28 November 2025
In part three of our curriculum and assessment review breakdown, we’re turning our attention to something every secondary teacher needs to understand: the changes to Progress 8 and Attainment 8 — and how these shifts affect curriculum planning, subject value, and, importantly, computing.
If you’ve missed parts one and two, don’t panic, you can find them here –
Curriculum and Assessment Review – PART 1
Curriculum and Assessment Review – PART 2
And the full downloadable CAR report breakdown is available HERE – Curriculum and Assessment Review Summary
Where we are now: The current model in brief
For years, schools have been judged on a system built around eight subject “buckets”, with English and maths double-weighted, three EBacc subjects required, and the final slots filled by students’ strongest remaining grades. It’s a model most of us know inside-out, even if it’s felt increasingly restrictive — especially for creative subjects.
With the EBacc now officially scrapped for being too narrow and no longer fit for purpose, the Department for Education (DfE) is reshaping the performance framework. And while the changes may look subtle at first glance, the implications are anything but.
What’s new: Science, breadth, and category slots
The new model keeps English and maths double-weighted but introduces two science slots (including computer science), followed by a broader “breadth” section composed of four buckets. Crucially:
- Buckets 5 and 6 must each be filled by a GCSE from two different categories:
A – Humanities, B – Creative, C – Languages. - Buckets 7 and 8 then take the student’s next two highest grades from any subject.
The DfE is also consulting on a possible Category D (Science/Computing), which could give computing more flexibility — but it isn’t guaranteed.
But what about computing? Does this help us?
Here’s the honest answer: maybe… but maybe not.
Without a Category D, computer science risks being squeezed out of the early buckets entirely. Most students will naturally fill the science slots with combined science or triple science results — leaving computing to fight it out in buckets 7 and 8.
With a Category D, computing has a better shot of contributing to performance measures, making it easier for departments to justify staffing, timetable time, and KS3 curriculum depth. But even then, competition with biology, chemistry, and physics remains fierce.
And that’s the heart of the issue: the new model doesn’t fully resolve the long-standing challenge of establishing computing as a core, protected curriculum area.
The new Progress 8 and Attainment 8 framework offers more breadth, more space for creative subjects, and a genuine attempt to modernise. But for computing, the impact is still uncertain — and for many departments, the battle for recognition continues.
Watch the full video for deeper insight
Catch the full Chalk Face discussion here and watch us unpack all the changes.
Download our FREE summary of the CAR report – Curriculum and Assessment Review Summary
Explore more resources, updates, and teacher support at craigndave.org
