Consultation outcome

Analysis: Proposed changes to the assessment of mathematics, physics and combined science GCSEs

Updated 5 May 2026

Summary

In November 2025, the Curriculum and Assessment Review published its final report, recommending that government evaluates whether students should be required to memorise and recall each formula and equation in these subjects, as well as being able to apply them. As set out in its letter to Ofqual, the Department for Education (DfE) confirmed in the government response to the review that it is now considering this as it reviews and develops revised subject content for reformed GCSEs in these subjects. It is intended that new qualifications in these subjects will be first taught in 2029 and 2030.

Ofqual consulted, at the request of DfE, on the assessment arrangements for the current GCSEs in mathematics, physics and combined science in England from 2028 onwards, for the lifetime of the current GCSE specifications.

The DfE has confirmed a change to its subject content requirements for the lifetime of the current GCSE specifications in mathematics, physics and combined science as set out in its letter to Ofqual.

Ofqual proposed the arrangements set out below, which reflect the revised expectations for subject content and would see the continued provision of formulae and equation sheets in these subjects. It was proposed they apply to the current GCSE qualifications up to and including 2030 or 2031 and the final resit series after that. The expectations for new GCSEs and the precise year of their introduction will be confirmed by the DfE when the subject content requirements are confirmed.

Ofqual received 2,180 responses to the consultation via its consultation platform.  A further 2 responses were submitted over email, which have been included in the analysis below.

The vast majority of respondents strongly agreed or agreed that for the remaining lifetime of the current qualifications:

• a formulae sheet should be provided in the exams for GCSE mathematics
• an equations sheet should be provided in the exams for GCSE physics and combined science

Background

On 26 February 2026, DfE notified Ofqual of its decision to change its subject content expectations, for the lifetime of current GCSE specifications, in mathematics, physics and combined science. This decision is a continuation of changes made to subject content expectations that have been in effect since 2022.

DfE asked Ofqual to continue to put in place appropriate assessment arrangements to reflect this decision.

Given DfE’s responsibility for the subject content and Ofqual’s responsibility for how that content must be assessed, Ofqual consulted on proposals to change the assessment arrangements. In line with DfE’s request, Ofqual proposed that students should be given support materials that set out the relevant formulae and equations when taking exams for the lifetime of the current specifications. The proposals on which Ofqual consulted reflected those arrangements put in place in previous years.

The consultation was open for responses between 2 March and 23 March 2026. It received 2,182 responses.

Approach to analysis                                                          

The consultation ‘Proposed changes to the assessment of mathematics, physics and combined science GCSEs​’ was published on Ofqual’s website. It was available online and consisted of closed and open questions.

Two of the closed questions allowed respondents to indicate the extent to which they agreed or disagreed with the proposals. These questions used a 5-point scale (strongly agree, agree, neither agree nor disagree, disagree and strongly disagree). Each of these closed questions was followed by an open question inviting comments.

The Equality Impact Assessment and Regulatory Impact Assessment sections each included a closed question asking respondents if there were any impacts of the proposals that Ofqual had not identified. Respondents were asked to respond with ‘yes’ or ‘no’. These were followed by open questions where respondents could identify any impacts on equalities or regulatory considerations as a result of the proposals. Respondents were also invited to offer suggestions on ways to reduce or mitigate any negative impacts identified.

Respondents could choose to respond to questions in the consultation. They did not have to respond to them all. This analysis provides the number of responses received for each question. It also provides tables setting out the responses to the closed questions.

Respondents were asked to identify which group they belonged to, for example: teacher or student. These self-descriptions are unverified. The total numbers for each respondent group are set out in the table below, based on these descriptions.

All responses to the open questions have been read in full. The key themes that emerged are presented in the detailed analysis below.

Who responded?

There were 2,182 responses to this consultation.

The following tables present the number of respondents by type.

