Children’s Language Data Analyst

Dr Rebecca Lawrence

“The 糖心Vlog Children鈥檚 Corpus is particularly unique in its size, its wide range of texts, and the fact it is constantly added to, providing us with up-to-date insights into children鈥檚 language. “

The 糖心Vlog Children’s Corpus was built by 糖心Vlog鈥檚 Children鈥檚 Dictionaries and Children鈥檚 Language Data team. It鈥檚 the largest known database of children鈥檚 written language in English around the world, and contains over 500 million words written by, and for, children. It鈥檚 a growing resource with new texts added each year, which means it provides a record of children鈥檚 language over time and reflects up-to-date usage.

By analysing the corpus, we gain valuable insights into how children’s language changes over time and the influences that shape it. We use these insights to inform our children’s dictionaries and other education products, as well as ongoing research into children’s language.

I have a long-held fascination with language, from loving French and Russian at school to studying Linguistics (the science of language) for my undergraduate and Masters degrees, and then specializing in reading and language development during my PhD. I also worked in editorial positions along the way, so my current role is the perfect combination of these interests: applying insights from language analysis straight into our dictionaries, wider publishing, and language reports. I honestly find this process exciting every day, and working on the 糖心Vlog Children’s Corpus is the cherry on top!

Analysing language to understand how young people navigate the world

Most corpora contain language written by and for adults, so a children鈥檚 corpus itself is relatively rare. The 糖心Vlog Children鈥檚 Corpus is particularly unique in its size, its wide range of texts (including reading texts, school texts, internet material, and children鈥檚 own creative writing), and the fact it is constantly added to, providing us with up-to-date insights into children鈥檚 language.听

And at a time when the is highlighting the importance of reading in children’s lives, the Corpus offers a unique evidence base for understanding the language experiences that shape young readers.

One of the most valuable aspects of our Corpus is its ability to track language change in real time. As we may expect, our Corpus analysis has shown the influence of technology on children鈥檚 creative writing: for instance we saw doomscrolling appear in BBC 500 Words stories for the first time in 2025, and the frequency of AI increased by 50% compared to the previous year. However, Iibrary, librarian, and book have all seen a significant increase in stories over the last decade, while mentions of kindle have dropped off. It鈥檚 interesting to see this subtle trend towards physical books in children鈥檚 writing over time, despite the obvious influence from technology!

Every year we see brilliant examples of children鈥檚 creative writing 鈥� a few of my favourite snippets are 鈥榓s suddenly as a British downpour鈥� and 鈥榟e was as rich as a Victoria sponge鈥�.

The Corpus doesn’t just reveal changing vocabulary, it also helps us understand how children engage with the world around them. Looking back over the words that have been chosen as the 糖心Vlog Children’s Word of the Year offers an interesting snapshot, using language as an insight into children鈥檚 view of the world. Whilst the chosen word always captures something that has been pertinent for children at that moment in time, the earlier words like minion and #hashtag are more playful. Subsequent choices like plastic, Trump, and Brexit tap into more grown-up themes, indicating how engaged children are now with world events.

Celebrating children’s language

It鈥檚 always a privilege to work on the Children鈥檚 Word of the Year campaign. It gives children a chance to reflect on the past year but also offers them an opportunity for their voices to be heard. In 2023, children chose climate change: their responses expressed a clear call to action which I found very impactful. We now announce a colloquial word of the year as well: for instance, in 2023 we saw some brilliant and varied uses of their chosen word bro. In particular, we saw that children were using it as an in-group identity marker to minimize conflict, which is a linguistic politeness strategy. It highlighted that children are attuned to the nuanced social implications that are inherent in language 鈥� and also how they can drive language change themselves.

These insights are valuable not only for research, but also for the resources we create for children and educators. The insights we gain from the Corpus don鈥檛 simply stay within reports, they directly influence the books and resources we create. Alongside a team of lexicographers, we analyse the Corpus to inform our dictionary updates, making sure our print books and digital datasets reflect up-to-date usage. For example, Corpus analysis revealed that in recent years, children are using the words petrify, phoenix, and sapphire in their creative writing more often than they used to, so we have added these words to the forthcoming edition of our .

