ASDAN calls for inclusive, skills-based reform in response to UK government curriculum review

ASDAN has responded to the UK Government’s Curriculum and Assessment Review by calling for significant reforms to make education more inclusive, skills-focused and flexible for all learners. With over 30 years of experience supporting those facing barriers in mainstream education, ASDAN emphasises the need for a curriculum that values academic, vocational and practical achievements equally.

Inclusive, flexible learning for diverse needs

ASDAN advocates for a personalised, competency-based curriculum model that adapts to the diverse needs of learners, including those with special educational needs and disabilities (SEND), students in alternative provisions and care leavers. By using contextualised, real-world learning approaches, ASDAN aims to re-engage learners who are not motivated by the standard curriculum offer, making education relevant, accessible and purposeful.

To achieve this, ASDAN recommends flexible assessment models rooted in Universal Design for Learning (UDL). These models should recognise varied achievements, ensuring that progress, whether academic or practical, is acknowledged and celebrated at any stage of a learner’s journey.

Bridging academic and life skills

ASDAN stresses the need for skills-based qualifications to have parity with academic ones. This approach aims to prepare learners not only for exams but for life beyond the classroom. By embedding foundational subjects like English and maths into practical, real-world contexts, learners can develop essential skills alongside communicating, decision making and team working – qualities increasingly demanded by employers.

Meeting the needs of a growing SEND population

With over 1.7 million students identified with SEND in January 2024, ASDAN highlights the need for a more agile curriculum to prevent disengagement and reduce reliance and pressure on education, health and care plans (EHCPs). By integrating diverse learning needs into the core curriculum, ASDAN believes it is possible to foster inclusion and social mobility while decreasing the rising demand for EHCPs.

Workforce collaboration and professional development

ASDAN also calls for greater investment in teacher training, focusing on neurodiversity, mental health, and inclusive pedagogy. By co-developing effective teaching models with educators, the aim is to create dynamic learning environments that foster metacognitive, social, and emotional growth, benefiting all learners.

A vision for the future

ASDAN’s response is clear: education must evolve to meet the diverse needs of today’s and tomorrow’s learners. Our advocation for flexible qualifications, contextualised learning, and holistic assessment models aim to build a system where every learner, regardless of their background or abilities, can thrive and succeed.