Official organisational responses	Number of respondents
Academy chain[footnote 1]	62
Awarding body or exam board	7
Employer	6
Local authority	10
Other representative or interest group	12
Private training provider	5
School or college	230
University or higher education institution	2
Total	334

Individual responses	Number of respondents
Awarding organisation employee	5
Consultant	4
Examiner	4
Exams officer or manager	29
Governor	4
Parent or carer	341
SLT (senior leadership team)	124
Student	313
Student – private, home-educated of any age	7
Teacher (responding in a personal capacity)	982
Other	35
Not answered	0
Total	1,848

Detailed analysis

This section reports the views of those who responded to the consultation proposals.

Question 1

To what extent do you agree or disagree with the proposal that formulae sheets should be provided in the exams for GCSE mathematics for the lifetime of the current qualifications?

Question 1 response	Count	Percentage
Strongly agree	1,821	83.5%
Agree	179	8.2%
Neither agree nor disagree	114	5.2%
Disagree	23	1.1%
Strongly disagree	29	1.3%
No response	16	0.7%

Total number of responses	Count
Question 1: response provided	2,166
Question 1: no response	16
Total	2,182

There was strong support for this proposal, with 91.7% of respondents strongly agreeing or agreeing.

Question 2

Do you have any comments on the proposal to provide formulae sheets in the exams for GCSE mathematics for the lifetime of the current qualifications?

There were 867 responses to this question. Respondent types were mixed but the majority group was formed by teachers responding in a personal capacity and not on behalf of their school or college. Parents or carers formed the next largest group, followed by students.  

The most common view, expressed by about half of the respondents, was that providing a formulae sheet would allow students to focus on learning how to apply the formulae, which was seen as a more important skill than memorisation. These responses commonly expressed the view that it is unnecessary to memorise formulae as students could look them up in future, or access them through an AI, reflecting common practice in many workplaces and fields.  

Some respondents mentioned the specific experiences of students with additional needs, disabilities and mental health conditions. They believed providing formulae sheets improved the exam experience and outcomes for these students.

Some respondents mentioned issues relating to fairness. They considered providing formulae sheets to be appropriate as recent cohorts had been given them and A Level students did not have to memorise formulae.

Some respondents commented on the design and content of the formulae sheets. These included comments about how the presentation of the formulae did not reflect classroom practice, which could make them inaccessible to students. Respondents therefore suggested the sheets should be redesigned.

A few respondents said formulae sheets would decrease students’ stress levels and improve their wellbeing ahead of exams.

Several respondents referenced government plans to revise its content expectations for GCSEs and suggested formulae sheets should be provided permanently.

The small proportion of respondents who disagreed with the proposal commented on several different themes. Some said learning the formulae was an essential part of understanding them and would better prepare students for further study. A number of respondents expressed the view that providing formulae sheets would lead to an increase in grade boundaries as well as rewarding those who had not made the effort to learn the formulae.

Some comments from respondents were unrelated to the topic of the consultation. These included comments about other subjects and changing the format of assessments. A significant proportion of respondents to this question left a comment of ‘n/a’ or similar to indicate they had nothing to add.

Question 3

To what extent do you agree or disagree with the proposal that equations sheets should be provided in the exams for GCSE physics and combined science for the lifetime of the current qualifications?

Question 3 response	Count	Percentage
Strongly agree	1,872	85.8%
Agree	158	7.2%
Neither agree nor disagree	93	4.3%
Disagree	19	0.9%
Strongly disagree	29	1.3%
No response	11	0.5%

Total number of responses	Count
Question 3: response provided	2,171
Question 3: no response	11
Survey total responses	2,182

There was strong support for this proposal, with 93% of respondents strongly agreeing or agreeing.

Question 4

Do you have any comments on the proposal to provide equations sheets in the exams for GCSE physics and combined science for the lifetime of the current qualifications?

There were 896 responses to this question. Respondent types were mixed but the majority group was formed by teachers responding in a personal capacity and not on behalf of their school or college. Parents or carers formed the next largest group, followed by students. Comments frequently reflected those made in response to question 2 about formulae sheets for GCSE mathematics.