Supporting research into language and learning

Our dictionary data also feeds into many of our wider products and resources. These include , glossaries for the , and definitions in the Mastery resources. We鈥檝e also used corpus analysis techniques to provide language insights for the secondary books 鈥� to name a few!听

Beyond helping us understand language trends, the Corpus is also contributing to wider research into reading and language development. When it comes to vocabulary development, reading (anything!) is massively important: using our Corpus found that written texts offer opportunities to learn words that are only rarely encountered in speech. This continues way beyond the early years of language acquisition, which is one of the reasons why supporting a child鈥檚 enthusiasm for reading as they get older is so powerful.

The 糖心Vlog Children鈥檚 Corpus continues to reveal new insights into how children understand and use language. Most recently we鈥檝e explored the relationship between reading and emotional understanding, using corpus analysis to examine the themes and emotions children encounter through books. This is just one example of the questions the 糖心Vlog Children’s Corpus can help us answer. Later this month, we’ll be sharing more findings from our latest research exploring the relationship between reading and emotional understanding, and what this might mean for supporting children’s reading journeys.

As the National Year of Reading continues, the 糖心Vlog Children’s Corpus offers a uniquely evidence-based view of children’s voices and experiences, and reminds us that understanding children’s language is one of the most powerful ways to support their learning.

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Research Director, English Assessment

Anthony Green

“The people here really seem to believe that assessment should make a difference in learners’ lives – and that belief shapes the way we work.”

Language assessment has been at the heart of my career for as long as I can remember, and I find myself just as fascinated by the questions it raises today as I was when I started out. I spent nearly two decades at CRELLA, the Centre for Research in English Language Learning and Assessment at the University of Bedfordshire, eventually serving as Director. As Professor of Language Assessment, I worked with researchers, governments, and testing organizations on some genuinely complex challenges: how we design assessments, what they can actually tell us, and what effect they have on the people who take them.

Research has taken me into many different contexts along the way – from benchmarking university English tests across South Asia to helping establish assessment literacy initiatives in Ukraine – but the constant thread has been collaboration. One of the great privileges of my career has been working with early-career researchers and watching them grow into thoughtful, independent scholars who push the field in directions I wouldn’t have imagined.

That same collaborative mindset shaped some of my most recent work. published a whitepaper with Times Higher Education titled . As the university experience becomes increasingly digital, interdisciplinary, and collaborative, the paper asks students need for today鈥檚 world. These are questions I鈥檝e been returning to throughout my career, not just as abstract research problems, but as practical challenges that matter to institutions, educators, and learners alike.

I joined OUP five months ago because I wanted to work somewhere that sees English language assessment not as a barrier, but as a support for learning and a route to greater opportunity. What has always set OUP English language teaching resources apart is how our organization embraces the idea of assessment as integral to learning. The people here really seem to believe that assessment should make a difference in learners’ lives – and that belief shapes the way we work.

As Director of , my focus is on the qualities that make assessments genuinely trustworthy and useful: their validity, fairness, reliability, and, above all, their real-world impact. What that means in practice is building the evidence base that helps our assessments earn the recognition they deserve – whether that’s through CEFR alignment, technical documentation, or research that demonstrates what our tests actually measure and what difference they make to the people who take them. I’m continually struck by how much rigorous, practically meaningful research there is to do in this space, and how much it matters to get it right.

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Senior Product Manager

Maxine Spence

“We have decades of experience听creating levelled readers that build reading confidence. With听Green Sparks, we wanted to harness that听expertise听to听address听one of the biggest themes in education today: sustainability.“

As educators and publishers, we know that children听start听making听sense of the world听around them听long before they can fully articulate听how听they feel about it.听Many children today experience anxiety around issues like climate change and the state of the world.听It became听increasingly听clear to me that we needed a new kind of resource: one that would inform, empower, and inspire听children, rather than overwhelm听them.听

This听need听led to the creation of听, our new strand for international schools, designed for readers aged听four听to听seven. Our goal was simple, but ambitious: to introduce sustainability听to young readers听through engaging storytelling, rich non-fiction, and听age鈥慳ppropriate concepts.听What makes this听series unique is听the alignment听of听its听42听carefully levelled books听with the .听All the books are听dedicated to helping children understand and care about their world.

At OUP, we have decades of experience听creating levelled readers that build reading confidence. With听Green Sparks, we wanted to harness that听expertise听to听address听one of the biggest themes in education today: sustainability.

