Over the past year, led by Professor Becky Francis CBE, the Curriculum and Assessment Review has received evidence from a wide range of stakeholders, and delivered deep-dive sessions on a series of subjects, including PE. The Youth Sport Trust and afPE have contributed to the Review throughout, including through attendance at the PE deep dive, and are pleased to see the sector’s insights inform the Review’s findings and subsequent government response.

Following the publication of the Review’s report, the Department for Education has published a response to indicate how the Review’s recommendations will be incorporated into the revised curriculum. Key measures include:

Physical Education (PE)

· Revisiting the aims of compulsory PE across all four key stages to support the development of fundamental movement skills, and participation in sport and physical activity, highlighting the role of PE in supporting pupils’ wellbeing and educational outcomes.

· Ensuring the key stage four curriculum has a clear purpose for pupils so schools recognise the need to protect two hours of PE time for all pupils throughout their time at school.

· Considering how swimming, dance and outdoor and adventurous activities are presented to ensure they support quality teaching and progression.

· Working with Ofqual and stakeholders to review the PE GSSE subject content to make sure the purpose is distinct from the key stage four curriculum, with an emphasis on supporting wider participation including for pupils with disabilities.

· Adding further detail to content on dance within PE, and included within the remit of new PE and School Sports Partnerships to build capability and confidence in the teaching of dance.

Enrichment

· Introducing a new core enrichment offer every school should aim to provide for all children, beyond the statutory curriculum. A new set of benchmarks will be developed alongside schools, colleges and sector experts, with the impact of national partners such as the Royal Shakespeare Company and Youth Sport Trust highlighted in delivering opportunities through partnership approaches. Schools will be expected to, at a minimum, delivering enrichment which provides access to access to sport, civic engagement, arts and culture, nature and adventure, and life skills to build resilience and opportunity.

· Providing information about schools’ enrichment opportunities in new school profiles, with Ofsted inspection toolkits updated to take into account the new enrichment benchmarks when revised next year.

· Emphasising the role of new PE and School Sports Partnerships to deliver high-quality curriculum PE, expand opportunities for extra-curricular sport and physical activity, and build strong links between schools, local clubs and National Governing Bodies of sport.

· Highlighting the role of civil society in working alongside schools and colleges to deliver high-quality enrichment, citing the commitment of organisations including the Duke of Edinburgh’s Award, National Youth Theatre and Youth Sport Trust in enabling schools and colleges to provide opportunities.

In addition, the Government’s response clarifies that the new curriculum will be implemented in full from September 2028, with the Government publish the final revised national curriculum in full by spring 2027

Commenting on the Review’s recommendations and Government’s response, Kate Thornton-Bousfield, CEO of the Association for Physical Education (afPE) said:

"I am absolutely delighted with the publication of today's report, which I believe marks the beginning of a transformative journey towards a curriculum that meets the needs of all learners, fosters lifelong engagement in physical activity, and nurtures vital life skills. Crucially, the report calls for a redefinition of the aims and

purpose of Physical Education, recognising its role as a catalyst for sustained participation in physical activity and enrichment. We welcome the recognition by Professor Francis and her colleagues that change is essential and the commitment to act by the Department for Education, and we are proud to have worked alongside sector partners to reach this pivotal moment. The opportunities ahead are both exciting and essential.”

“afPE reaffirms that core PE is compulsory, irreplaceable, and must be protected. Examination PE, such as GCSE PE, Sports Studies, or Sports Science, is an optional academic pathway and must never replace the statutory entitlement to high-quality, physical PE for all learners. As a sector we are concerned by reduced PE time at Key Stage 4 and the growing influence of theoretical exam content on earlier PE stages. Core PE must remain focused on physical activity, skill development, and enjoyment, not academic study alone. We also highlight the underrepresentation of students with special educational needs (SEN) in PE qualifications. The current activity list lacks sufficient specialist options to support inclusive participation. afPE supports a review to expand and diversify the list, ensuring all students can thrive in both core and qualification PE. Inclusivity must be central to any reform. Every young person deserves meaningful access to Physical Education, regardless of ability or pathway.”

Youth Sport Trust CEO Ali Oliver MBE said:

“I would like to thank Professor Francis and her Review Panel for the careful consideration they have given throughout to the importance of a balanced and relevant curriculum which equips children and young people for today and tomorrow, and values individual potential and wellbeing. As a charity, we have long campaigned for the fundamental role of movement, and physical activity in the education and development of children to be better understood and valued more highly. Throughout the Curriculum and Assessment Review, our sector has come together to emphasise the importance of more inclusive, accessible and contemporary provision across play, Physical Education and school sport.”

“Movement has a central role in cognitive development and performance, physical activity is essential to health and wellbeing, while play and sport are invaluable contexts for social development and the acquisition of life skills. Today’s announcements respond to our call - PE and school sport are not optional extras, they must serve the needs of every child. A revitalised curriculum with refreshed aims and clear objectives for each key stage has the potential to build a progressive pathway which starts with the essentials of developing a positive relationship with movement in primary schools before extending choice, and responding to young people’s voice in the activities on offer in secondary schools. The outcome of the new curriculum must be to engage every child in a way that is meaningful, purposeful and sustained while complementing classroom-based learning with personal development and wellbeing.”

