The current national curriculum that all English schools follow was introduced in 2014. In July 2024, the Government commissioned Professor Becky Francis CBE to convene and chair a panel of experts to conduct a review of the curriculum and assessment system in England, across the primary, secondary and 16-19 phases. This review was evidence-led, and took into account the thoughts of schools, subject associations and other stakeholders.

Today, they published their final report, which you can read here.

In this blog post I’ll take a look at the section reporting on Primary School science. There’s quite a bit on primary science, and it takes into account quite a few recent reports such as 10 Key Issues, and the Ofsted Finding the Optimum report.

The main takeaways are summarised below.

Key Takeaways for Primary Science Teachers

1. Lack of Consistency and Coherence

• Primary science is taught inconsistently across schools, with variations in how much time is given to it and how well the curriculum content connects between topics and key stages.
• This inconsistency leads to gaps and repetition when pupils move to secondary school, making transition more difficult.

2. Curriculum Redesign and Clearer Guidance

• The review calls for a more structured and coherent curriculum across Key Stages 1–4.
• Expect clearer guidance on what should be taught, at what depth, and when.
• The aim is to ensure pupils build progressively on foundational knowledge rather than relearning the same material.
• Redrafting will likely clarify what essential knowledge and skills all pupils should master in KS1 and KS2.

3. Balancing the Science Disciplines

• The current primary curriculum is unevenly weighted toward biology, with less focus on chemistry and physics.
• Future guidance will encourage a better balance between all three disciplines, helping children gain a broader scientific foundation.

4. Cross-Curricular Links and Progression

• Stronger connections are needed between:
  • Science and other subjects (e.g., maths, geography, DT).
  • Primary and secondary science content.
• The goal is to avoid unnecessary repetition and make learning feel more connected and purposeful.

5. Real-World and Inclusive Science

• Teachers should use inclusive examples of scientists and scientific work so that all pupils can see themselves in science.
• The emphasis remains on scientific knowledge and concepts, not biographies — but inclusive representation is encouraged to boost engagement and aspiration.

6. Practical Science with Purpose

• Hands-on practical work has declined since 2016, and much is now delivered via video.
• The review stresses the importance of high-quality, purposeful practical science — both teacher demonstrations and pupil investigations.
• Practical activities should:
  • Be linked clearly to curriculum goals.
  • Reinforce key concepts and skills.
  • Develop procedural confidence with equipment.
• Expect future guidance and mapping showing which topics lend themselves to specific types of practical work.

7. Climate Science Integration

• The current curriculum gives limited attention to climate change and some content is outdated.
• A revision will likely embed climate science across disciplines, rather than treating it as an isolated topic.
• Pupils should understand the scientific causes, impacts, and solutions to climate change — linking to green careers and STEM growth.

8. Critical Thinking and Media Literacy

• Science education should help children evaluate evidence, question claims, and identify misinformation.
• Developing pupils’ ability to think scientifically and assess sources critically is seen as essential for scientific literacy and citizenship.

Recommendations

The report recomments that the government:

• Ensures more cohesion and consistency across the primary Science curriculum, including clearer guidance on what should be taught, to what depth, at each stage.

• At all key stages, bases the Science curriculum on the fundamental concepts of each individual discipline so that students develop deep scientific and disciplinary knowledge and skills. In light of this, the Government should consider where content can be streamlined, without affecting rigour or the subject’s knowledge-rich focus.
• Ensures that the curriculum more clearly articulates the purpose and expectations of high-quality practical work in supporting the building of substantive knowledge and the development of important skills and procedural knowledge.
• Ensures that, in relevant areas, the Science curriculum explicitly develops students’ understanding of the scientific principles that explain climate change and sustainability and the global efforts to tackle them.

In Summary

Primary science reform will likely bring:

• A clearer, more sequenced curriculum with balanced coverage.
• More focus on hands-on learning with purpose.
• Stronger links across subjects and key stages.
• Updated and inclusive examples of science in action.
• Greater emphasis on climate science and critical thinking.

If you’ve read the report, what are your views? Share them in the comments below.