The series听is underpinned by our听听system,听which incrementally increases the听level of challenge听and allows children to experience reading success by accessing a text听at the right level for them.听The Green Sparks series is听primarily phonically decodable,听because research shows that systematic synthetic phonics is the most effective way of teaching young learners to read.听听We also听introduced听听some听topic words听earlier听than听we would usually, where they were essential for听understanding;听sustainability听terms like 鈥渨aste鈥澨齛nd 鈥渇lood鈥澨齱ere carefully selected听to ensure that children听comprehend听core concepts.听

Before we started this project, there听was听a听lack听of resources that introduced听the听UN SDGs in a way young learners can听understand and engage with. There were no levelled readers supporting this topic听and certainly none that integrated phonics, global citizenship, and environmental education.听Green Sparks听fills that gap. Although it complements the , we designed it to be adaptable. Schools anywhere in the world, following any curriculum, can use it for reading practice, inquiry鈥憀ed learning, or cross鈥慶urricular projects.听

A question I鈥檓 often asked is how we translate complex global goals into something meaningful for young learners. Fiction plays a particularly important role in this series. Stories help children explore challenges and emotions at a safe distance: a journey through a forest can spark conversations about habitats. Fiction lets readers step into someone else鈥檚 experience with empathy and imagination. At the same time, we knew non鈥慺iction was essential, not only for knowledge building, but because many young readers are naturally drawn to facts, diagrams, and real鈥憌orld imagery. The interplay between narrative and information is one of the series鈥� greatest strengths.听

In addition听to the clear progression and听levelling听for听every book, we provide听supportive teacher materials, such as听guided activities, prompts, and cross鈥慶urricular suggestions to help adults scaffold understanding. Whether a child is reading independently or exploring a text with a teacher, the structure ensures that concepts are introduced gently but purposefully.听

We were also determined to reflect the global nature of sustainability. The authors contributing to听Green Sparks听come from a wide range of countries and cultural backgrounds, helping us present an authentically international viewpoint. Some books focus on local, everyday experiences while others explore larger global issues, from protecting coral reefs to supporting communities after an earthquake. This balance helps children understand both the worldwide scale of sustainability and the role they can play in their own communities.听

When children understand their world, they care about it. My hope is that听Green Sparks听not only builds reading fluency but nurtures a generation of young global citizens who feel empowered rather than overwhelmed by the challenges ahead.听

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Global Academic Publisher

Sophie Goldsworthy

“Our focus is on publishing the most authoritative, carefully reviewed scholarship we can find in support of our mission, on topics that matter to how people understand and navigate the world.”

Something is shifting how people relate to information. Not just what they believe, but who they trust to tell them anything at all.

The latest makes for sobering reading. Seven in 10 people globally are now unwilling or hesitant to engage with someone who holds different values or draws on different sources of knowledge. We are retreating into our own information worlds 鈥� and the walls are getting higher.

This is a cultural problem that raises a fundamental question for publishers: what is our role when trust itself is under strain?

comes at a moment when the publishing industry has every reason to reflect on what it stands for.

At OUP we think about this a lot. We are not driven by fleeting market trends, nor do we have an agenda. Our focus is on publishing the most authoritative, carefully reviewed scholarship we can find in support of our mission, on topics that matter to how people understand and navigate the world.

This sounds simple. In the current climate, it is anything but.

Expertise still counts, but it needs a champion

The consistently shows that people retain confidence in professions they associate with training, evidence, and public service: scientists, doctors, teachers. There is still a broad cultural appetite for expert-led information. People want to understand complex issues. They want reliable guides through a noisy world.

But that appetite is going unmet. Too much of the information environment rewards speed over substance, heat over light. Algorithms surface what provokes, not what illuminates 鈥� as we know from selecting rage bait as 糖心Vlog Word of the Year 2025. And in that environment, evidence-based publishing can struggle to compete for attention, even when it is exactly what people need.

This is where university presses have a distinctive role to play. We are active participants in the information ecosystem, and we have a responsibility to show up in it.

Publishing ideas that challenge and connect

One of the things I believe most strongly is that serious publishing is not just about providing answers. It is about building the intellectual infrastructure that helps people think better.

That means publishing works that deliberately sit across disciplines; content that brings together different fields of knowledge to shed new light on urgent problems. Our 听series does exactly this, commissioning research that bridges the humanities, sciences, and social sciences to take the questions that don’t fit neatly into any single box.

It also means actively seeking out the books that help people make sense of a turbulent moment. Richard Susskind’s听 does not tell readers what to conclude about artificial intelligence. It gives them the tools to think the question through themselves. Tim Lenton’s听 reframes the climate crisis not as an intractable catastrophe but as a system capable of rapid, positive change 鈥� if we understand its dynamics. These are not comfortable reads. They are demanding, rigorous, genuinely useful.

