The ASE Primary Committee welcomes the Curriculum and Assessment Review (CAR) as a positive and timely step towards strengthening science education in primary schools. We particularly endorse its commitment to improving coherence, consistency, and clarity across the curriculum, with a sharper definition of breadth and depth. Streamlining content, where appropriate, will allow pupils to develop a deeper and more secure understanding of both scientific knowledge and disciplinary skills.

We strongly support the Review’s emphasis on high-quality, purposeful practical work. Practical science must not be tokenistic; it should be central to developing pupils’ understanding of scientific concepts, methods, and enquiry skills. Clear guidance on the intent and progression of practical work is essential if this ambition is to be realised in every classroom.

The inclusion of climate change and sustainability as areas for further development is also warmly welcomed. Science education must prepare children to understand and engage with the environmental challenges of their future. Similarly, we welcome the strengthened links with mathematics to ensure that the knowledge and skills taught are coherent and well-sequenced across key stages and between connected subjects.

We are particularly encouraged by the Review’s attention to transitions, especially between primary and secondary phases, to ensure continuity and progression. However, we urge equal consideration of the transition between EYFS and Key Stage 1, where the foundations of scientific enquiry and knowledge are first established. Clear progression in knowledge, skills, and conceptual understanding from early years onwards is vital if we are to build a truly cohesive science curriculum.

Despite these positive developments, we have significant concerns about the proposed rebalancing of the three disciplines of science. While a more even representation of biology, chemistry, and physics is desirable, this must not come at the expense of conceptual appropriateness. Primary science should remain grounded in concepts that are developmentally accessible to young learners. We caution against importing abstract, secondary-level content simply to achieve balance, as this risks disengagement and misconceptions.

We also note missed opportunities in the areas of diversity and science capital. The Review makes only a passing reference to ensuring that examples of scientists are inclusive and representative. Without explicit recommendations, there is a real danger that this important aspect will be overlooked. Representation matters: children need to see that science is for everyone and that diverse people contribute meaningfully to the discipline.

Finally, the Review could go further in promoting cross-disciplinary collaboration across STEM subjects. Greater integration between science, technology, engineering, and mathematics in primary would strengthen pupils’ problem-solving skills and support the development of authentic, connected learning experiences, leading to more learners entering the STEM workforce.

While we are encouraged that the curriculum and assessment review has highlighted the need for purposeful practical work, we, as a committee, are concerned by how potentially offering triple science to every student will affect the role of science technicians within our schools. Science departments are already struggling with stretched budgets, meaning that some schools lack the resources and technician hours to deliver the current curriculum to a high standard.

In order for a broader offer of triple science to be successful, it is vital that the role of the science technician and their importance in the successful teaching of science is recognised and a significant and sustained investment is made. Without this investment, technicians will not be able to access the resources and CPD necessary to safely deliver the high-quality practical work needed. This will contribute further to the stress and burn out some of our colleagues are already experiencing leading to many more leaving the profession.

It’s wonderful to see the report recognise the significance of celebrating the scientific contributions of a diverse range of scientists, and those who work with science, to ensure the science curriculum is truly inclusive. Demonstrating to children that science is an integral part of all of our lives is crucial.

We welcome the report's clear emphasis on improving student transition, particularly between Key Stages 2 and 3, and see this as an excellent opportunity to draw upon the good practice already established between many primary and secondary schools.

The promotion of cross-curricular links between science and other subjects is also a valuable highlight. This approach can strengthen children’s engagement, allow them to make real-world connections, develop retention of knowledge, and increase instructional efficiency. It can be a powerful teaching strategy, provided there is careful planning to balance the learning objectives of the linked subjects.