Science

FAQs: What science teachers are asking about assessment reform

General

What is the timeline for first teaching of the new curriculum and GCSEs?

National Curriculum updates across all key stages will apply from September 2028, with the first teaching of phase 1 GCSEs starting in September 2029.

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Will GCSE teaching start at the same time for all subjects?

No. There’s a phased approach to the introduction of GCSE subjects to support their introduction and manage workload.

• Phase one subjects will be taught from September 2029, with first exams in 2031.

• Phase two subjects will be taught from September 2030, with first exams in 2032.

The Department for Education (DfE) hasn’t announced which subjects are in each phase yet.

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Will updated GCSE content be available early enough for schools that start teaching in Year 9?

GCSEs are designed to be taught over two years at Key Stage 4. One of the aims of the Curriculum and Assessment Review is to reduce content, with a focus on deepening understanding. This will support teachers to deliver the new programme of study within the designated time, without the need to start teaching early.

When the DfE publish the new subject criteria, we’ll design our specifications, working closely with teachers. We’ll share them as soon as we’re able to.

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When will the decision be made about which subjects are in Phase 1?

The DfE hasn’t confirmed when they’ll announce which subjects are in each phase. We’ll let you know as soon as possible once this information is released.

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How will the review affect pastoral leads such as Heads of Year?

The Department for Education (DfE) hasn't yet confirmed which recommendations from the Curriculum and Assessment Review will be taken forward or how they will be implemented. Schools may need to support students through a period of transition following potential changes in curriculum content, assessment arrangements or qualification structures.

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Could there be opportunities for greater dialogue between moderators and centres?

The arrangements for moderation and examiner communication are designed to ensure consistency, fairness and equal treatment for all centres. Any changes to these arrangements would need to be considered carefully within the regulatory framework set by Ofqual.

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How can we get involved? Are there opportunities to share suggestions on the new curriculum?

To help us shape the future of assessment, you can join our Teacher Panels and be part of a trusted group helping to guide the future of our qualifications.

We want to work alongside teachers like you, so your voice is heard, and your insight directly influences what we create – making qualifications more effective for you and your students.

You’ll take part in short, subject-specific surveys every month where you can:

• share your expertise

• answer questions based on your day-to-day teaching

• contribute to decisions about future qualifications and assessments.

It’s quick, flexible, and designed to fit around your workload. We’ll keep in touch to let you know how and when you can do this.

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How could reform improve inclusivity for learners?

To ensure a rich and inclusive curriculum which does not alienate groups and represents the world students live in, any choices should aim to make sure all young people feel represented and included while maintaining consistency and quality. Representation must, however, be balanced with exposure to unfamiliar perspectives to broaden horizons and foster empathy, creating shared connections and challenging discrimination.

In discussion with teachers, the DfE and Ofqual, we’ll actively seek opportunities to improve inclusivity, better reflect modern Britain and uphold equality of opportunity, to support a rigorous, engaging, and fair curriculum for all.

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What role might formal exams play in the future assessment landscape?

High stakes end point exams are efficient, reliable and fair assessment tools. Exams provide a robust snapshot of a student's performance at a fixed point in time. Our assessment system helps policymakers know where to target support. We’ll work closely with the DfE and Ofqual to design assessments that are accessible for all learners, with specific accessibility adjustments considered central to our specification design principles.

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When will more detail be available?

The DfE has confirmed that they’ll launch the consultation for proposed GCSE and A-level subject content in September 2026. At this time, they'll share the proposed content for Phase 1 subjects publicly, giving you the opportunity to share your views. We’ll let you know as soon as possible once this information is released and when the subject content consultation goes live.

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Will there be additional guidance on assessment at KS3, including clearer progression steps alongside end-of-key-stage statements?

The DfE has confirmed it will introduce ‘a statutory reading assessment for all pupils in Year 8, designed to test both fluency and comprehension.’ and will expect schools to assess writing and maths in Year 8. The aim is to drive progress and create stronger KS3 focus and sequencing. We believe this supports schools in identifying and addressing learning gaps early so all students can access the curriculum.

It hasn’t been confirmed what this will look like in practice yet including guidance available, marking arrangements and results.

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What support and investment will be available to help teachers resource the new curriculum effectively?