Over half of all respondents expressed the view that a requirement to memorise equations is unnecessary when it is possible to look them up. Respondents noted that this is the approach in further and higher education and employment. These comments also contained the view that the skills of understanding, application and manipulation of the equation are more meaningful and should be the focus of the assessment of equations.

Some respondents mentioned the specific experiences of students with additional needs, disabilities and mental health conditions. They believed that providing formulae sheets improved the exam experience and outcomes for these students.

Some respondents noted that the provision of equations sheets would make the exams less stressful for students and increase their confidence in the subject and in the exams.

Some respondents said the education of students had faced similar disruption to those in the previous years. As a result, it was fair to provide equations sheets so that exam outcomes are comparable.

Several respondents requested that equations also be added to the sheet to support students in GCSE chemistry and biology.

Several respondents observed that a data book is provided to students in A Level physics exams.

A small number or respondents said that equations sheets should always be provided to students in their exams for GCSE physics and combined science.

As noted above, respondents who disagreed with the proposal made similar points to those that disagreed with the need for formulae sheets in GCSE mathematics. Respondents said students in this cohort had not had their GCSE years disrupted by the COVID-19 pandemic. Some said learning the formulae was an essential part of understanding them and would better prepare students for further study. There was also concern about the impact of this support on grade boundaries and that progression to A Level physics might be hindered if learning equations is not required.

A significant proportion of respondents to this question left a comment of ‘n/a’ or similar to indicate they had nothing to add.

Equality impact

As a public body, Ofqual is subject to the public sector equality duty. The consultation considered whether these proposals might impact (positively or negatively) on students who share particular protected characteristics.

The protected characteristics under the Equality Act 2010 are age, disability, gender reassignment, marriage and civil partnerships, pregnancy and maternity, race, religion or belief, sex, and sexual orientation.

Question 5

Are there other potential equality impacts Ofqual has not identified?

Question 5 response	Count	Percentage
Yes	128	5.9%
No	2,053	94.1%

Almost all respondents answered this question with most respondents, 94.1%, answering ‘no’. One respondent who replied over email did not answer this question but did provide comments in response to Question 6.

Question 6

If yes, what are they and do you have any suggestions for how any potential negative impacts on particular groups of students could be mitigated?

Total number of responses	Count
Question 6: response provided	175
Question 6: no response	2,007
Survey total responses	2,182

There were 175 responses to this question. Some respondents who answered ‘no’ to the previous question provided comments.

Respondent types were mixed but the majority group was formed by teachers responding in a personal capacity and not on behalf of their school or college. Parents or carers formed the next largest group, followed by students. 

Around a third of respondents referenced the impact on special educational needs and disabilities (SEND) students, commenting that while formulae and equation sheets reduce barriers for these students, they need to be designed with accessibility in mind. Respondents here also mentioned the challenges experienced by neurodiverse students and those with mental health issues, including anxiety. These comments often related to the challenges of working memory issues and the cognitive overload students could experience without formulae and equation sheets. Comments reflected the view that the application of knowledge should be assessed rather than the ability to memorise.

Some respondents suggested exam boards release modified versions of formulae and equation sheets before the exam, to ensure students are familiar with the format before the day of the exam. There were also suggestions that exam boards produce standardised sheets to avoid confusion and ensure fairness.

Many comments included suggestions of changes or improvements that could be made to formulae and equation sheets. These included using dyslexia-friendly fonts, printing on coloured paper and improving the layout, adding more spacing. One respondent specifically pointed out the confusion that can be caused by using certain fonts where a capital I (i) appears the same as a lower case l (L), and suggested consistency in font use between exam boards. Some respondents suggested foundation-only and higher-only sheets, and only including the formulae and equations needed for the paper on the sheet. One respondent suggested the use of digital sheets that are searchable and zoomable, for those who use screens or enlarged papers. There was also a suggestion of an audio version.

Some respondents suggested the formulae and equations be included in the question paper or as part of the question. It was suggested this would benefit all students and would particularly address the issue of cognitive overload.

