1.  Purpose matters more than ever in science education

When asked what science means to them, attendees spoke about curiosity, resilience, sustainability and explaining the world around us. Science was seen not as a body of facts, but as a way of thinking and acting in the world, a reminder that purpose should sit at the heart of curriculum design.  

2.  Equity and access must be built-in, not bolted on

Discussions repeatedly returned to inclusion, whether that’s gender participation, disadvantage gaps or access to Separate Sciences. Attendees stressed that curriculum and assessment design can either widen or narrow gaps, making equity a fundamental design principle rather than an afterthought. 

3.  Practical work needs a rethink to better reflect ‘real’ science

There was strong support for hands-on science, particularly for learners who face barriers or disengagement. However, many questioned the value of overly prescribed “recipe” practicals. Instead, the call was for required practicals that are flexible for schools to adapt and deliver while developing genuine scientific skills, such as problem-solving and data analysis, more accurately reflecting how science works beyond the classroom. 

4.  Climate and sustainability are non-negotiable

The growing presence of climate science in the curriculum was widely welcomed, particularly where it focuses on solutions rather than problems alone. Attendees emphasised the importance of linking science learning to environmental action, green skills and future careers, helping students see science as relevant and empowering.

There was also a clear call for student voice to be meaningfully included in the development of the climate science curriculum, ensuring it reflects young people’s perspectives, concerns and aspirations.

5.  Digital and data skills must become core

From using software to analyse data to understanding big datasets, delegates highlighted a clear gap between current science curricula and real-world scientific practice. Digital literacy, data processing and computer-based analysis were seen as important additions.

6. Content overload is a real concern

Many felt that science curricula are too crowded with repetition and detailed content that adds limited long-term value. The appetite was for fewer topics, taught more deeply, with clearer progression of core concepts across key stages rather than repeated coverage of the same ideas. 

7. Separate Sciences need structural support to succeed

While Separate Sciences were valued for stretching and motivating learners, many schools struggle to offer them due to staffing, timetabling and funding pressures. A range of potential approaches were discussed to help address these challenges, alongside a shared recognition of the need for greater support across the system.

8. Assessment should measure understanding, not endurance

There was broad agreement that current assessment approaches can disadvantage many learners. Discussions focused on the need for assessments that are fair, accessible and designed to minimise unnecessary barriers. Participants emphasised the importance of assessments that clearly and consistently test students’ knowledge and understanding, without surprises, so that all learners have the opportunity to demonstrate what they know.

9. Teachers need time, training and recognition

Teacher recruitment, retention and subject knowledge development were seen as critical enablers of any curriculum reform. Attendees highlighted the value of high-quality CPD, accreditation of skills, mentoring and proper resourcing, including technician time and equipment, to ensure science is taught well everywhere.

10.  Youth voice strengthens science education

Finally, there was strong enthusiasm for involving young people more directly in conversations about science education. Empowering students to engage with current scientific issues, from climate change to ethics and misinformation, was seen as a powerful way to increase relevance, motivation and trust in science.