The DfE haven't confirmed whether any additional funding, centrally produced resources, or other support will be made available to support the teaching of the new curriculum. In terms of subject content for exams, we'll provide a comprehensive package of support and resources to support you in teaching our specifications and understanding any changes to assessment.

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If exams are moving to computer-based assessments, what support and funding might be available to help schools facilitate this?

The DfE's regulating on-screen assessment consultation recognised that schools and colleges face “practical challenges”, including “variable digital infrastructure”, and says wider use of on-screen exams must be “fair for students, proportionate, and manageable for schools and colleges to deliver with the staff, infrastructure and resources they have at present.” We believe on-screen assessment should be introduced at a steady pace so teachers and exams officers can deal with logistical issues such as “sufficient space” and “enough power sockets in exam halls".

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How will AI be considered in the assessment of NEA work?

The DfE acknowledge "new technologies, such as generative AI, carry risks and implications for some forms of NEA" and have committed to working closely with Ofqual and the sector to explore alternative assessment methods where necessary. In some subjects, for example English, exams remain the most effective form of assessment.

Where NEA is considered the most effective form of assessment, we'll consider the risks around assessment validity and reliability.

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Will textbooks be updated to reflect any curriculum changes?

AQA doesn't produce its own textbooks. Instead, we work closely with a range of independent publishers to develop and approve resources that support our specifications. Approved textbooks go through a rigorous endorsement process to help ensure they align with the specification, but the publisher retains responsibility for the content and production of the resource. We're working with a range of publishers to ensure that the textbooks available reflect changes to our specifications.

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Will there be opportunities to strengthen progression and continuity between KS2 and KS3?

The Curriculum and Assessment Review highlighted the importance of ensuring greater coherence and progression across phases of education, including the transition from KS2 to KS3. However, no final decisions have been made by the DfE about what this might look like in practice.

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How would you suggest spending time for planning and prep before we find out more information?

Our What does assessment reform mean for schools video podcast brings assessment reform to life in real school contexts. You’ll hear directly from others across education, helping you understand how the proposed changes are being approached in schools and academies just like yours.

We also have lots of support available for teachers, including our Assessment Reform Hub on the AQA website. Here, you’ll find information separated into subject-specific content to support your colleagues, including access to webinars. Teachers can also join our Teacher Panel to shape the qualifications and support we develop.

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How are teachers being engaged in shaping these changes? How can we get involved in the DfE consultation?

We're gathering teacher insights via our Teacher Panels, giving you an opportunity to shape the qualifications and support we develop.

In September 2026, the DfE will share their consultations on the proposed content for Phase 1 subjects publicly, giving you the opportunity to share your views. We’ll share more information as soon as possible, once the consultation has been launched. There will be more opportunities to share your views and work with us throughout the qualification development period.

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Do you have an indication of when the draft proposals will be released?

The DfE will launch consultation on the proposed content for Phase 1 subjects in September 2026. This will give you the opportunity to share your views. We’ll share more information as soon as possible, once the consultation has been launched.

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How will the content be designed to remain deliverable in schools with limited curriculum time, while ensuring all learners have the opportunity to succeed?

One of the key considerations during qualification development is ensuring that content is teachable and assessable within the guided learning hours allocated to the subject. We'll consider feedback from teachers and subject experts throughout the development process.

The overall subject content will be determined by the DfE, and Ofqual will confirm the assessment framework. Once those requirements are confirmed, we'll work to develop specifications and assessments that are accessible and deliverable within the available teaching time.

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How can AI generated work be approached where student creativity is being assessed?

The approach to artificial intelligence in qualifications is still evolving across the education sector. Awarding organisations are working closely with regulators and government bodies to ensure that qualifications continue to assess the knowledge, skills and creativity that they are intended to measure. Any decisions about the role of AI within assessment arrangements will be informed by regulatory requirements and subject-specific assessment objectives. Further information will be provided if changes are introduced.

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Will there be opportunities for consultation on the subject content?

Yes, the DfE has confirmed that they’ll launch the consultation for proposed GCSE and A-level subject content in September 2026. At this time, they'll share the proposed content for Phase 1 subjects publicly, giving you the opportunity to share your views. The DfE hasn’t confirmed when they’ll announce which subjects are in each phase. We’ll let you know as soon as possible once this information is released and when the subject content consultation goes live.

