range of pathways for all young people, create better informed citizens and contribute to a stronger economy.

Curriculum and Assessment Review

The Curriculum and Assessment Review was launched in 2024 and published its final report in November 2025. »ÆÉ«²Ö¿â welcomed the government’s commitment to reviewing education as an early priority, but challenged the lack of ambition and relatively narrow focus of the initial call for evidence.

In the Society’s submission [Royal Society response to Curriculum and Assessment Review], key recommendations included:

• for the Government to commit to a systemic and longer-term review extending beyond the current parliamentary term
• for the Review Group to include in their recommendations to Government the principles of the Mathematical Futures Programme report A new approach to mathematical and data education
• for the Review Group to advocate an urgent need to replace GCSE resits in mathematics with an alternative curriculum and assessment model
• the creation of a taskforce, led by the Royal Society working across the science education community, drawing on scientific expertise and the teaching profession to advise on a new science curriculum and to unify the science pathway in all schools
• recouple AS and A levels to restore AS levels to their previous status, which would help to reverse the decline in breadth post-16 and could positively contribute to the destination choices of the most disadvantaged students

Previous work on education system reform

Curriculum breadth and employment outcomes

Commissioned research by the Royal Society using Longitudinal Education Outcomes (LEO) data found that pupils who had more diversity in their A level subject choices saw a slight boost to their earnings in their mid-20s, a trend that is expected to continue throughout their careers.

Envision: leading thinkers’ views on the need for reform

In 2022, the Society published a series of think pieces called ‘Envision’, in which thought leaders discuss what the UK education system should look like in order to prepare students to flourish in a changing world of work in the 21st century.

Future of Education conference

In June 2022, the Society held a large stakeholder conference to gather views from the sector on suggested political priorities ahead of the next election. A summary paper of the conference was produced, including recommendations on the teaching workforce, fairness, curriculum and assessment.

Parental views on broadening education

In 2019, the Society commissioned a survey of parents on their views of broadening education, with over half of parents supportive of their children studying a broader range of subjects after the pandemic. Phase 1 and Phase 2 of this work are available to access.

Vision for science, mathematics and computing education

»ÆÉ«²Ö¿â’s ‘Vision for science, mathematics and computing education’, published in 2014, set out proposals to ensure that education enables people to make informed choices, and become empowered to shape scientific and technological developments.

International case studies

As well as a mapping of the current post-16 qualification mix and subject choice of students in England, in 2017 the Royal Society commissioned a series of international case studies, which look at how curriculum reform has been managed in Sweden, Belarus, Ireland, Mauritius, Hong Kong and Spain and the drivers behind these reforms.