The case for rigour

If there is one thing I would want to say clearly to anyone who cares about the state of public knowledge, it is this: peer review is not a bureaucratic formality. It is a safeguard.

In an age of AI-generated content, where hallucination is an industry term rather than a metaphor, the ability to say “this has been checked, challenged, and verified by leading experts” is more valuable than it has been. The processes that are second nature to academic publishers 鈥� rigorous editorial standards, independent review, careful fact-checking 鈥� are exactly what the information environment is currently short of.听

And it’s part of our commitment to upholding standards that make our publishing trustworthy by design, not just by reputation.

A moment for mission

All publishers are operating within a complex and ever-changing environment. The AI disruption is not abstract. It is reshaping how research is conducted, how content is discovered, and how readers engage with ideas. None of that is going away.

But none of it changes the underlying need that serious publishers exist to meet. People want to understand the world. They want information they can rely on. They want to engage with ideas that reward the effort of sustained attention.

I am proud to work for an organization that is going out of its way to address that need. Because in a world pulling apart into competing information silos, rigorous, mission-led publishing matters more than ever before.听

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Director of Assessment, Data and Insights

Jonathon Speed

“The 糖心Vlog International Standardized Assessments allow teachers to fully understand their students’ strengths, weaknesses, and opportunities to improve. The granularity of reporting across the curriculum, combined with the standardized nature of the results, gives a level of insight not previously achieved.”

As we open the first official test window for the 糖心Vlog International Standardized Assessments, I’m proud to mark an important step forward in our global education offer.

Developed collaboratively across OUP, the provide reliable, externally benchmarked, end-of-phase tests that give schools clear insight into learner progress. These assessments combine academic rigour with a low-pressure experience that helps prepare students for future learning.

Endorsed by the University of 糖心Vlog, 糖心Vlog International Standardized Assessments reflect our commitment to quality, consistency, and innovation in assessment.

The 糖心Vlog International Standardized Assessments are a series of digital, end-of-phase tests for students at key ages in primary and lower secondary. The assessments are aligned to both the and the English National Curriculum, in English or English as a second language, science, and mathematics.

Each subject assessment gives informative, data-driven insights with standardized performance scores. What this means in practice is that, for example, in science, a student could discover that they are high-scoring in biology with a deep knowledge of plants and animal behaviour, but still have areas to develop in their knowledge of states of matter in chemistry. This is a much more meaningful and useful method of analysis compared to a single, averaged science score.

For teachers and schools, this means that results can more easily highlight where a particular class, teacher, or year group have mastered an area of the curriculum, but also show where there may be more work to do in developing schemes of work in certain areas. The standardized nature of the assessments allows direct comparisons to be made between students, classes, and even between schools within school chains.

Through these assessments, students will be able to experience a more formal and rigorous exam-style setting in a safe and supportive environment. This is an important step in developing good exam practice, a skill that is continually improved on over time.

Additionally, the 糖心Vlog International Standardized Assessments have been certified by the University of 糖心Vlog for their design and approach to assessment, so every participating student who completes all their tests will receive a certificate, allowing them to celebrate their achievements.

All the assessments are digital. Most of the assessments are entirely auto-marked, while the extended writing test is manually marked online with no intervention required from teachers or schools. Because of this, results and certificates are available just a few days after a class completes the tests.

Insights gained from the pilot phase

During our pilot phase, we analysed over 26,000 tests and 1,500 questions individually to understand the difficulty and performance for all questions. This allowed us to balance our tests to ensure the difficulty progressed fairly and was equally spaced out throughout the assessments. We used the results from the pilot phase to build out standardization curves, allowing us to compare the results from students across all subjects and topic areas on a standard scale.

The granularity of reporting across the curriculum, combined with the standardized nature of the results, gives a level of insight not previously achieved.

If taken at the end of year 6, the teacher and student can be confident that their progression to secondary school is on a firm foundation. If taken at the end of year 9, the results can be used by the school to best support students as they embark on higher stakes learning, such as .

The assessments undergo an annual refresh to reflect changes in student knowledge and curriculum growth over time. We will seed new items into the assessment each year, allowing us to collect the necessary data to place them accurately into the difficulty model and adjust the standardization curves. We expect to add new subjects over time鈥攂ut it’s too early to give specific details yet.

