WHAT THE EXPERTS SAY....


GCSE SCIENCE AFTER CAR: WHAT THE NEXT TWO YEARS


DEMAND FROM SCHOOLS Comment by SHAUNA O’BRIEN, Head of Science at Pearson


W


hen the Curriculum and Assessment Review (CAR) was published in November last year, much of the discourse focused on whether reform would be bold enough. But in science departments, the question is more practical: what do these proposals mean for staffing, timetables and curriculum design over the next two years?


Through the Pearson School Report 2025, and our ongoing dialogue with hundreds of science teachers and trust leaders, one message has been consistent: reform must be future-proof.


Science is where curiosity meets consequence. It grows critical thinkers, powers clean growth, underpins health and technology, and helps young people make sense of a changing world. When students experience science as coherent, hands-on and relevant to their lives and communities, as well as to future careers, engagement improves, and attainment follows. CAR acknowledges the importance of science; the challenge now is ensuring implementation of reform matches intent.


Triple Science entitlement


Perhaps the most significant proposal is the introduction of a student entitlement to Triple Science. The government has accepted the recommendation that any student wishing to study Separate Sciences should be able to do so, phasing it in gradually.


The timeline, however, remains unclear. The report suggests this will happen “eventually”, but, in practice, parental and student expectations may accelerate expansion long before it becomes a statutory requirement. The biggest challenge to the Triple Science entitlement is implementation. Workforce realities cannot be ignored. While recruitment into physics initial teacher training rose by 36% in 2025 compared to 2024, it still reached only 77% of the target.


Entitlement in principle is laudable; in practice, it requires a robust workforce strategy. To start preparing, trusts and school leaders could start modelling:


• Specialist capacity across biology, chemistry and physics • Timetable flexibility for expanded Triple cohorts • CPD support for non-specialists


Meaningful content reduction


If there is one issue on which science teachers are united, it’s curriculum overload. The Pearson School Report last year revealed that 81% of secondary science teachers think the curriculum contains too much content. Departments consistently describe racing through material, limiting time for consolidation, practical exploration and deeper understanding. CAR explicitly recognises these concerns, proposing refinement and re- sequencing from primary through to GCSE to remove unnecessary detail and outdated content while preserving core disciplinary knowledge. The ambition is welcome. The challenge, of course, lies in delivery. Meaningful content reduction requires difficult decisions. If specifications trim superficially while assessment continues to reward volume, the pressure will remain.


Leaders should be asking:


• Where does pace undermine understanding? • Which topics are persistently retaught? • How much time is genuinely available for depth?


This reflection will place schools in a stronger position when draft content is released for consultation, likely in mid-2026, ahead of first teaching in 2028.


March 2026


Accountability reform reshaping curriculum time While curriculum content may feel most immediate to teachers, accountability reform could prove equally influential.


Proposed changes to Progress 8 would introduce two dedicated science slots, aligning science more closely with English and maths in performance measures. Students’ strongest science outcomes, whether Combined Science, individual sciences or Computer Science, could fill those positions. This is a significant cultural signal. It elevates science’s status within the accountability framework and may strengthen the case for protected curriculum time.


Our conversations with school leaders suggest cautious optimism. Greater weighting could:


• Support strategic investment in KS3 foundations • Encourage earlier identification of misconceptions • Reinforce science as a core entitlement for all learners


However, as with any accountability shift, unintended consequences must be considered. Schools will need to guard against narrowing at KS3 or over-prioritising performance measures at the expense of broader scientific literacy.


Protecting practical science and future-facing content Another important thread within CAR is the reaffirmation of practical science, which has been squeezed in recent years, often due to time pressures linked to curriculum overload. Many departments report replacing student-led experiments with demonstrations, a worrying trend given that in our research, one in two students identify hands-on practical learning as their favourite way to work.


CAR signals a desire to re-embed practical work meaningfully, linking it explicitly to learning purpose rather than treating it as peripheral. If curriculum reduction creates space, departments may be able to restore practical science as integral to understanding, not simply preparation for assessment.


This links closely with CAR’s direction of travel on climate science and sustainability, where there is clear intent to strengthen climate-related content.


With 71% of science teachers identifying student disengagement as a primary barrier to learning, the need for content relevance is urgent. By embedding rigorous, well-sequenced climate science across the curriculum, schools can boost engagement without sacrificing conceptual integrity.


The implementation window


Curriculum reform doesn’t happen often. CAR’s acknowledgement of concerns that the profession has articulated for years is significant. But reform is only as strong as its implementation. The next two years represent a critical window in which:


• Specifications must reflect genuine content reduction. • Assessment must reward depth and understanding. • Workforce strategy must align with Triple Science entitlement. • Practical science must be supported with time and resources.


At Pearson, we will continue working closely with science leaders, through research, professional dialogue and subject expertise, to ensure that schools have the insight and support needed to navigate this transition. Science sits at the centre of innovation, sustainability and economic growth. The ambition within CAR is substantial. If we get the implementation right, this moment could redefine science education for a generation.


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