Teachers report that out of date and overloaded curriculums continue to have detrimental effects on learners amidst reform

Educators also told us that the overloaded nature of the chemistry curriculum is preventing them from working with external organisations to provide enrichment and outreach activities with their learners. This time pressure appears to come from both an overloaded curriculum and wider demands not specific to the sciences, for example trips, enrichment from other subjects and work experience.

As curriculum reforms embed across the nations of the UK and Ireland, we will continue to seek teachers’ views on their implementation and whether the new curriculums are starting to address these detrimental effects identified over the last few years.

Teacher confidence has also declined alongside recent curriculum change in the Republic of Ireland. For those who teach it, confidence in delivering Junior Cycle Chemical World has dropped by 10% of those feeling somewhat or very confident in 2026 compared to 2025. Similarly for Transition Year, confidence has dropped 2% in the same time period. Teacher confidence in teaching Leaving Certificate chemistry has also decreased by 7% from 2025 to 2026, with Leaving Certificate biology falling more substantially by 13% in the same time period. From qualitative responses, it appears that a lack of confidence could be resulting from a lack of clarity in the curriculum (and qualification) changes that have been introduced.

Multiple years teaching junior science but the syllabus is vague in its expectations so this reduces my confidence. The new TY [Transition Year] course expectations make teaching a science subject very challenging.

Head of physics, Republic of Ireland

Where the new course is concerned I would rate myself somewhat unconfident.

Science teacher, Republic of Ireland

Reform is underway in England, with a new national curriculum and GCSE subject content due to be introduced in stages from 2028. Teachers in England also highlighted the importance of clear guidance and expectations as curriculum reform progresses.

Clearly outlined what is expected to be taught and how it will be examined.

Science teacher, England

We asked teachers in England what support they’d like from government to prepare for the new curriculum. Many responses cited needing more funding and time to properly prepare (including writing schemes of work, preparing resources, buying equipment).

I would like courses fit for purpose that allow me to teach my subject to all levels and enthuse them about science. To do this we need to be properly resourced. This includes learning outcomes, summary notes, questions, practicals and resources to allow the practicals to be carried out by each individual in a class. This requires a logical approach with serious funding and concrete resources not just words.

Science teacher, England

Although most teachers did not specifically call out the need for training to prepare for a revised curriculum, technicians have told us that they would value role-specific professional development to help them prepare for upcoming changes following reform.