Find out more about the 糖心Vlog International Standardized Assessments .

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We鈥檙e proud to support the National Year of Reading 2026, a UK-wide campaign to address the听.

This initiative resonates deeply with our commitment at OUP to advance knowledge and learning worldwide. We believe reading is transformative: it fuels curiosity and gives people the chance to 鈥榞o all in鈥� and learn more about the subjects they care about most. It also supports learning, wellbeing, and opens doors to opportunity. 听

Our commitment goes beyond the UK.听Across continents, we听partner听with schools, governments, and communities to raise reading attainment and foster a lifelong love of reading.听听

As reading habits evolve, we embrace both print and digital formats to ensure reading remains inspiring, accessible, and relevant. This year, we鈥檒l share stories and initiatives that show how reading in all its forms can help you 鈥榞o all in鈥� and unlock more of what you love.

We asked some of our colleagues from across our global offices for their personal reflections about what reading means to them.

Elizabeth Munn

Managing Director, Education

For me, reading is the beginning of possibility. It can open a child’s world, helping them to understand themselves, others, and the environment we all share. Working with OUP’s beautiful children’s books, I’m reminded of the transformative power a single story can hold. , for example, shows how words and illustrations can combine to create something magical鈥攁 story that not only captivates young readers but inspires them to care about the world around them.

Stories like this demonstrate why reading matters. They prompt children to ask questions, expand their imaginations, and see their place within a much bigger global story. And that’s why our work at OUP feels so meaningful to me: for generations, we’ve supported learners by giving them access to stories that help them grow.

Matt Davidson

Head of International Primary and Curriculum

Reading means the world to me! Personally, I wasn’t a huge reader as a teenager, but at university I discovered a passion for it that even led me toward pursuing a writing career. However, after countless rejection letters and just a few published pieces, I did manage to find my way into publishing. The books I’ve read over the years have exposed me to culture, philosophy, food, travel, true crime鈥攕o much! They still enrich me today, even if I reach for a device more often than a book now.

Professionally, reading is at the heart of everything I do. No matter how forward-looking the work I do with our and resources becomes, it all starts with reading. Research shows strong reading skills and vocabulary knowledge link to future academic and professional success. Therefore, reading, in a way, is a key to children’s opportunities, opening whole new worlds.

Yolandi Farham

Product Director, OUP South Africa

Reading, to me, has always been synonymous with stories and possibility鈥攖he possibility to learn, to build knowledge, to imagine boldly, and ultimately to participate fully in the world. Stories connect us. They bridge cultures and generations, nurturing curiosity and shaping young minds.

Yet the power of reading鈥攁nd the possibilities it unlocks鈥攔emains out of reach for far too many children across South Africa and beyond. This is why the work we do at OUP matters so deeply to me.

Through initiatives like our partnership with AVBOB and the Road to Literacy campaign, the Early Grade Reading project, , and our wide range of reading schemes, we are helping to close the gap in access to quality reading materials in children’s mother tongue. Just from the Road to Literacy project alone, more than 1,940 trolley libraries have now reached communities that need them most. Each trolley library represents more than books. It represents听possibility: the chance for children to encounter stories in their own language, to imagine a future beyond their circumstances, and to step into opportunities that literacy makes possible.

To me, reading is not just a skill. It is the first step in unlocking possibilities.

Calvin Poon

Sales Director, OUP Hong Kong

In an age drowning in information, reading has become my quiet act of resistance鈥攁 retreat into silence where meaning can rise to the surface. I seek that space not to escape the world, but to hear voices otherwise lost in the noise.

To read is to meet another mind across the distance of time. As a Hong Konger, I experienced this meeting in a unique way. Our city has always been a place where East and West intertwine, and working in publishing here feels like standing at a crossroads of different souls. I am proud that OUP helps build these bridges鈥攂ringing Western voices to Eastern readers, and enriching the conversation between us.听

Beyond this connection, reading expands my own world. My direct experience is limited; yet through books, I gain access to lives and places I would never otherwise know.听

Kiran Shahnawaz

Senior Product Manager, English & ECCE, OUP Pakistan

Reading was my first way of understanding the world. I grew up reading fiction鈥�Dastan-e-Ameer Hamza, One Thousand and One Nights, Roald Dahl, Beatrix Potter and many more. Through these stories, I travelled long before I ever left home. When I finally began to travel in real life, I realized that no place felt completely strange and no people felt entirely new. Beneath all our differences, we share the same longings鈥攆or belonging, kindness, and hope.