Some comments referenced how learners from lower socio-economic backgrounds are disproportionately affected. This demographic correlates with lower reading ages, as well as reduced access to additional tutoring. It was suggested the removal of formulae and equation sheets would lead to a further widening of the gap between these students and their counterparts.

Some comments from respondents were unrelated to the topic of the consultation. Just over one quarter of respondents to this question wrote ‘n/a’ or similar to indicate they had nothing to add.

Regulatory impact

Question 7

Are there additional activities associated with providing students with formulae and equations sheets in their GCSE mathematics, physics and combined science exams that Ofqual has not identified above?

Question 7 response	Count	Percentage
Yes	93	4.3%
No	2,088	95.7%

Almost all respondents answered this question with the majority of respondents, 95.7%, answering ‘no’. One organisation responded over email and did not explicitly address Question 7, and so do their response is not included in the figures for this question.

Question 8

If yes, what are they and do you have any suggestions for alternative approaches that could reduce burden and costs, if identified?

Total number of responses	Count
Question 8: response provided	112
Question 8: no response	2,070
Survey total responses	2,182

There were 112 responses to this question. Some who answered ‘no’ to the previous question provided comments. One organisation submitted a response over email and did not answer the previous question, but did provide comments in response to this question.

Respondent types were mixed but the majority group was formed by teachers responding in a personal capacity and not on behalf of their school or college.

Some respondents mentioned increased printing costs and administrative burdens for centres, including for producing modified assessment materials for students with reasonable adjustments, for teaching and learning purposes, and for use in mock assessments. 

Suggestions for mitigating these costs included keeping formulae and equation sheets the same each year so they can be re-used and prepared in advance. A small number of respondents also suggested laminating the sheets for re-use, but some noted these also incur a cost for centres. One respondent expressed the view that exam boards should provide formulae and equation sheets to centres for the purposes of teaching, learning and mock assessments, and not just in the assessments themselves.

The impact on teaching and learning, due to the requirement to teach students how to use formulae and equation sheets, was also mentioned by some respondents. A small number of these comments focused on the changes teachers need to make to lesson content to enable this. Some linked this impact to additional costs for centres produced by the provision of relevant teaching and learning materials to students.

Some respondents expressed a preference for the formulae and equation sheets to be embedded in the paper, rather than as separate inserts. Not all respondents provided a reason for why this may reduce burden and costs. Reasons provided included to reduce distribution burden for centres, support the production of modified assessment materials, and to support students with reasonable adjustments.

A small number of responses mentioned providing formulae and equation sheets for other subjects, including chemistry, biology and engineering, or support materials for other subjects.

One respondent suggested more join up is needed between relevant GCSE and A Level subjects to support students who have not memorised formulae and equations at GCSE, but may be expected to recall them should they progress to study these subjects at A Level.

Some comments from respondents were unrelated to the topic of the consultation. Almost half of respondents to this question wrote ‘n/a’ or similar to indicate they had nothing to add.

Annex A: List of organisational respondents

When completing the consultation questionnaire, respondents were asked to indicate whether they were responding as an individual or on behalf of an organisation.

These are the organisations that submitted a non-confidential response:

• Abbey College Ramsey
• Akshara
• All Saints Catholic College
• AQA
• Archbishop Temple School
• ARK Charter Academy
• Armfield Academy
• Ashfield School
• Ashton Park
• Beaconsfield High School
• Bishop Luffa School
• Bitterne Park School
• Blessed Trinity RC College
• Bournemouth School
• Brentford School for Girls
• Brentwood School
• Brimsham Green School
• British Association of Teachers of Deaf Children and Young People (BATOD)
• Bungay High School
• Calday Grange Grammar
• Cambridge OCR
• Cardinal Wiseman Catholic School
• Carlton Academy Trust
• Chapel en le Frith High School
• Chertsey High School
• Childhood First
• Chilwell School
• Christ the King College
• Churcher’s College
• City College Norwich
• CJW Science Tuition
• Clapton Girls’ Academy
• Claydon High School
• CLEAPSS
• Cleeve school
• Colchester Prep and High School
• Colchester Royal Grammar School
• Confederation of School Trusts
• Cornwallis
• Court Moor School
• CPHS
• Crookhorn College
• Dudley Academies Trust
• Dudley college
• Egglescliffe School and Sixth Form
• Everest Community Academy
• Excalibur Trust, Redland Green School
• Farnborough hill
• Freman College
• Fulford School
• Furze Platt Senior School
• Future Academies Watford
• Grey Coat Hospital
• Hadrian Learning Trust
• Harrow High School
• Harrow Way Community School
• Heathside Weybridge
• Hebburn Comprehensive School
• HEQA - the Home Educators’ Qualifications Association
• Hodgson Academy
• Honley High School
• Insthorpe Community College
• Institute of Mathematics and its Applications
• James Allens Girls School
• Kettering Science Academy
• King Edward VI Camp Hill School for Girls
• King’s Academy Lord Wilson
• Knightsfield School
• La Rertaite RC Girls School
• Ladybridge High School
• Langley School
• Les Quennevais School
• Lesley Davis Maths Tutoring
• Lift Bexleyheath
• Lionheart Educational Trust
• Lodge Park Academy
• London Mathematical Society
• Lord Lawson of Beamish Academy
• Loughborough Grammar School
• Maidstone Grammar School for Girls
• Malden Oaks
• Malet Lambert
• Manchester Enterprise Academy
• Manchester High School for Girls
• Manor School Raunds
• Marshland High School
• Medical Education Team Warwickshire
• Michael Hall School
• MidSomer Norton Schools Partnership
• Minsthorpe Community College
• NAHT
• NASUWT
• Nower Hill High School
• Oakgrove School
• Oasis Academy Lord’s hill
• OGAT
• Oulton Academy
• Outwood
• Outwood Grange Academies Trust
• Park Vale Academy
• Paulet High School
• Pearson
• Pearson Plc
• Pendle Vale College
• Poplar Adolescent Unit
• Prenton High School
• Priestnall school
• Queen Ethelburga’s Collegiate
• Ramsey Academy
• Redland Green
• Redmoor Academy
• Regents Park Community College
• Richard Chaloner School
• Riddlesdown Collegiate
• Rochester Independent College
• Royal Statistical Society
• Sachleone
• Saint Aidan’s C.E. High School
• Saint Martins
• Sands School
• Seaton Valley High School
• SGGS
• Shireland Collegiate Academy
• Sir John Hunt Community Sports College
• Sponne School
• St Augustine’s school
• St Clement’s High School
• St Crispin’s Grammar School
• St John Fisher More
• St Johns Marlborough
• St Marys Church of England High School
• St Olave’s Grammar School
• St Paul’s School
• St Wilfrid’s Comprehensive Catholic School
• Sum Maths Tuition
• Tapton School
• Teach First
• Temple Moor High School
• Tenbury High Ormiston Acadmey
• The Boulevard Academy
• The Bourne Academy
• The BRIT School
• The British International School, Cairo
• The Charter School East Dulwich
• The Cowplain School
• The Derby High School
• The Hemel Hempstead School
• The King’s Academy
• The Laurus Trust
• The Piggott School
• The Sacred Heart Language College
• The Trinity School
• The Westgate School
• The Westwood Academy
• The Winston Churchill School
• Thomas Estley Community College
• Thomas Telford School
• Thurston Community College
• UCS College Group
• Uni of Staffs
• Unity College
• Upton Court Grammar School
• Ursuline College
• Walton Le Dale High School
• Wapping High School
• Warden Park Seconday Academy
• Wellington School
• Westfield School
• Wheelers Lane Technology College
• Wildern School
• Wilmslow High School
• Wilsthorpe School
• Winifred Holtby Academy
• WJEC
• WLTC
• Woodcote High School
• Woodlands Community College
• WOODROFF
• Yateley School
• York College

1. “Academy chain” is used in this analysis document as it was the description offered to respondents completing the online survey. It covers those responding on behalf of individual academies and groups of academies, where these form part of an academy trust. ↩