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What conversations are taking place around the accessibility of the questions for all candidates?

One of the aims of curriculum and assessment reform is to ensure that qualifications remain accessible, engaging and appropriate for as wide a range of students as possible. We're considering how qualification design, assessment approaches and question design can support accessibility while maintaining standards. Inclusivity is an important consideration throughout the development process.

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Will this presentation be made available after the event to be shared with colleagues?

Yes, you can find the webinar recording for all our Assessment Reform: The Essential Week webinars here.

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What type of resources will be ready to use when teachers begin to teach the new curriculum?

We’re committed to working with you, so we’ll provide comprehensive support through the development of clear and practical assessment guidance documents to help you understand what the changes mean for you. You can sign up to receive our emails and join our Teacher Panels so we can hear your ideas and share resources and CPD opportunities as they become available.

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Thank you very much, useful session. Will there be another once we know what phase we're in?

We'll share further information once subject phases are announced, including CPD opportunities as they become available.

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How are AQA working with other exam boards?

Each exam board is responsible for the development of its own qualifications, following the subject content and assessment framework supplied by DfE and Ofqual. We're in conversations with the DfE and Ofqual to make sure qualifications remain valid, accessible and deliverable for teachers and students.

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Has the curriculum review given any thought to adults taking GCSE for jobs or career progression or later life higher education?

The Curriculum and Assessment Review has considered how qualifications support learners with a range of needs and destinations.

As qualifications are developed, consideration will be given to ensure they remain valuable and accessible for the broad range of learners who take them, including adult learners.

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How will teachers be supported with sufficient time to plan for and implement any changes?

We recognise that schools and colleges need sufficient time to prepare for curriculum and qualification changes. That's why we aim to have our specifications ready by September 2028, a year ahead of first teach, to help you prepare.

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How much of the proposed change is determined by AQA, and how much is shaped by government policy?

The DfE is responsible for determining subject content requirements. Ofqual regulates qualifications and sets the assessment framework that all exam boards need to operate to. Exam boards, including AQA, are responsible for developing specifications and assessments that meet DfE and Ofqual requirements. As a result, some aspects depend on the government and Ofqual, while others relate to the qualification design and delivery, which we are responsible for.

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Will you share the universal design rules for questions?

Yes, our universal design principles can be found in the recording or our opening webinar for Assessment Reform: The Essentials week.

Featuring Dale Bassett, Chief Qualifications Officer, alongside Dr Katy Finch, Head of Research & Evaluation and Louise Badham, Head of Assessment Design & Principles, the webinar examines how research, data and teacher insights are shaping reform, and how AQA is working to create more meaningful, inclusive assessments that reduce barriers for all learners.

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When will schools receive information about any topics being added, removed or repositioned between KS3 and KS4?

The draft GCSE subject content is currently being developed and is expected to be published for public consultation in September, providing an opportunity for stakeholders to have their say before it is finalised. The revised national curriculum programmes of study are due to be published in Spring 2027, ahead of first teaching from September 2028.

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How are guided hours of learning being considered as part of assessment reform?

The guided learning hours (GLH) for a GCSE is 120-140 hours. The DfE has not proposed any changes to these GLH.

We’ll share further details as soon as possible once this information is released.

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Will specifications be reduced in size to account for shorter examinations?

The Curriculum and Assessment Review recommended reducing examination time by around 10%, and the Government has accepted this recommendation. However, neither the DfE nor Ofqual has confirmed exactly how this will be delivered in individual subjects.

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Which cohort will be the first to study the reformed GCSEs from 2029, and what will this mean for Key Stage 3 planning?

Phase 1 GCSE qualifications will have first teaching from September 2029. As GCSEs are designed as two year Key Stage 4 qualifications, this would typically mean students entering Year 10 in September 2029. These students will be starting year 7 in September 2026.

The revised National Curriculum is expected to be introduced from September 2028, meaning schools will begin teaching the updated Key Stage 3 programmes of study before the new GCSEs are first taught. This should provide time for curriculum progression to be established ahead of GCSE implementation.

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Will there be opportunities to strengthen coherence between subjects and provide clearer guidance on shared content across areas such as mathematics, science and geography?

The Curriculum and Assessment Review aims to reduce unnecessary duplication while improving connections between subjects. Some shared content may remain where it supports learning and progression.