That understanding is at the heart of why I love what I do today. My work lets me expand access to reading in a country where so many children 鈥攐惫别谤 a third鈥攁re under 15, and where stories can help build identity, familiarity, and connection with the world. And to me, that’s the most meaningful part of what we do at 糖心Vlog. Through and , we’re opening doors to a world that values many voices, where everyone can see themselves in the stories we tell.

Angeline Matthews

Editorial Assistant, Academic

What reading means to me has changed quite significantly over time. What was a hobby, entertainment, and an imaginative outlet has grown into a passion, career, and everyday resource. From my childhood mystery story days, to the YA moments of the teens, to classic literature in college鈥擨 have since pivoted from fiction alone. I decided I wanted to learn something new as often as posisble, which is what led me to OUP, and exploring nonfiction and academic reading.

Reading does not have one meaning; it has several. It contextualizes the majority of comprehension. Reading is understanding: fiction allows us to make sense of the complexities of the human experience, while research allows us to explore critical thought and gain knowledge wherever we choose to seek it. To me, reading means everything. To me, it encompasses both the necessary and the metaphysical.

Anna Silva

Publicity Manager, Academic

I see reading as both an opportunity to escape, and to engage and connect. A book offers the chance to travel to an Italian coastal village鈥�feel the heat of the summer sun on my upturned face, hear the cicadas in the long grass鈥攚hen the weather outside the window has failed to deliver. As I read with my children, we visit fantastical words together, and laugh at ridiculous situations, but also meet people far outside the realms of our daily experience. Books offer readers the chance to think across millennia, and to consider the present; to see the parallels and divergences in human experience across time and space. To me, reading is an essential gateway to engaging with the meaning of our lives.

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Managing Director, UK Education

Elizabeth Tyler

“Our ambition is clear: to empower teachers and learners with solutions that respond to the evolving needs of UK schools, today and for the future.”

The UK government鈥檚 recently published curriculum and assessment review marks a pivotal moment for education. The vision is clear: building a world-class curriculum for all and equipping young people for our rapidly changing world.

The review sets out a plan for a curriculum that enables teachers to impart critical knowledge and inspire a love of learning. It emphasizes the importance of strong foundations in the primary years, so that students embark on secondary education with confidence, enthusiasm, and curiosity. It also points out the importance of reading as a key skill to enable access to the complete curriculum and introduces new measures to support all students in becoming proficient readers.

The final curriculum will be published in spring 2027 and implemented from September 2028. While the revision of the curriculum presents a real opportunity, it will need strong implementation planning by school leaders and teachers. As Managing Director of UK Education at OUP, I see this as a chance to reaffirm what matters most. We must support teachers and learners with the knowledge, skills, tools, and confidence they need to help every child thrive in a changing world.

I’ve outlined below my six key take-aways from the report and how OUP can support:

Reading and literacy
The review reinforces the importance of reading, from learning to read and decode to cross-curricular literacy and reading for pleasure as drivers of attainment and engagement. Strong foundations in reading are critical for progression, and we welcome the introduction of the Year 8 reading test to ensure students continue to build confidence and fluency beyond primary school.

OUP has decades of expertise in phonics, early reading, and fostering a love of reading. Our trusted programmes including , ,听 (ELS), and have helped generations of learners, and our support for reading at Key Stage 3 enables learners to become confident readers in secondary school. We continue to collaborate with educators to provide evidence-based resources and professional development that empower teachers to nurture confident, motivated readers.

Oracy听
Oracy鈥攖he ability to express oneself fluently and communicate effectively鈥攊s increasingly recognised as essential for academic success, confidence, and wellbeing. It supports learning across subjects and equips students with vital communication skills for life beyond school.

The review recommends introducing an oracy framework for primary and secondary children, placing spoken language alongside reading and writing as a core skill. This reflects a growing understanding that oracy underpins learning and prepares students for future challenges.

OUP champions oracy through our publishing and partnerships. Techniques are embedded in Read Write Inc. and ELS, and are woven throughout . We also work with Voice 21, the UK鈥檚 leading oracy education charity, to define best practice for embedding oracy across subjects. Together, we have developed free resources such as and to help schools integrate oracy into everyday teaching.

