By Suzannah Cryer: Head of Highfield and Brookham School 

We are living in a vastly different world, and the career and employment landscape is changing at an unprecedented pace. Advances in technology, evolving workplace structures, and the growing influence of artificial intelligence are redefining what young people will need to thrive. While the government has now announced forthcoming reforms to the national curriculum, these changes are not expected to be implemented until 2028. That timeline leaves a critical gap – one that directly affects today’s pupils. Schools cannot afford to wait. 

The Education Secretary, Bridget Phillipson, has recently outlined proposed curriculum reforms, including a reduction in GCSE exam time, the introduction of new Year 8 tests, and greater emphasis in primary education on identifying misinformation and disinformation. These proposals signal a positive shift and reflect growing recognition that the current system needs to evolve. However, the government has been clear that reform must be carefully phased, with changes introduced from 2028. 

While this measured approach is understandable at a policy level, it contrasts sharply with the pace of change already shaping children’s futures. Artificial intelligence is embedded across multiple sectors, transforming how work is done and the skills required for success. Within the next few years, the jobs today’s pupils will encounter will look fundamentally different. Preparing children solely through traditional academic measures is no longer sufficient. They must also develop the ability to adapt, collaborate with technology, think critically, and navigate uncertainty with confidence. 

This is why we believe schools must act now. Education reform cannot be confined to future policy cycles; it must begin in classrooms today. As a school, we have committed to accelerating change by embedding our own Essential Skills programme from Nursery through to Year 8. These skills are woven throughout our curriculum and co-curricular life, supporting pupils not only academically, but personally as they grow. 

In doing so, we have become one of the first independent primary schools to adopt a structured, skills-based approach that reflects the realities of the modern world. Academic achievement remains vital, but on its own it is no longer enough. Education must prepare children not just for examinations, but for life beyond the school gates. 

Skills-based learning is no longer optional. Adaptability, communication, collaboration, resilience, and problem-solving are now fundamental competencies for future success. Without these skills, young people risk leaving school qualified but unprepared. True education reform recognises that success will depend not only on what children know, but on who they become. 

Our Essential Skills programme adapts the nationally respected Skills Builder framework, which identifies eight core employability skills, to meet the developmental needs of pupils from Nursery to Year 8. By introducing these skills early and reinforcing them consistently, children build confidence and capability over time, rather than being expected to acquire them later in a compressed or reactive way. 

This commitment to preparing pupils for the realities of today’s world is reflected in our delivery of the Independent Project Qualification (iPQ). By selecting a topic of personal interest and passion, pupils take ownership of independent research, including book-based research through a dedicated iPQ Research Section in the school library, developing intellectual curiosity, analytical thinking, and the ability to distinguish credible information from misinformation – skills that are essential for life. Recognised as an ISEB iPQ Gold School for 2025-26, this approach reinforces our belief that young people must learn to think deeply, research rigorously, and apply knowledge with confidence as they progress to senior school and beyond. 

The growing importance of this approach is widely recognised. The Curriculum and Assessment Review’s interim report highlights the need for curricula to evolve in response to rapid technological and social change, while research from the National Foundation for Educational Research shows that the vast majority of future jobs will require higher levels of essential skills. The challenge is not awareness – it is urgency. 

Beyond employability, these skills are also critical to children’s wellbeing. As the pace of change accelerates, pupils need mental agility, emotional resilience, and the confidence to navigate an uncertain world. Preparing children for the future is not only about technical competence; it is about equipping them to manage complexity, pressure, and continual change. 

This belief is central to why we have established “Raising the Future”, a conference taking place on 28th April 2026, at a pivotal moment for education. As national curriculum reform moves from discussion toward implementation, the conference is designed as a catalyst for action rather than another forum for debate. It brings together educators across sectors, employers, policymakers, to explore how education must evolve and how meaningful change can be implemented collaboratively. 

Hosted by Lawrence Deju-Wiseman, Professor-in-the-Field at the University of Connecticut, the conference focuses on practical solutions. Through expert-led presentations, panel discussions, and interactive dialogue, it will examine essential skills, GCSE reform, the impact of AI and emotional intelligence, and what employers will seek from tomorrow’s workforce. 

Following the conference, delegates will be invited to continue the conversation through future round-table discussions. A formal paper outlining key findings and recommendations will be produced and submitted to the Secretary of State for Education, Bridget Phillipson – with the objective to contribute constructively to the national reform agenda as the new curriculum framework takes shape. 

Our children will leave school to work in a world fundamentally different from today’s. Education must evolve now to support them. This is not about abandoning academic rigour, but about strengthening it. Ensuring young people can apply knowledge meaningfully, work confidently alongside emerging technologies, and adapt to continual change. The future is already here, and education must move faster to meet it.