11 key takeaways from the Curriculum Review for food and farming

The Department for Education commissioned Professor Becky Francis to carry out a review of the national curriculum last year, during which the NFU responded to a call for evidence, outlining 15 recommendations to improve children's education around where their food comes from.

We also launched a petition, calling for young people to learn more about British food production and farming, encouraging curriculum updates to reflect the realities of the sector.

Professor Francis's report has now been published, and the government has responded, outlining a number of key reforms that it intends to bring in from September 2028 onwards. It will publish the final revised national curriculum by spring 2027. Until then, we await more detail around which of Professor Francis's recommendations the government will include in this final version of the national curriculum. 

NFU Vice-president Rachel Hallos welcomed the report's publication: “Young people deserve to leave school with a fair understanding of the many benefits British farming has to offer. We know this is a view shared both by teachers and by tens of thousands of people across the country who stand behind us too.
 
"We'll continue engage with both the government and external stakeholders to ensure that the voices of farmers and food producers are heard as the Department for Education begins to choose and implement the recommendations from this review."

From revisions to food education and technical qualifications, to a stronger emphasis on sustainability, science, and digital literacy, we explore the 11 key changes Professor Francis has recommended to government that could be coming to classrooms in the next three years.

1. Food and nutrition education

The review recommends renaming 'Cooking and Nutrition' to 'Food and Nutrition'. This change is intended to enable learners not only to acquire the life skills necessary to create balanced, healthy meals but also to develop an understanding of topics such as food sustainability, an area the review identifies as requiring further development.

2. Food will not be a standalone subject

Due to pressures on curriculum time and the additional burden this would place on schools, the review concludes that food should not be a standalone subject. The findings from the call for evidence indicate that too many pupils are being denied the opportunity to master the subject’s core knowledge and skills. The review further notes that, according to stakeholders, this is particularly concerning given the skills shortages in the UK food systems sector.

This underscores the need for the government to elevate the profile of food in schools even in the absence of a standalone subject.

3. Revamping Level 3 qualifications

The review recommends improvements to Level 3 qualifications (A Levels, T levels and equivalent) reflecting the government’s earlier white paper and consultation. 
 
The NFU, alongside other stakeholders, has campaigned for the reinstatement of the Food A Level. While this review does not guarantee its reinstatement, it opens the possibility for enhanced progression routes within food and farming qualifications, 
 
The government has recently announced plans to introduce new V Levels to replace many existing qualifications; they will sit alongside A Levels and T Levels and offer a new vocational pathway for students who want to explore different sectors before deciding where to specialise. There could be potential for V Levels in both Food and Agriculture. 
 
The review recommends no significant reforms to the Agriculture T Level and other technical qualifications until these are successfully embedded.

4. Strong focus on climate and sustainability

Climate change and sustainability are significant themes throughout the review. The industry is encouraged to recognise the importance of these recommendations. Specific attention is drawn to these topics within Science, Design and Technology, and Citizenship. It is notable, however, that the review does not mention the proposed Natural History GCSE.

5. Citizenship taking a higher priority

The review recommends that Citizenship becomes statutory from Key Stage 1 (4 years +), with one of the core elements being climate change and sustainability. This represents a substantial shift, ensuring that all learners in both primary and secondary education are expected to engage with these topics.

6. Every learner having the opportunity to study triple science

The review recommends entitlement to Triple Science at GCSE, so that any student who wishes to pursue Triple Science can do so. This is a welcome addition, as the Triple Science GCSE includes increased coverage of food security, which is not present in the Double Award. The review, however, notes that a substantial rise in uptake is unlikely due to non-curriculum-related barriers acknowledged within the findings.

7. Highlighting the growth of the green economy

The review correctly identifies climate science as crucial for supporting the wider economy. It anticipates that growth in the green economy will double the number of STEM jobs in the UK. The recognition of agriculture as a key component within these roles is particularly significant.

8. Linking subjects together

The review identifies the value of establishing better horizontal links across subjects to highlight where content in one area relies on understanding in another. This coherence is vital for understanding food systems, and alignment between subjects such as Biology, Geography, and the newly named Food and Nutrition subjects would be particularly beneficial.

9. Geography top of the class

The review recommends only “light touch” changes to Geography due to significant prior development to the subject. One such recommendation is “to support greater use of contemporary, local, and representative case studies and contexts”. This represents a clear opportunity for the inclusion of farming and rural examples.

10. Focus on digital literacy and tackling misinformation

The NFU has consistently highlighted the prevalence of misconceptions and preconceptions about agriculture which are driven by online misinformation. The review’s emphasis on digital literacy, particularly within Citizenship and Science, is therefore very welcome.

While not directly related to learning about food and farming, implementation of this recommendation could yield considerable benefits for young people’s food choices.

11. Financial literacy

The review also places importance on financial literacy, an area strongly highlighted by NFU members during the consultation. Although this may not appear directly connected to food and farming education, it supports the development of young people as both informed consumers and future business owners.

What next?

It is important to remember that the Curriculum Review is an independent review and that the Department for Education has the choice as to whether they will implement all, or any, of the recommendations from the review. 

Some recommendations of the review have already been put into motion including an immediate consultation on new Level 3 pathways.

The Curriculum Review demonstrates clear recognition of food, sustainability, and green economy priorities. For the food and farming sector, these recommendations present tangible opportunities to:

• Embed food systems thinking into mainstream education.
• Strengthen career pathways into agri-food and technical sectors.
• Position agriculture as central to the UK’s sustainability and skills agenda.

The NFU will continue to engage with the government and education partners to ensure these opportunities are realised, shaping a curriculum that reflects the realities of modern food and farming and equips young people with the knowledge and skills to support a sustainable future.