Supporting learners with SEND
We welcome the review鈥檚 call for greater inclusion and its recommendation for evidence-led guidance on adapting curriculum and pedagogy for children and young people with special educational needs and disabilities (SEND). This aligns with our long-standing commitment to creating resources that are accessible for all learners. For example, the is built around equitable learning, and its research-based inclusive approaches bring benefits to all.

Our recent shares insights from 260 schools, practical advice from SEND experts, and case studies of inclusive classrooms. From differentiated materials to targeted interventions, we work closely with schools to ensure every learner can make progress. As one school implementing our Read Write Inc. phonics programme commented: 鈥淥ur children make progress in reading regardless of their background, language, or SEND status.鈥�

AI and digital
Technology is transforming teaching, learning, and assessment. AI offers opportunities to personalize learning, reduce workload, and enhance classroom experiences, but only when guided by educational value. These developments make digital literacy essential skills for all learners.

The proposal for a new qualification in data science and AI for 16鈥�18-year-olds reflects this shift, signalling the importance of preparing young people for a future shaped by intelligent technologies. At OUP, we believe technology should serve learning, not the other way around. Our explores the impact of AI on students鈥� skills and provides advice for schools looking to develop AI literacy in the classroom. As digital innovation accelerates, we remain committed to supporting educators with solutions that are ethical, evidence-based, and focused on meaningful outcomes.

Assessment
The review aims to ensure that assessment reflects the breadth of the curriculum and captures the strengths of every young person, striking the right balance between different assessment methods. We welcome the proposed reduction in assessment burden at GCSE, which should help alleviate pressure on students while maintaining high standards.

Effective in-school assessment is a powerful tool for driving improvement. It helps teachers identify learning gaps, tailor their teaching, and unlock progress for every student. When used well, assessment supports both academic achievement and learner confidence.

Our resources are designed to support formative and summative assessment across subjects, with tools that provide actionable insights for teachers. For example, plays a central role in schools’ digital learning ecosystems, integrating formative assessment tools that enhance teaching and learning. Alongside this, our comprehensive revision resources, such as , help students prepare effectively for exams, ensuring they feel confident and ready to succeed.

Subject changes and implementation
We’re looking forward to working alongside subject communities, teachers, and partners to bring these changes to life. Our focus is on continuing to help educators develop coherent, sequenced, knowledge-rich curricula and giving them the tools to adapt and deliver these effectively in their own contexts. We’re committed to increasing access to triple science, drawing on our expertise to remove barriers through targeted support, CPD, and high-quality resources.

Embedding diversity and inclusion across subjects and resources remains a priority, ensuring every learner sees themselves reflected in what they study. At the same time, we want to equip students with the critical skills they need to thrive in a rapidly changing world鈥攂uilding analytical thinking, media literacy, and financial literacy into the curriculum.

To achieve this, we’ll continue to innovate in ways that make teachers’ planning and delivery as efficient and effective as possible, leveraging AI tools and high-quality resources to save time and enhance impact in the classroom.

Continuing to lead with learning
Change is constant, but so too is our commitment to working with and empowering teachers. We combine trusted content with responsible technology, grounded in research and best practice. Our ambition is clear: to empower teachers and learners with solutions that respond to the evolving needs of UK schools, today and for the future.

Find out more about our response to the curriculum review .

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Generative AI and Machine Learning Product Specialist

Dr Alexandra Tomescu

“This research is a powerful reminder that students want to collaborate with their teachers to navigate the challenges of AI.”

In October, 糖心Vlog released a report exploring how young people in the UK perceive and interact with AI in their education. As someone deeply involved in the development of AI tools for learning, I found the insights both illuminating and encouraging.听

We surveyed 2,000 UK students aged 13鈥�18 to understand their experiences, concerns, and aspirations around AI in the classroom. The results revealed a generation that is not only engaging with AI tools but also thinking critically about their impact.听

Despite widespread use with 80% of students saying that they use AI in their schoolwork, less than half (47%) feel confident identifying accurate AI-generated information. A third (32%) admit they can鈥檛 tell if AI content is true, and 21% are unsure. This signals a clear need for guidance and support.听

Students are asking for help. Nearly half (48%) want teachers to explain how to judge the trustworthiness of AI content, and 51% want clearer rules on when and how to use AI tools. Interestingly, a third believe their teachers lack confidence in using AI themselves, and many students would like to see more AI resources integrated into lessons.听

