Curriculum and Assessment Review Interim Report

The Curriculum and Assessment Review, examining all aspects of the English School curriculum to 18, opened in July 2024 and will make its final report and recommendations in autumn 2025. A public call for evidence ran in late 2024. Energy & Utility Skills consulted with members and submitted evidence to the review.

Our response highlighted the importance of reforming the vocational offer in the school curriculum so that young people are better prepared for apprenticeships and jobs at Level 2 and progression to Level 3, and the need to develop a strong vocational alternative to T-Levels for the many sixteen year olds for whom T-Levels are not accessible. We are pleased to see our views acknowledged in the Interim Report (18 March) and included in the areas for the review’s further work over the coming months.

Sector employers focus on occupational competence and consistency.  Energy & Utility Skills’ occupational mapping identifies routes to competence from any starting point, and our standard setting work defines competence and forms the basis for skills solutions. A reformed vocational offer in schools would key into this, improve access for young entrants, and address employers’ concerns:

• Sector employers report that the 16 to 18 curriculum does not prepare learners for entry to sector roles. For example, many entrants to craft and technician roles do not have basic engineering hand skills.
• We need a demand-led (by employers) skills system. Sector bodies have the research and credibility to drive vocational curriculum reform.
• The review focusses on the English school curriculum but it should consider that employers want consistency of outcomes across the UK.
• Reformed Level 2 and Level 3 vocational pathways are key to better preparing young people for sector jobs. Our Labour Market Research shows that a quarter of sector jobs are at Level 2 and below.
• Level 3 T-Levels are inaccessible to many young people at 16 because of their academic demands. The flagship vocational programme is not appropriate for many of those learners who would most value clear, credible vocational routes. The Department for Education should work with employers on developing a strong, clear, accessible alternative to T-Levels.
• Academic pathways are well established through the curriculum, with the links between GCSEs, A Levels and higher education being well understood. The vocational progression route is not clear, and a holistic view is needed of routes through vocational courses at 14 to 16, to vocational programmes in FE and apprenticeships.
• The school curriculum requires that learners study English and maths up to the age of 18.  This requirement was recently removed for adult (19 and over) apprentices, but remains for 16 to 18 year old apprentices, in line with the curriculum requirement. This presents issues of age discrimination in access to apprenticeships. The review is not focussed on apprenticeships but given that apprenticeship knowledge content is drawn from the same standard as that of T Levels, it should consider how reform of the vocational offer can support improved coherence and access.
• The aims of the review are to ensure that all young people are prepared for life and work. We recommend that the further work of the review focuses on ensuring that that the national curriculum remains relevant for our sector, forward-thinking, and accessible to all students. Employer-led reform of the vocational offer in schools should be a priority.
• Innovation in technology is developing at pace. Sector employers are looking for young people to be equipped to have the digital skills that will help them optimise Artificial Intelligence, deal with cyber security and be able to adapt to new digital ways of working.
• The sector’s businesses are in the vanguard of the decarbonisation of the economy, measures to mitigate climate change, sustainability,  and protection of the environment. A strong modern school curriculum can prepare young people for the opportunities that are available now and in the future.
• Great apprenticeships are available in the sector and a curriculum that better supported access to these through stronger vocational routes would support many young people.

Energy and utilities businesses operate everywhere, and the growing demand for skilled workers and the opportunities for great careers should be available to all. Sector employers have a strong focus on diverse and inclusive recruitment practices and actively support social mobility through innovation in entry routes.  A reformed vocational offer in the school curriculum, with credible, integrated pathways, and a strong, employer-informed alternative to T-Levels would support employers and open up access for many young people.