Mike Jackson and Andy Brunning, Subject Advisors

The government’s Curriculum and Assessment Review (CAR) was published in November, alongside the DfE’s response to the review, and science was firmly in the spotlight. 

In this blog we highlight the key recommendations relating to GCSE and A Level science in the review, and what this may mean for classroom teachers.

Triple science at GCSE

The most prominent headline for GCSE Science was the recommendation that there is an entitlement to triple science at GCSE “so that any student who wants to study triple science has the opportunity”. It is important to note that this is an entitlement to study triple science and not a requirement for all pupils to do so. 

The government’s response says, “we will work with schools to understand the barriers to entry for triple science, including workforce challenges, and support schools to develop a triple science offer, ahead of introducing a statutory entitlement.” 

Teachers and stakeholders have already passed us a range of feedback on this change and we are keen to understand how we can best support teachers with triple science provision being practicable and equitable.

Assessment and equation sheets at GCSE

The government has committed to “reduce examination time by on average 2.5-3 hours overall for the average student taking eight or nine GCSEs.” This commitment is likely to result in some assessment changes at GCSE, though at this stage we don’t know what this will look like. 

The government’s response also states that they will evaluate whether pupils should still be required to memorise formulae and equations in GCSE content or whether they can be provided in the exam. 

In previous government consultations the overall feedback from respondents has been that teachers (and students) would like to continue with a formula sheet. Some assessment adjustments may result from this being embedded within new qualifications and we are also aware of the importance of developing appropriate skills with equations for study beyond GCSE. We await the final decision and the exact details.

Science across key stages

The CAR recommended “clearer guidance on what should be taught, to what depth, at each stage” in the primary science curriculum. It also recommended streamlining content, particularly at GCSE, while maintaining the rigor and knowledge-rich approach of current qualifications. The Government’s response confirms that it will “reduce the unnecessary content duplication and complexity that leads to overload in the subject while maintaining, and in many cases, strengthening the rigour and depth of what is taught.”

Practical work in science

On practical work, the CAR highlighted the importance of “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.” The government response agrees that changes are needed to “ensure that the purpose and expectations of high-quality practical work are more clearly articulated.” 

In our conversations with teachers and stakeholders we regularly hear about the challenges to successful practical work, including support for teachers in developing the skills of leading practical work, recruitment and training of technicians and the cost of practical equipment. 

We are keen to support purposeful practical work and welcome the report’s recommendations in this area. Our recently released GCSE Purposeful Practical resources get students to think more deeply about the practical work they carry out and support the full range of learners, teachers and technicians. We have also released some of our A Level practical activities in an updated format that includes suggested questions to assess and improve skills. Our flexible approach to practical work at GCSE and A Level means that centres can adapt to suit their individual settings and learners.

Climate change and sustainability

In our Striking the Balance report, Cambridge OCR called for “Recognition that climate change and sustainability topics must be made more explicit throughout the curriculum and within individual subjects and qualifications.” The CAR calls for the curriculum to explicitly develop “students’ understanding of the scientific principles that explain climate change and sustainability.” It goes on to note that “achieving this requires a coordinated approach […] ensuring that environmental and climate-related content is integrated meaningfully and coherently.” 

The government has said that they will “update the content so that the greenhouse effect, as well as carbon emissions, burning of fossil fuels and deforestation are more explicitly understood in the curriculum as contributing factors towards effects such as rising sea levels and extreme weather events.” 

We’re in agreement with the importance of the content and language around these issues being updated with a consistent and joined-up approach. We’ve already blogged about how climate and sustainability topics can be approached through some current GCSE and A Level content.

Diversity and inclusion in science

The CAR recommended that the new curriculum “should reflect our diverse society and the contributions of people of all backgrounds to our knowledge and culture.” The government confirmed that it will adopt this proposal when drafting the new curriculum. 

We have already worked to highlight a diverse range of scientists and how their work ties in with GCSE and A Level science specification content in our STEM contributors resource. Dr James Poskett’s Diversity in STEM resources are another example of the support available for enriching lessons. In addition, our subject advisors have regularly written blogs highlighting diverse scientists and issues around inclusion in STEM. There are links to these at the bottom of this blog. 

We hope that the proposals will lead to a more widespread use of diverse science stories in supporting resources for GCSE and A Level qualifications.

The big question: When will GCSE and A Level sciences be reformed?

The government response to the review outlined a timeline for the proposed qualification reforms. The report (p.52) indicates that GCSEs will be reformed in two phases, with the phase 1 GCSEs slated for first teach in September 2029 and phase 2 scheduled for first teach in September 2030. Where GCSE science fits in to these phases will be confirmed in due course. 

According to the government response, there are no plans to make “substantial” changes to A Levels at the current time. However, they note that reform will be considered “in subjects where the Review has suggested GCSE-level change.” As with GCSEs, A Level qualifications are planned for reform in two phases, with first teaching taking place in September 2031 and 2032. 

Join our CAR briefing webinar 

We’ll be running a free CAR briefing webinar at 4pm on 29 January 2026 to explain the impact of the Curriculum and Assessment Review on science. You’ll have a chance to ask our subject advisors your questions and pass on your thoughts about the proposed changes. We hope you can join us.

Stay connected

At Cambridge OCR we’re committed to making assessment straightforward and are here to support teachers and students at every step of the way. Contact us if you have any specific questions about the CAR, or what it means for you and your students. You can always join our teacher panels to help us shape the development of these qualifications as we go through reform. 

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About the authors

Mike joined OCR in January 2024 and is a subject advisor for A Level Physics. Mike completed an MA in Education at the University of Birmingham in 2014. Before joining OCR, he was a teacher for over 15 years, with roles included Acting Assistant Head, Head of Science, Physics Network Lead for a trust, a STEM Learning Facilitator and an SLE for Science. Mike is passionate about inclusion in education, environment and sustainability. 

Andy joined OCR in September 2017 as the subject advisor for A Level Chemistry. He has a Chemistry BSc and a Secondary Science PGCE from the University of Bath. Before joining OCR, he worked as a chemistry teacher in Bournemouth and Cambridge. He also sidelines as a science communicator and has produced infographic projects for the Royal Society of Chemistry and the American Chemical Society.