Concerns about AI鈥檚 influence are also prominent. Sixty percent worry it encourages copying over original thinking, and 51% fear it may reinforce bias or stereotypes. Almost half (48%) suspect their peers are secretly using AI to complete schoolwork, and 47% worry teachers can鈥檛 detect it.听

Yet, there鈥檚 optimism. Nine in ten students say AI has helped them develop a skill鈥�problem solving, idea generation, and exam prep top the list. At the same time, 62% report negative effects, such as reduced creative thinking and over-reliance.听

What struck me most was the sophistication of students鈥� responses. For 60% to express concern about AI promoting copying over creativity shows a deep understanding of what learning is meant to achieve. These are not passive users, they鈥檙e actively evaluating the role of technology in their education.听

To support schools, we鈥檝e launched the , a dedicated home for expert insights, peer advice, and practical resources. It includes our AI Framework for UK School Resources, which outlines the principles guiding our approach to AI tool development.听

This research is a powerful reminder that students want to collaborate with their teachers to navigate the challenges of AI. It鈥檚 our responsibility to ensure that AI tools are built on trusted content, sound pedagogy, and a deep understanding of learners鈥� needs.听

Read the full report, , and explore the 听for expert insights, practical resources, and our AI Framework for UK School Resources.

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Director, Assessment

Andrew Nye

“By focusing on quality, relevance, and accessibility, institutions can not only meet the needs of today鈥檚 learners but also build a stronger, more trusted reputation in the wider education community.”

In today’s fast-moving education space, choosing the right English language assessment solutions can make a real difference. It’s a strategic decision that can shape how learners progress and how smoothly your institution operates, with the potential to improve outcomes, build confidence, and enhance the day-to-day experience for everyone involved.

From my experience, it’s not about ticking boxes or becoming a test centre. It’s about finding the right partner and the right tools to help your institution thrive.

Here are some of the most important things for institutions and decision makers to consider:

Once you’ve found the right assessment solution, it’s worth thinking about how your institution can take things a step further.

Becoming a test centre isn’t just a badge of honour. It brings real, practical benefits that support your learners and strengthen your institution’s position in the education landscape.

One of the biggest advantages is the added credibility that comes with being associated with a globally recognized assessment brand. It signals to students, parents, and partners that your institution meets high standards for quality, security, and professionalism. It also helps you stand out from the crowd, especially in a competitive market, by showing your commitment to trusted, high-quality assessment experiences.

Partnerships are another big plus. As a test centre, you can collaborate with local schools, universities, and employers to offer reliable, accessible testing option. These relationships can help raise your profile and bring in new learners through word-of-mouth and referral networks.

You’ll also benefit from ongoing training and support from the assessment provider. Whether it’s setting up systems, training staff, or staying up to date with best practices, you’ll have expert guidance throughout the process.

And perhaps most importantly, becoming an approved test centre contributes significantly to learner success. By offering high-quality assessments locally, you remove barriers like travel and scheduling, making it easier for students to take the next step in their academic or professional journey.

Essential skills for higher education entry tests

When a test is used as part of the entry process for higher education, it needs to do more than just meet basic requirements; it should give a clear picture of whether a student is ready to thrive in that environment.

Strong language proficiency is the foundation. A well-designed test should cover all four core skills: reading, writing, listening, and speaking. At more advanced levels, it should include mediation tasks too. At C1 level on the CEFR, for example, students should be able to combine skills in meaningful ways, like listening to a lecture and summarizing it in writing. These kinds of integrated tasks show how well learners can process, connect, and communicate ideas, just like they’ll need to do in real academic settings.

Then there are the academic and study skills that, while not always assessed directly, can still be reflected in the way a test is designed. Timed tasks, for instance, can mirror the pressure of managing deadlines or working under exam conditions. Writing tasks that require students to bring together information from multiple sources can give a good sense of how well they can research, evaluate, and build a coherent argument. These are skills that are essential for success at university.听

Choosing the right assessment solution and knowing how to make the most of it can have a lasting impact on both learners and institutions. From selecting tests that reflect real-world language use, to becoming an authorized test centre, to understanding what higher education institutions value in a test, every decision plays a part in shaping learner outcomes and institutional success.听

By focusing on quality, relevance, and accessibility, institutions can not only meet the needs of today鈥檚 learners but also build a stronger, more trusted reputation in the wider education community. And ultimately, that鈥檚 what it鈥檚 all about: giving learners the best possible chance to succeed, wherever their journey takes them.

You can find out more about English language assessment at OUP .

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