The Curriculum and Assessment Review in England is well underway and it is encouraging that we can expect its initial findings later this year (DfE, 2024).
Given the status of science as a core curriculum subject, reflecting the importance of science in underpinning policy-making, economic growth, public health, national security, and innovation in addressing complex global challenges, it is crucial that the subject is considered thoroughly by the review.
The reform of science
The current science national curriculum prioritises rote memorisation over creative and critical thinking, problem-solving and practical skills, with a noticeable lack of focus on cross-disciplinary learning.
This leaves little room for deep engagement and development of an understanding of the subject, essential for fostering a genuine interest in science from a young age.
While we applaud the many primary science leaders with the confidence and expertise in enabling a purposeful, effective and engaging science experience for their pupils, this is unfortunately not the experience for all children.
It is encouraging that the review will focus on “remediating existing blocks to progress and good outcomes, with an especial concern for equity and ensuring positive outcomes for children who are from socio-economically disadvantaged backgrounds, have a SEND and/or are otherwise vulnerable”.
While we are open to explorations on improvements in assessing science at primary level, we feel that the assessment burden beyond science needs to be addressed and would not want to see a return to science SATs at the end of the primary phase.
We want the review to set out a vision and aims for the science curriculum to inform not only what is taught and learned but also why and how, so that the science conceptual content, the nature and processes of science, and the applications of science are justifiable to be included.
An advisory group
To inform a future curriculum review, the Institute of Physics, Royal Society of Biology, Royal Society of Chemistry, and my organisation, the Association for Science Education, established the Primary Curriculum Advisory Group to produce advice on the future of the science curriculum.
The report and curriculum framework produced by the group (Turner et al, 2023) is to be commended to the DfE’s review group.
We are keen to draw attention to the report’s knowledge maps for biology, chemistry and physics with their conceptual boundaries – focusing on what is age and development stage appropriate – and essential experiences in the classroom, school grounds, and their locality for all children by the age of 11.
Underpinning these knowledge maps are the principles of a sense of coherence and purpose, providing age and development stage contexts and experiences which are familiar and relevant but also enabling children to begin developing their agency as responsible global citizens.
This report and curriculum framework is immediately accessible to primary science leaders, curriculum leaders and senior leaders when considering why and how to design a rich and impactful primary science curriculum.
It is hoped, that teachers will have the space and autonomy to provide a science experience which enables all children to flourish. This may include an emphasis on interdisciplinary learning, developing numeracy and literacy as well as wider enquiry skills through the lenses of different disciplines.
For example, the Association for Science Education resource Mary Anning: A fossil hunter’s story provides opportunities to develop these skills through dialogic teaching. I have seen its impact in key stage 2, including with pupils previously less engaged by science and those with SEN.
Professional learning
Primary science leaders and teachers and their secondary colleagues ignite the spark of curiosity that drives pupils to explore the wonders of the natural world, understand complex scientific concepts, and develop the skills and attitudes needed to tackle real-world challenges.
To fulfil this crucial role effectively, our science education workforce must be well-supported and valued. They require access to on-going professional learning and development, resources, and support networks to stay abreast of advancements in their field and enhance their teaching practices.
Currently, access, funding and time off is limited. We want to see the government taking urgent steps to elevate the status of science education professionals, placing their wellbeing and development top of the agenda.
Equity and inclusion
Addressing inequity and inclusion in schools is a critical aspect of ensuring a fair education system. All pupils should have equal access to quality education regardless of their background or circumstances.
Too often young people who attend schools in deprived areas, are left behind due to disparities in the system.
More funding is needed to create a level playing field for schools in deprived areas: both in terms of providing professional development and through classroom resources and science equipment.
Early identification and support for pupils with additional needs, bridging the digital divide, and tackling behavioural challenges must also be addressed to create inclusive learning environments.
- Marianne Cutler is director of policy and curriculum innovation at the Association for Science Education. Read her previous articles via www.headteacher-update.com/authors/marianne-cutler
Headteacher Update Spring Term Edition 2025
- This article first appeared in Headteacher Update's Spring Term Edition 2025. This edition was sent free of charge to UK primary schools in January 2025. A free-to-download digital edition is also available via www.headteacher-update.com/content/downloads
Further information & resources
- ASE: Mary Anning: A fossil hunter’s story (resource): https://buff.ly/3ZMIpAU
- DfE: Curriculum and Assessment Review, 2024: https://buff.ly/3ZuJ9ZV
- Turner et al: Framework for a future primary science curriculum: Recommendations from the Primary Curriculum Advisory Group, 2023: https://buff.ly/3BiV2Kx