The policy landscape, often a dense thicket of regulatory minutiae, has recently presented us with a vision of genuine clarity and strategic purpose in the form of the proposed Progress 8 reforms. For too long, the accountability metric, like an over-zealous accountant, valued the EBacc structure with an exclusionary zeal, subtly relegating the Arts to the sidelines of the academic pageant. Now, with the intended scrapping of the EBacc’s restrictive mandate and the subsequent restructuring of P8, a necessary correction to the academic compass is at hand. This is not mere policy tinkering; it is a profound philosophical shift. It is the long-overdue assurance that our curriculum can be both robustly academic and truly reflective of the breadth of human endeavour.
The change to the subject slots, especially the guaranteed prominence given to Creative subjects on an equal footing with Languages and Humanities, finally dismantles the tyranny of the ‘EBacc core’. The fact that students’ subject choices will now be based on genuine interest and future opportunity rather than on the desperate calculus of historical league table drivers is a liberation for the soul of Key Stage 4. This proposed structure allows a student to weave a far richer tapestry of knowledge. The mandate for school leaders to proactively design options that promote true breadth in Arts, Languages, and Music is a welcome pressure to ensure that a holistic education is the rule, not the exception.
Furthermore, the new accountability framework is a profound opportunity to tackle the systemic issue of complacency. The fact sheet wisely guides us to abandon long-established attainment patterns and instead focus on fluid accountability measures. By structurally guaranteeing the value of subjects like Art and Music within the new performance measure , the reforms necessitate a re-evaluation of resource allocation, staffing, and professional development. This is the necessary friction that sparks growth—a deliberate design for school leaders to move beyond mere compliance and into a period of strategic, intentional planning.
This bold restructuring, with its clear expectation for a “cutting-edge” curriculum and the championing of new enrichment benchmarks on civic engagement, life skills, and the arts, is the intellectual equivalent of reaching the summit of Jacob’s Ladder. It connects the academic enterprise directly to the external world and future opportunities. By aligning curriculum with high-value technical pathways like a post-16 Data Science and AI qualification, and formalising community partnerships, these changes ensure our schools are not simply factories for grades, but essential engines for relevant, tangible learning.
Authentic Leader Fact Sheet: Proposed Changes to Progress 8 Measures
Progress 8 is a key performance indicator used in secondary schools in England to measure the academic progress students make between Key Stage 2 (KS2 SATs) and their GCSE results. It compares a student’s progress in a set of eight subjects against that of other students nationwide with similar prior attainment.
A positive score means students at a school made more progress than expected; a negative score means they made less progress.
Current Progress 8 Structure
The current measure is based on a student’s performance across eight subjects, organised into three buckets:
- English (highest score from English Language and Literature): Double Weighted
- Mathematics: Double Weighted
- EBacc Subjects (three of the following: sciences, computer science, geography, history, or languages)
- Open Group (three subjects from the EBacc group or other approved arts, academic, or vocational qualifications)
Proposed Changes to Progress 8 Structure
The government is proposing a restructuring of the subject buckets to better balance a “strong academic core with breadth and student choice,” particularly aiming to boost the arts.
The total number of subjects remains eight, but the buckets are changing:
| Slot Number | Proposed Subject Slot | Weighting | Notes |
| 1 & 2 | English | Double | Highest score from English Language or Literature. |
| 3 & 4 | Mathematics | Double | Maths is still double-weighted. |
| 5 & 6 | Dedicated Science | Single | Two highest scores from: Combined Science (double award), Biology, Chemistry, Physics, Computer Science/Computing. |
| 7 & 8 | Breadth Slots | Single | Four slots with specific requirements to ensure breadth. |
How the Dedicated Science Slots (5 & 6) Work
These slots take the two highest scores from a selection of science subjects.
- If a student takes Combined Science (a double award), the two-subject grade is averaged (e.g., a grade 5 and 6 averages to two scores of 5.5) and can fill one or both slots.
- The options are: Combined Science, Biology, Chemistry, Physics, Computer Science, or Computing.
How the Breadth Slots (7, 8, 9, 10) Work
These slots are designed to ensure students study a wide range of subjects.
| Breadth Slot Number | Requirement | Categories to Choose From |
| 7 & 8 | Must be filled by subjects from two of these three categories: | 1. Humanities: Geography, History, Religious Studies. |
| 9 & 10 | Takes the two highest scores in any approved subjects. | Any subject not already counted (including English language/literature if not used in slot 1 & 2), or other eligible subjects/technical awards. |
| 2. Creative: Art and Design, Music, Drama, Dance, Design and Technology. | ||
| 3. Languages: Modern Foreign Languages and Ancient Languages. |
Key Technicalities
- More than 8 Subjects: Only the highest grades relevant to the eight slots are counted.
- Fewer than 8 Subjects: Students receive a zero score for any slots that are not filled, which negatively impacts the overall Progress 8 score.
- Reasoning: The changes are intended to address criticism that the current system sidelined the arts and to put Creative subjects on an equal footing with Humanities and Languages.
When Will This Happen?
