From summer 2026, some GCSE subjects will look a little different. Assessment formats are changing, subject content is being updated, and in some cases, the way students sit their exams will shift too.
Knowing what’s coming up means you can prepare confidently and avoid last-minute surprises, whether you're a parent, student, or teacher.
In this article, we’ll cover:
The key GCSE specification changes confirmed for 2026 and beyond
Specific updates to maths, physics, and combined science
Who will be affected by the changes and when
How to prepare for the new exam formats and support materials
Practical tips to adapt revision and teaching strategies
What’s changing: maths, physics & combined science
Ofqual confirmed final plans in November 2024 that affect GCSE assessments in 2025, 2026 & 2027:
Formulae & equation sheets will continue
For GCSE maths, students will receive a printed formula sheet, covering the same content as the 2022–2024 versions.
Physics and Combined Science exams will include an equation sheet.
Maths sheets are also confirmed for the November exams in those years.
Timelines for availability
The formulae and equation sheets will be published well ahead of the exams so students and teachers can get used to using them:
For 2026 and 2027 exams, these support materials will be published by 1 September in the academic year of the exam (i.e., September 2025 for 2026 exams, and September 2026 for 2027 exams).
This gives schools and students time to integrate them into teaching and revision before exam season.
Why this matters
These changes remove some of the pressure to memorise long lists of formulas and equations, meaning students can focus on understanding and applying their knowledge instead.
Ofqual’s public consultation received over 2,100 responses from teachers, school leaders, parents, students and subject associations. An overwhelming majority supported the decision:
94% supported continuing the use of a formula sheet in GCSE maths
95% supported the use of an equation sheet in GCSE physics and combined science.
Respondents included teachers, school leaders, parents, students, and subject associations. Their feedback reflected a strong preference for reducing memorisation and supporting students’ ability to apply knowledge under exam conditions.