ÃÛÌÒÉçÇø

The Government’s curriculum and assessment review signals a long-overdue rethink of how science is taught and assessed in English schools. As an education policy expert at the ÃÛÌÒÉçÇø, I am proud to see many of the changes we’ve long advocated for being reflected in this new direction, although there are also some areas – particularly with respect to the offering of triple science – that concern me. 

At the core of the proposed reforms is a commitment to making science education more accessible and equitable through high aspirations and raising standards, which aligns with our campaigning work to ensure that all young people have access to a high quality chemistry education. 

Looking at the detail, we think there are six key takeaways from the review: 

1. Are we implementing ‘big ideas’?

We, alongside other STEM learned societies, believe that the science curriculum should be structured around the ‘big ideas’ or ‘big questions’ of each discipline. While the review seems to be taking such an approach, it does not explicitly use this terminology or frame itself in this way. 

Creating a narrative with questions such as ‘How do we do chemistry?’ is a powerful move that we advocated for in our vision for 11-19 education. By anchoring learning in the fundamental concepts of chemistry, biology, and physics, students can build a deeper, more coherent understanding of the scientific world. This disciplinary clarity is essential for developing both substantive knowledge and the ability to think scientifically. 

2. Positive plans to empower teachers

The review encouragingly puts emphasis on empowering teachers to bring the national curriculum to life. It rightly recognises that teachers are not just deliverers of content, but they are also curators of inspiration. By supporting educators to incorporate local examples and highlight diverse scientists, we can make science more inclusive, relevant, and engaging. This aligns closely with the ÃÛÌÒÉçÇø’s recommendations on how chemistry education can be made more representative and better highlight the diverse people that work in the chemical sciences. 

3. Climate and sustainability will be incorporated

One of the most impactful changes is the intention to integrate climate change and sustainability throughout the curriculum. As highlighted in our Green Shoots reports, students are acutely aware of the sustainability challenges they face, and education is crucial to ensuring they are equipped to deal with these challenges and thrive in a green economy. Embedding these themes across topics ensures that learners see the relevance of science to the world around them and are empowered to contribute to a more sustainable future. 

4. Practical skills remain essential

The review also brings much-needed clarity and purpose to primary science education. By setting clear conceptual boundaries and defining the role of science at this stage, teachers can better support young learners in developing curiosity and foundational skills. As described in our joint advisory group PCAG’s Framework for a future primary science curriculum, the encouragement of hands-on experiences, with flexibility in how practical work is delivered, is another welcome development. Practical science at a young age is about exploration, problem-solving, and discovery. 

Likewise, practical skills are key to students’ progression in secondary education. We are pleased to see a focus on key skills to be taught through hands-on practical experiences, which will give teachers the freedom to design engaging lessons while ensuring that students acquire essential competencies such as observation, measurement, and analysis. It reflects the ÃÛÌÒÉçÇø’s own engagement with teachers through our science teaching survey and our policy position that recognises that practical work remains essential to chemistry education.

5. Combined vs separate science remains unresolved

As mentioned at the start of the article, we want all children to have a high class chemistry education – irrespective of their background. One of the key causes of inequity in education is access to separate science or combined science at GCSE, with students in wealthier areas being more likely to be able to take separate science. The review wants to provide an entitlement for all young people to take separate science if they wish, but we still foresee issues with attainment barriers, subject-specific chemistry teacher resourcing, generational science literacy and global citizenship. This feels like a missed opportunity to redesign science GCSE pathways and give real opportunity to all young people. We agree that timetabling of separate science will present issues – and that’s why we also advocate for a reduction in the content in the curriculum.

6. Digital literacy needs a stronger foundation

The review acknowledges the importance of addressing the digital skills gap, recommending that its foundations be developed primarily through computing and other subjects should be enriched through the thoughtful use of digital technologies. While this is a welcome recognition, it stops short of fully embedding digital skills across the wider curriculum. The review panel's polling shows that 41% of students want greater emphasis on digital skills or computing – a clear signal that current provision is falling short. With 29% of skills-shortage vacancies linked to digital competencies, including 17% requiring advanced skills, the gap between education and workforce needs is widening. As explained in our policy position, we support a curriculum that embeds digital literacy across disciplines, but also ensures that computing is given the space to build core skills from the ground up. 

We look forward to working closely with government and other key stakeholders as these plans develop, making sure the underlying details are evidence-based and achievable in the classroom. We will support the implementation of these changes through continued collaboration with educators, policymakers, and partners. With the right support, these reforms can help create classrooms where every student feels inspired, informed, and empowered by science.