- The government will hold a consultation on these proposals.
- The final response is expected in the summer term of 2026.
- The new structure is intended to be in place for schools to use when students make subject choices for the 2027-28 academic year.
Considerations for Future Curriculum and Assessment Planning
The proposed curriculum and assessment reforms, driven by the scrapping of the EBacc and the significant restructuring of Progress 8 (P8), demand immediate and intentional planning from school leaders. This involves moving beyond mere compliance to strategically integrating new subject priorities and adapting to revised accountability mechanics well before the 2028 implementation date.
Leaders must urgently audit the curriculum for new literacies, specifically mapping where topics like financial literacy and digital/AI misinformation can be woven into existing subjects like Maths, Computing, and PSHE. Furthermore, the removal of the EBacc’s restrictive structure offers a profound opportunity: Key Stage 4 (GCSE) subject options must be intentionally designed to promote true breadth in Arts, Languages, and Music, basing subject uptake on genuine student interest and future opportunity rather than historical league table drivers.
This intentionality must also address the logistical commitment of planning for a three-science pathway for all students, requiring proactive resource allocation, laboratory scheduling, and science staffing reviews.
A major risk during this transition period is complacency, especially concerning long-established attainment patterns and metrics. Leaders must actively anticipate and combat this by focusing intensely on diagnostic data and fluid accountability measures. The introduction of the statutory Year 8 reading test must be treated as a critical diagnostic tool, not just an assessment hurdle. Data from this test should immediately inform rapid intervention programs to tackle the known problem of widening attainment gaps during the first years of secondary school. Additionally, leaders must scrutinise the evolving accountability landscape; the promise to “reform” P8 means the goalposts are not static.
To combat complacency, a small working group should be tasked with tracking DfE announcements on the new P8 methodology, ensuring all subject leaders—particularly those in the Arts—understand that the value of their contribution is now structurally guaranteed to be viewed more equitably within the new performance measure.
Curriculum reform must be partnered with a commitment to championing growth in people and professional skills, ensuring staff are equipped to teach a “cutting-edge” curriculum. To effectively educate students on issues like spotting AI-generated content and misinformation, an immediate investment in digital CPD for all teaching staff is essential, focusing on the responsible use of AI in learning and assessment.
Another key area for growth is oracy and communication, which is being pushed to have the same status as reading and writing. This is not a departmental initiative; it requires embedding explicit instruction in speaking, listening, and debate across all subjects to build the critical communication skills valued by employers and universities.
This period of change also serves as an opportune moment to model reflective practice, prompting departments to review and better represent diversity and global contributions within their subject content while maintaining foundational knowledge.
Finally, the reforms require school leaders to inspire deeper connections between the curriculum and the external world, focusing on community and future opportunities. The new enrichment benchmarks on civic engagement, life skills, and the arts are now part of the accountability framework, making formal partnerships essential. Leaders should collaborate with local businesses, civic groups, and arts organisations to deliver these benchmarks meaningfully. For instance, lessons on financial skills like budgeting should be framed as a direct connection to financial wellbeing within the student’s community, making the learning relevant and tangible.
Furthermore, to ensure seamless progression, leaders must engage early with feeder colleges and sixth-form providers to discuss the proposed exploration of a post-16 qualification in data science and AI. By fostering these connections, the school’s curriculum is directly linked to the high-value technical and academic pathways that their students will ultimately progress to, giving the reforms maximum positive impact.
Authentic Checklist: Preparing for Progress 8 Reform
Immediate Actions (Next 6–12 Months)
- Audit Curriculum
- Map current KS4 subject offer against proposed Progress 8 buckets.
- Identify gaps in Arts, Languages, and Humanities provision.
- Form a Working Group
- Assign responsibility for tracking DfE announcements and consultation outcomes.
- Include subject leaders from Arts, Science, and Languages.
- Plan for Science Pathways
- Review feasibility of offering three separate sciences for all students.
- Assess lab capacity, timetable implications, and staffing needs.
Medium-Term Actions (2026–2027)
- Embed New Literacies
- Integrate financial literacy and digital/AI misinformation into Maths, Computing, and PSHE.
- Invest in CPD
- Launch digital CPD for staff on AI use and misinformation detection.
- Develop oracy training across all subjects.
- Review Subject Diversity
- Ensure curriculum reflects global contributions and diversity.
Long-Term Actions (2027–2028)
- Redesign KS4 Options Process
- Promote genuine breadth and student choice in Arts, Languages, and Music.
- Strengthen Community Partnerships
- Formalise links with local businesses, arts organisations, and civic groups for enrichment benchmarks.
- Engage with Post-16 Providers
- Discuss alignment with emerging qualifications (e.g., Data Science and AI).
Ongoing
- Monitor Accountability Changes
- Regularly update staff on evolving Progress 8 methodology.
- Use Year 8 Reading Test Data
- Implement rapid interventions for literacy gaps.
- Champion Growth
- Embed reflective practice and professional development across departments.
I said in my post yesterday it had just got interesting; and here we are. More interesting still.
The Authentic Leader 