“The impact of more active schools and high-quality Physical Education is overwhelming in the evidence-base, and we are delighted to see this reflected in today’s response and commitments from the Department for Education. The new core enrichment entitlement giving every child access to sport supporting progress inside and outside the classroom, forging a sense of belonging and broadening horizons is warmly welcomed, and the place of this provision in assessing school standards, the quality of education, and informing parental choice has been missing for too long in maintained schools.”

“We are optimistic today represents an important milestone on the journey to harnessing the importance and contribution of play, Physical Education, daily physical activity and sport in building a nation of more active and well schools. We are excited to get going and look forward to playing our part in realising the potential of what has been announced. Through a joined-up approach connecting today’s report and recommendations with the new national PE and School Sport Partnerships Network, the Enrichment Framework and a National Youth Strategy we can send a powerful message to young people and their families - their health, happiness, and success is a priority for our country.”

The two organisations will continue to work closely with the Department for Education and across the sector to make sure today’s announcements are the impetus for change. Meanwhile, aside from the Curriculum and Assessment Review, the Department for Education has recently initiated a market engagement process ahead of the introduction of a new PE and School Sport Partnership Network and is expected to soon publish a new Enrichment Framework. The new National Youth Strategy is also set to be released by the Department for Culture, Media and Sport by the end of the year.

• refreshing programmes of study for each curriculum subject,
• raising standards in oracy, reading, writing and maths from the early years and into secondary,
• preparing young people for life and careers in a changing world, and
• delivering high standards for all.

The government has responded to the report Curriculum and Assessment Review Final Report: government response - GOV.UK welcoming the Review’s recommendations, thanking Professor Francis and the Panel for their work and confirming how it intends to take forward the reforms.

The executive summary of the government response provides an overview of the changes we will make – including that:

• We will create a world leading curriculum – that raises the floor for all without adding any limit to ambition or achievement. We will revitalise arts education as part of the reformed national curriculum and through high-quality support for teachers of these subjects. We will explore a new languages qualification which banks progress and motivates pupils to continue studying and reap the benefits of learning a language. This will complement existing GCSEs and A levels.
• We will deliver high standards for all – including pupils who are from socioeconomically disadvantaged backgrounds, those with special educational needs or disabilities, and the most able pupils who need more stretch. We will give every child rock solid foundations in oracy, reading, writing and maths, and an improved key stage 3 that re-engages pupils and prevents their learning from stagnating in the early years of secondary school.
• We will prepare young people for life and careers in a changing world – embedding vital applied knowledge and skills in financial, media and digital literacy in the revised curriculum, and improving climate and sustainability education. We will also make citizenship compulsory in key stages 1 and 2 and will explore a new level 3 qualification in data science and AI.
• We will improve assessment, accountability and performance measures – at primary, we will improve the assessment of writing at key stage 2 so that it has a greater focus on fluent writing. At secondary we will retain the rigour of exams whilst reducing the amount of time spent in them. We will also consult on an improved version of Progress 8 that balances a strong academic core with breadth and remove the EBacc performance measure, which has hampered progress in subjects which strengthen our economy and society including the arts.
• We are determined that every child has access to a wide range of enriching activities that broaden their horizons, stretch their abilities and build wider skills - setting out a new core enrichment offer for every pupil, which delivers access to civic engagement; arts and culture; nature, outdoor and adventure; sport and physical activities; and developing wider life skills.
• We will support our teachers to be ready for the new curriculum – providing high-quality, free digital resources through Oak National Academy, and curriculum support, including through our RISE English and maths hubs, our CPD programmes for computing, physics and languages, a new National Centre for Arts and Music Education and new PE and Sports partnerships.
• We will deliver the reforms to post-16 skills in our recent Skills White Paper – consulting on a new English and maths preparation for GCSE level 1 qualifications to consolidate students’ skills and knowledge before GCSE. We will also consult on how to streamline the confusing landscape of hundreds of qualifications at 16-19 and replace it with a clearer offer of level 2 qualifications and a simple framework of A levels, T Levels and V Levels at level 3 to give academic, technical and vocational options that are high quality and respected.

Work is now underway to deliver a new curriculum and assessment system that is ambitious for every child, rich in knowledge and strong on skills. Working closely with the sector, we are working towards a first teaching of the new curriculum from September 2028 and a phased approach to new GCSE teaching from September 2029. Proposals will be consulted on from 2026, to ensure we are capturing the important views from those most impacted.

We have a valuable opportunity to refresh the PE curriculum and clearly define its role within the broader school curriculum. In the coming weeks, I’ll be sharing the anticipated timelines and key milestones for designing, drafting, consulting on, and implementing this new-look PE curriculum. I’m looking forward to reconnecting with you soon to move this exciting work forward.