We expect greater clarity on this as the revised curriculum and qualification content are developed.

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Will GCSE exams start later if examination time is reduced?

The Government has accepted the recommendation to reduce overall exam time, but no decisions have been announced about future GCSE exam timetables.

A reduction in exam time would not necessarily mean a later exam start date. We expect further details once assessment arrangements for the reformed qualifications have been agreed.

Curriculum progression

How will the reforms improve science education in primary schools?

The DfE aims to ensure greater consistency and cohesion in primary science and strengthen progression within and between key stages. The Curriculum and Assessment Review also recommends clearer expectations and a reduction in content to help pupils master core concepts, building stronger foundations for secondary science.

We’ll know more when the National Curriculum draft is ready for review – this is expected in early 2026.

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How will the new GCSEs be aligned with post-16 qualifications to reduce the gap in skills and knowledge, particularly in subjects like chemistry?

The DfE will update A-level content where needed to reflect changes to GCSEs with the aim of building continuity of core concepts and skills.

Phase 1 A-levels are scheduled for first teaching in 2031, but the DfE hasn’t announced which subjects are in each phase yet. We’ll let you know as soon as possible once this information is released.

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Is there mention of alternatives to GCSEs for pre-16 students?

There’s no indication of introducing new alternatives to GCSEs for pre-16 students, but the DfE has emphasised the importance of providing robust KS4 vocational options alongside a strong academic core. This approach is intended to make sure learners can explore a wide range of academic, vocational, and technical pathways.

The DfE has committed to reviewing the current suite of Technical Awards from 2027 onwards when they have more data to make evidence-based decisions. They have also acknowledged that a further review will be needed once V levels are established ‘to ensure that we can create constructive pathways to level 3’.

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How will the curriculum prepare students for T Levels and V Levels as well as A Levels?

The DfE has emphasised the importance of providing robust KS4 vocational options alongside a strong academic core – they aim to support progression to all post-16 pathways with the introduction of the revised curriculum by ensuring strong foundations in core subjects and skill development.

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Will pathways to A-level and other STEM qualifications remain open for students taking combined science?

Yes. The DfE has committed to maintaining progression routes for both combined and triple sciences. These reforms are designed to promote equity by ensuring that all pupils, regardless of background or starting point, can access high-quality pathways to A-levels and other post-16 STEM qualifications.

Assessment

Will the number of GCSE science exams change?

This information hasn’t been shared yet, but we’re working closely with the DfE and Ofqual to see how we can best deliver any changes.

As soon as Ofqual has shared assessment requirements, we’ll be able to start designing our exams to meet them – this will include decisions on the number and length of our exam papers. In the meantime, we’re speaking with teachers to hear your ideas and understand what matters most to you – this allows us to amplify your voice in discussions with the DfE and Ofqual, and design exams that work for you.

t’s worth noting that the DfE have confirmed a reduction in examination time by an average of 2.5-3hrs overall across all subjects (for the average student taking eight or nine GCSEs).

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Will non-examined assessment (NEA) return for science?

There’s no indication from either Ofqual or DfE that NEA will return for science. We have advocated against including NEA in science due to issues of fairness and extra workload.

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Will GCSE science continue to use tiered entry, and how much more content will Higher Tier candidates be expected to cover compared with Foundation Tier candidates?

The Department for Education (DfE) hasn’t announced any changes to tiering arrangements for GCSE science, nor has it provided any information about differences in content between Higher and Foundation Tier candidates. Assessment arrangements are ultimately determined by Ofqual. We expect there to be an opportunity for teachers and other stakeholders to provide feedback on proposed assessment arrangements through the Ofqual public consultation in the autumn.

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Could the number or structure of GCSE science exam papers change as part of the reforms such as reintroducing an intermediate paper?

The structure and design of assessments have not yet been decided and will be considered after the subject content has been finalised. Ofqual will consult on the assessment arrangements and set the regulatory requirements that awarding organisations must follow. Until then, there is no information available about the future number or format of exam papers.

Content and Curriculum Design

Who is responsible for writing the new curriculum?

The DfE has contracted subject-specific drafters who’ll work closely with other experts – we’re ready to support and work closely with them too. We really struggle to teach all the content in the time given.

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How will this be addressed?

We’ve advocated for a reduction in content and are pleased to see this reflected in the DfE’s response to the Curriculum and Assessment Review:

‘[Changes 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.’

