Think Science. Think Differently.

We want to ensure the curriculum has a manageable amount of content that helps students to understand the ‘big ideas’ of science and what it means to be a scientist. More than a quarter of science teachers (26%) expect this curriculum and assessment reform specifically to cut curriculum content volume. Reducing this volume gives classrooms the necessary breathing room to explore, experiment, and discuss current, exciting topics like climate change, robotics, and space exploration. 

All students should be able to feel like science is ‘for them’. The curriculum should incorporate a range of experiences, scientists, and perspectives, helping to develop students’ scientific identity and capital. Students should have opportunities to research and explore scientific areas of relevance and interest to them, or that could make a difference to their families and communities. 

The future workforce requires a blend of sharp technical skills and uniquely human capabilities. 80% of science teachers feel equipped to foster problem-solving in their students, and 70% say the same about critical thinking. New qualifications must match this confidence by embedding data analysis and solution discovery alongside creativity. We must also ensure that students who do not pursue science further still leave school scientifically literate, equipped with essential skills, such as critically evaluating claims on social media and making informed decisions about their health. 

Practical work is the heartbeat of science education and is key to student enjoyment of the subject. Yet 34% of students say they want more hands-on learning options at school. When it comes to choosing future pathways, 72% of science teachers state that enjoyment of the subject is the biggest influence on students. Furthermore, 61% of science teachers feel uniquely equipped to foster experimentation (24 percentage points ahead of the secondary teacher average). We want to unlock that strength by making space for hands-on skills and community-relevant research projects that prove science belongs in the real world. 

Students should finish KS4 feeling like they’ve been able to achieve their potential. To get here, we need authentic, inclusive ways of assessing disciplinary skills that don't add additional workload for teachers. This would provide more opportunities for talented practical scientists, especially those with SEND, to more successfully demonstrate what they know and understand, where they are less able to do this in writing.