Statement on Dance recommendations

Championing a Bold, Inclusive, and Coherent Future for Physical Education

As CEO of the Association for Physical Education (afPE), I welcome the findings and recommendations outlined in the recent curriculum review. This report offers a timely and necessary reflection on the current state of Physical Education (PE) and Dance in our schools. It presents a compelling vision for how we can better serve all pupils through a refreshed, inclusive, and coherent curriculum that values both physical activity and academic progression.

Reaffirming the Value of Core PE

PE is a statutory foundation subject for all pupils from Key Stage 1 to 4. Its role in shaping the physical, emotional, cognitive, and social development of young people cannot be overstated. Regular physical activity contributes to cardiovascular and wider health, supports healthy weight, improves mental wellbeing, and enhances academic attainment. Yet, despite these benefits, the report highlights troubling inconsistencies in the quality and delivery of PE across the country.

afPE unequivocally reaffirms that core PE is compulsory and irreplaceable. Examination PE, such as GCSE PE, Sports Studies, or Sports Science, is an additional pathway and must never substitute the statutory requirement for all learners to access high-quality, physical PE. Core PE is the only guaranteed opportunity for many young people to be physically active during the school week, and it must be protected and prioritised accordingly.

We are concerned by the drop in teaching time at Key Stage 4 and the declining uptake of GCSE PE. In some cases, the GCSE specification is influencing earlier key stage PE, shifting focus from physical activity to theoretical content such as anatomy and physiology. This risks distorting the very purpose of core PE. We strongly support the recommendation that core PE must remain physical in nature, with students actively engaged in movement, skill development, and enjoyment, not solely academic study, with core PE as the unique and essential place where every young person has the opportunity to be physically active.

Elevating Dance, Swimming, and Outdoor Activities

Dance, swimming, and outdoor adventurous activities are integral to a rich and balanced PE curriculum. The report rightly identifies that Dance is underrepresented and often poorly delivered. This is unacceptable. Dance fosters creativity, coordination, cultural appreciation, and emotional expression. Dance plays an essential role in providing choice and in providing an inspiring outlet for many young people. It must be taught with the same rigour and enthusiasm as other PE disciplines.

 We therefore support the recommendation to improve specificity in the Programme of Study for these activities and call for clearer guidance and professional development to ensure all pupils experience high-quality instruction in Dance, swimming, and outdoor learning.

A Curriculum That Reflects Holistic Development

afPE endorses the proposal to broaden the purpose statement of PE to reflect its holistic benefits: physical, cognitive, social, and emotional. Competitive sport is a proud part of our national identity, but it must be balanced with inclusive participation. We must move beyond a narrow focus on performance and success to embrace a curriculum that motivates every child, regardless of ability or background and recognise our responsibility in providing high quality experiences to every young person, including those who have not been well served in the past.

We also support the call to update subject aims at each key stage. Non-specialist teachers need clarity, support and structure to deliver high-quality lessons and to ensure that young people do not miss out. A coherent progression model that builds mastery over time is essential to ensure pupils develop fluency, confidence, and a lifelong love of physical activity.

Clarifying and Reforming Qualification Pathways

The recommendations to review and refine the structure and content of examination PE qualifications offer to provide much needed clarity. Renaming the GCSE PE qualification to reflect its academic focus, such as GCSE Sports Science or GCSE Sports Studies, would help clarify the distinction between physical education for all and academic study for some. This would preserve the integrity of core PE and prevent the encroachment of theoretical content into physical PE lessons.

We also support efforts to distinguish clearly between compulsory PE, GCSE PE, and Technical Awards. Core PE should focus on practising competitive sport, developing movement skills, and fostering positive attitudes towards physical activity. Qualification pathways should prepare students for further study and careers in sport and health, with a clear emphasis on sports science and vocational relevance.

Promoting Equity and Inclusion

afPE is deeply concerned by the underrepresentation of students with special educational needs (SEN) in PE qualifications. The current GCSE PE activity list, while adaptable, lacks sufficient specialist options to support inclusive participation. We support the recommendation to review this list and expand the range of activities to better reflect the diverse needs of learners.

Any changes must be carefully considered to ensure they are assessable within existing frameworks, but inclusivity must be a guiding principle. Every student deserves the opportunity to succeed in PE, whether through core participation or qualification routes. We are already working hard through our wider activity to improve inclusion and equity in accessing PE qualifications.

Our Commitment Moving Forward

afPE stands ready to collaborate with the Department for Education, Ofsted, and all stakeholders to implement these recommendations. We will continue to advocate for:

• A minimum of 2 hours of high-quality PE per week for all pupils
• Enhanced professional development for PE teachers and external providers
• A curriculum that reflects the diverse needs and aspirations of all learners
• Greater investment in inclusive practices and resources
• Clearer distinctions between core PE and examination pathways
• A reviewed and inclusive activity list for qualifications

Physical Education is not a luxury, it is a necessity. Let us seize this opportunity to reimagine PE as a dynamic, inclusive, and empowering subject that prepares every young person for a lifetime of physical activity, wellbeing, and opportunity.