While the DfE hasn’t confirmed what this looks like in practice, the subject content will be drafted and published for consultation before it’s finalised, giving you an opportunity to have your say. We’ll also gather your insights via our Teacher Panels, so we can continue to advocate for you.

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Will the science curriculum be better linked to the maths curriculum?

The DfE has committed to improving sequencing within and between subjects in its response to the Curriculum and Assessment Review:

‘We agree with the Review’s recommendations that the programmes of study should be focussed on prioritising the mastery of core concepts and be constructed with careful sequencing within and between subjects.’

While the DfE hasn’t confirmed what this looks like in practice yet, the subject content will be drafted and published for consultation before it’s finalised, giving you an opportunity to have your say. We’ll also gather your insights via our Teacher Panels, so we can continue to advocate for you.

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How will climate change education be reflected in the new curriculum?

The DfE has emphasised its commitment to strengthening climate and sustainability content across the curriculum in the Curriculum and Assessment Review:

‘We will take the opportunity to enhance the climate education content which is already present in the national curriculum, in the subjects of geography, science and citizenship. We will also include sustainability within the design and technology (D&T) programme of study...’

While the DfE hasn’t confirmed what this looks like in practice yet, the subject content will be drafted and published for consultation before it’s finalised, giving you an opportunity to have your say. We’ll also gather your insights via our Teacher Panels, so we can continue to advocate for you.

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Will the new curriculum meet the diverse needs of learners, including those with SEND?

In their response to the Curriculum and Assessment Review, the DfE stressed the importance of an inclusive curriculum and high expectations for all learners, including those with SEND:

‘High standards start with high expectations for every pupil, regardless of their starting point. This is true for those with high prior attainment, and those who face barriers. Removing barriers to engagement and attainment means responding when children have additional needs....’

We strongly support this and will continue to make our assessments accessible so every student can demonstrate what they know.

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Will Space be included in the reformed science curriculum?

The Department for Education (DfE) hasn’t indicated that any specific topics, such as space science, will be added to the curriculum. The draft subject content will be published for consultation in September, at which point stakeholders will have the opportunity to provide feedback and comment on the content they would like to see included. However, it is worth noting that the Curriculum and Assessment Review (CAR) found that 31% of respondents supported the reintroduction of Space to GCSE Combined Science.

Curriculum Delivery/Triple Science Entitlement

Will all students take triple science or will combined still be an option?

Students will still have two pathways – triple and combined. The exact details of what the entitlement will mean in practice is yet to be confirmed. The DfE has supported the Curriculum Assessment Review’s recommendation to introduce a triple science entitlement: ‘all pupils who can benefit from studying triple science should have the opportunity to do so.’

They’ve given reassurance that they’ll work with schools to overcome any challenges to delivering this: To make this a reality, 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.’

The support offer and timeline for when entitlement will become statutory haven’t been announced yet, but we’ll share further details as soon as possible once this information is released.

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If a student picks triple, will schools have to let them or can we still have an element of choice, as a bottom set student picking triple science will struggle. We are worried about time and pace of this.

The exact details of what the entitlement will mean in practice is yet to be confirmed. The DfE has supported the Curriculum Assessment Review’s recommendation to introduce a triple science entitlement: ‘all pupils who can benefit from studying triple science should have the opportunity to do so.’ They’ve given reassurance that they’ll work with schools to overcome any challenges to delivering this: To make this a reality, 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.’

The support offer and timeline for when entitlement will become statutory haven’t been announced yet, but we’ll share further details as soon as possible once this information is released.

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It is not a level play field between triple science and combined. It is much easier to gain higher grades in combined than triple.

The two sets of exam questions are written to the same standard and follow the same design principles so the papers look and feel the same. The triple papers are longer, cover more content and include more Required Practicals (RPs), but the standard of the questions and the ratio of the level of demand for triple and combined science is the same:

• Foundation: 40% of marks are standard demand and 60% are low demand

• Higher: 40% of marks are standard demand and 60% are high demand.

We have a team of experienced senior examiners who oversee both qualifications to make sure standards are maintained and there’s consistency across both qualifications.

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If the triple science entitlement does as it intends and increases the numbers of students doing triple science, what effect will this have on grading, given the ability distribution will change, and grades need to be comparable between incoming and outgoing specifications?

