As reform progresses, questions remain about equitable access to triple science
In this year's Science Teaching Survey, we asked teachers about access to triple science.
Our most important findings:
A “genuine” entitlement could be impacted by school location, FSM%, sixth form provision and more
In England, following the independent curriculum and assessment review in 2025, the panel recommend that the Government introduces a student entitlement to triple science so that any student who wants to do it can do so. At the time of writing this entitlement is expected to eventually be statutory, following a period of supported preparatory time for schools that do not currently offer it.
In Wales, Qualifications Wales initially planned to remove the offer of triple science. This decision was later reversed in 2025 and so these qualifications are still available to schools and their learners, but the separate science qualifications themselves have not been reformed.
Note: triple science is often referred to as separate science and vice versa. For clarity we will use the term ‘triple science’ but these terms are interchangeable.
In anticipation of the triple science entitlement being enacted in England, we wanted to explore the current state of, and approach to, science pathways in England and teacher attitudes to this potential entitlement. In open text responses some teachers reported that their department already offers triple science to all their learners, often using an option block in their GCSE timetable.
At my school triple is an option open to anyone who is willing to work hard no matter their prior attainment.
Science teacher, England
We already offer it to everyone, by chance we get around 60 students each year choosing to do it. We do not stop students based on ability.
Head of science, England
However, several teachers have reported that their department would be unlikely to offer a ‘genuine’ entitlement to all learners, where for example any learner is free to choose triple science without an attainment barrier to entry. This is particularly the case for schools with greater than 30% free school meals (FSM), with only 30% of those schools anticipating they would offer a ‘genuine’ entitlement.
Currently we have an attainment barrier to not disadvantage our students compared to the national triple science demographic. If this changes then we would love to open it to all.
Head of chemistry, England
If a student is likely to do worse off in triple science we would be unlikely to let them do it. Maybe we would have them sit an entry test.
Science teacher, England
There is also a difference when comparing schools with a sixth form versus those without, and whether their school’s senior leadership team (SLT) has a member of staff from the science department in it.
46% (n = 159) of respondents in schools with a sixth form anticipated that their department would offer a genuine entitlement to triple science, compared with 32% (n = 65) of those from schools without a sixth form.
Similarly, of those from a school whose SLT has a science member of staff, 47% (n = 131) agreed they would offer a genuine entitlement, compared to 37% (n = 90) from schools who do not have science representation in their SLT.
In Wales, for almost half of the learners of those surveyed, the science pathway they follow at GCSE will be decided for them. 53% of respondents reported that learners will be given the choice of science qualification they undertake at GCSE.
The Science Teaching Survey 2026 Dataset
Explore in more detail with our dataset that is available as a PDF download.
Download the 2026 dataset
Polarised views on the purpose and feasibility of triple science
The understanding of and opinions on the benefit of having the triple science pathway available to learners in England and Wales are mixed. Several teachers in England felt that the triple science pathway offered no real advantage over the combined science qualification.
When considering if the entitlement to triple science would benefit different key groups (learners, teachers, employers, society), teachers in schools with greater than 30% FSM were 19% more likely to agree that a learner entitlement to triple science would benefit teachers than those in school with less than 30% FSM (43% vs 24%).
Views also varied according to teaching experience. Teachers with fewer than five years' experience were consistently less likely than their more experienced colleagues to agree that a triple science entitlement would benefit learners, teachers, employers or society. For example, 53% of teachers with more than 5 years’ experience felt that the entitlement would be beneficial for learners, but only 37% of those with less than 5 years’ experience felt the same.
As Wales are further along in the curriculum reform process, we asked Welsh teachers whether they felt they, their learners and learners’ parents had a good understanding of the incoming qualification pathways. Teachers in Wales feel they generally have a good understanding of the reformed pathways through the sciences at GCSE, with 71% reporting they know ‘everything’ or ‘a lot’ about them. However, respondents were less confident that learners and parents have a similar understanding. The level of uncertainty over parent/guardian understanding is quite high, with 76% of respondents saying parents knew either a little or nothing about the new pathways.
Respondents raised questions about equitable access to triple science
Teachers highlighted several implementation challenges associated with curriculum and qualification reform. The late decision made in Wales to retain the separate sciences has led to the qualification not being offered in some schools due to timetable pressures. 41% of respondents reported that their department had to make changes because of Qualifications Wales retaining the separate sciences, with some saying the change came after curriculum planning and timetabling decisions had already been made.
We are unable to offer it as 'The Sciences' is a different specification, so we cannot carry on the option for separate science because of the way the school timetables.
Science teacher, Wales
Teachers in England have similar concerns over offering separate sciences to more learners in terms of timetable constraints alongside funding and staffing pressures. The potential barriers to offering a triple science entitlement are generally higher in schools with greater than 30% FSM.
I think we will struggle with timetabling and be unable to offer enough sets - there would be a reluctance to have lower attainers in the same class as higher attainers due to lesson pace. We would need to have enough choosing triple for at least 2 classes per band (1 higher and 1 foundation).
Science teacher, England
These potential barriers to a school offering the triple science entitlement are amplified in settings where there is teacher and technician understaffing. Particularly notable are the concerns around timetabling constraints where for example 81% of respondents in departments understaffed in chemistry teachers feel this is a barrier, compared to 46% in schools who are not understaffed. However, many other barriers are also reported at higher levels in understaffed schools, suggesting that they have wider issues around infrastructure and resources beyond just staffing levels.
Those in rural settings reported insufficient lab access as a bigger barrier than those in urban schools. Schools without a sixth form also reported challenges around timetabling and understaffing of technicians notably more than those from schools with a sixth form.
Away from resourcing and infrastructure concerns, many educators have commented on the short timescales over which governments are trying to achieve curriculum reform. Teachers feel that there is not enough time to prepare department plans, schemes of work, or ensure all stakeholders understand the changes happening that will directly impact them. They call for a slower pace from government so that they can properly prepare for the upcoming changes.
What we're doing
We will continue to gather evidence on the implications of an entitlement to triple science and explore the potential implementation barriers that schools might face. We will look to monitor the effect on schools as this policy develops and eventually embeds.
We continue to advocate for a simplified, single route through the sciences at age 14–16 in England and Wales, an evidence-based approach developed by learned society education experts. The single route approach would give all learners a more equal opportunity to study science, keeping their options open for longer as they discover their strengths and interests.
Read more about why we think a single science pathway at GCSE in Wales is the right way forward, and why we think the decision to retain existing pathways is a missed opportunity.
The Science Teaching Survey 2026 Dataset
Explore in more detail with our dataset that is available as a PDF download.
Download the 2026 dataset
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