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Curriculum and Assessment Review.

The Bell Foundation is seeking valuable insights from education leaders and practitioners across England. We invite you to share your experiences and perspectives on the barriers and opportunities within the current curriculum, assessment system, and qualification pathways for disadvantaged learners who use English as an Additional Language (EAL), from Key Stage 1 through to Key Stage 5.
The feedback gathered through this survey will play a crucial role in shaping our response to the Department for Education's Curriculum and Assessment Review Panel. Your input will help us advocate for a more inclusive and effective educational system for all learners.
Please only answer the questions relevant to your phase of education.
1.What is your role
2.In which phase of education do you work
3.Which aspects of the current primary curriculum work well to support learning for children and young people who use EAL?
4.What aspects of the current primary curriculum should be targeted for improvements to better recognise the progress of children and young people using EAL?
5.In the current primary curriculum are there any barriers which may disproportionately impact learners who use EAL?
6.Do you think the current primary curriculum is representative of England’s multilingual and multicultural society?
7.What changes could be made to ensure the primary curriculum is more diverse and representative of England’s multilingual and multicultural society?
8.What aspects of the current primary assessment systems work well to support and recognise progress for children and young people who use EAL?
9.What aspects of the current primary assessment systems should be targeted for improvements to better recognise the progress of children and young people using EAL?
10.In the current primary assessment systems are there any barriers which may disproportionately impact learners who use EAL?
11.Should there be any changes to the current primary accountability system in order to better support progress and incentivise inclusion for disadvantaged young people who use EAL? If so, what should those changes be?
12.Do you have any further views on anything else associated with the Curriculum and Assessment Review not covered in the previous questions?
13.Which aspects of the current secondary curriculum work well to support learning for children and young people who use EAL?
14.What aspects of the current secondary curriculum should be targeted for improvements to better recognise the progress of children and young people using EAL?
15.In the current secondary curriculum are there any barriers which may disproportionately impact learners who use EAL?
16.Do you think the current secondary curriculum is representative of England’s multilingual and multicultural society?
17.What changes could be made to ensure the secondary curriculum is more diverse and representative of England’s multilingual and multicultural society?
18.What aspects of the current secondary assessment systems and qualification pathways work well to support and recognise progress for children and young people who use EAL?
19.What aspects of the current secondary assessment systems and qualification pathways should be targeted for improvements to better recognise the progress of children and young people using EAL?
20.In the current secondary assessment systems and qualification pathways are there any barriers which may disproportionately impact learners who use EAL?
21.Are there any particular GCSE subjects where changes could be made to the qualification content and/or assessment that would be beneficial for learners using EAL?
22.Should there be any changes to the current secondary accountability system in order to better support progress and incentivise inclusion for disadvantaged young people who use EAL? If so, what should those changes be?
23.Do you have any further views on anything else associated with the Curriculum and Assessment Review not covered in the previous questions?
24.Which aspects of the current curriculum, assessment system and qualification pathways are working well to support and recognise educational progress for vulnerable and disadvantaged young people who are speakers of other languages (SoLs)?
25.What aspects of the current curriculum, assessment systems and qualification pathways should be targeted for improvements to better recognise the progress of speakers of other languages (SoLs)?
26.In the current curriculum, assessment system and qualification pathways, are there any which may disproportionately impact learners who are speakers of other languages (SoLs)?
27.Do you think the current curriculum, assessment system and qualification pathways are representative of England’s multilingual and multicultural society?
28.What changes could be made to ensure the curriculum, assessment systems and qualification pathways are more diverse and representative of England’s multilingual and multicultural society?
29.Should there be any changes to the current post 16 education accountability system in order to better support progress and incentivise inclusion for disadvantaged young people who are speakers of other languages (SoLs) If so, what should those changes be?
30.Do you have any further views on anything else associated with the Curriculum and Assessment Review not covered in the previous questions?