The way grades are set (known as awarding) makes sure that standards stay consistent from year to year. In other words, it should be no harder or easier to achieve a particular grade in one year compared with another. This will still be the case when the new entitlement is introduced. Achieving a grade will be no harder or easier than it was before: students will need to show the same level of knowledge and skills to get it. So, for example, a student who would have achieved a grade 7 before the entitlement was introduced would be just as likely to achieve a grade 7 afterwards.

If the mix of students taking a qualification changes, then overall results may change too. For example, if a cohort is generally more able, more candidates are likely to achieve higher grades, and if the cohort is less able, fewer are likely to do so. Any differences in outcomes would therefore reflect changes in the group of candidates, rather than any change in exam standards or the way grades are awarded.

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If a student chooses to take triple science will they have to take all three or will they be able to choose 1 or 2 only?

Other than changing the entitlement, the DfE hasn’t made adjustments to the existing rules around how many triple sciences a student can take – but this means different things for Local Authority maintained schools, independent schools, academies and those who are home schooled.

For the most part, students who take triple sciences will need to follow the programme of study which covers topics across all three disciplines, so they can’t choose only one or two sciences.

However, if students in your school can already opt to do just one or two sciences, this won’t change.

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If the curriculum review suggests reducing content, does that mean the recommended teaching hours will also be reduced?

The guided learning hours (GLH) for a GCSE is 120-140 hours. The DfE has not proposed any changes to these GLH.

We’ll share further details as soon as possible once this information is released.

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How will practical work be considered in the new curriculum given the challenges schools face?

The DfE has emphasised the importance of high-quality practical science and will clarify its purpose and expectations in the revised curriculum which is expected in Spring 2027. Before this, you’ll have a chance to have your say with a consultation on the revised National Curriculum set to open in early 2026. We understand schools face many challenges in delivering practical work such as funding and technician support. We’ll make sure our practical offer is realistic and deliverable within typical school contexts.

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How will teachers be supported in implementing curriculum changes?

We’re committed to working with you, so we’ll provide comprehensive support through the development of clear and practical assessment guidance documents to help you understand what the changes mean for you. You can sign up to receive our emails and join our Teacher Panels so we can hear your ideas and share resources and CPD opportunities as they become available.

In addition, we’re confident that subject associations and organisations such as STEM Learning and the Ogden Trust will offer high-quality CPD opportunities to help teachers adapt confidently to the changes.

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Do we have confirmation of use of an equation sheet in physics for exam years past 2027 yet?

No. Ofqual confirmed in November 2024 that students taking Science GCSE qualifications in 2025, 2026 and 2027 should not have to recall information but should be able to use the usual formulae and equations. Ofqual has not informed us of what the situation will be in 2028 and beyond. We’ll let schools know when the DfE release more information on this.

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Is there any suggestion that there might be an option for a GCSE applied science route?

There’s no indication of introducing new alternatives to GCSEs for pre-16 students, but the DfE has emphasised the importance of providing robust KS4 vocational options alongside a strong academic core. This approach is intended to make sure learners can explore a wide range of academic, vocational, and technical pathways.

The DfE has committed to reviewing the current suite of Technical Awards from 2027 onwards when they have more data to make evidence-based decisions. They have also acknowledged that a further review will be needed once V levels are established ‘to ensure that we can create constructive pathways to level 3’.

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Will there be alternative science qualification pathways to Combined Science, such as Single Science, Synergy or Entry Level Certificate?

At present, the Department for Education has confirmed that Combined Science and Triple Science will continue as part of the reformed science qualifications. However, there has been no indication that a new qualification, such as a Single Science GCSE or Integrated Science GCSE, will be introduced.

The future of qualifications such as Synergy and Entry Level Certificate has not yet been confirmed. We expect more information as the qualification reforms progress and will share further details as soon as they become available. In the meantime, the consultation on the draft subject content will provide an opportunity for stakeholders to share their views on the suitability of current science pathways.

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How will schools be supported to deliver practical science given pressures on budgets, equipment and technician provision?

We understand schools face many challenges in delivering practical work such as funding and technician support. We know these issues matter to teachers and will continue to raise them in our discussions with policymakers. We’ll make sure our practical offer is realistic and deliverable within typical school contexts.