KS4 Science Curriculum (England)

The whole key stage 4 science programme of study from the national curriculum in England, with statutory and non-statutory parts clearly marked. Tick statements to plan a lesson.

Years: Year 10, Year 11
Ages: 14–16
Statutory statements: 151
Source: National curriculum in England: science
Last checked: 2026-10-20

Current. The government response to the Curriculum and Assessment Review (Nov 2025) says a revised national curriculum will be published by spring 2027 for first teaching from September 2028.

Teaching one year group? Open its TIP: Year 10 Science · Year 11 Science.

Key stage 4 151 statutory statements

Introduction to Key stage 4 (official text)

Teaching in the sciences in key stage 4 continues with the process of building upon and deepening scientific knowledge and the understanding of ideas developed in earlier key stages in the subject disciplines of biology, chemistry and physics.

For some students, studying the sciences in key stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society.

Curricula at key stage 4 should comprise approximately equal proportions of biology, chemistry and physics. The relevant mathematical skills required are covered in the programme of study for mathematics and should be embedded in the science context.

‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Teachers should feel free to choose examples that serve a variety of purposes, from showing how scientific ideas have developed historically to reflecting modern developments in science and informing students of the role of science in understanding the causes of and solutions to some of the challenges facing society.

The scope and nature of their study should be broad, coherent, practical and rigorous, so that students are inspired and challenged by the subject and its achievements.

Working scientifically – 1. The development of scientific thinking Statutory

Through the content across all three disciplines, students should be taught so that they develop understanding and first-hand experience of:

the ways in which scientific methods and theories develop over time
using a variety of concepts and models to develop scientific explanations and understanding
appreciating the power and limitations of science and considering ethical issues which may arise
explaining everyday and technological applications of science; evaluating associated personal, social, economic and environmental implications; and making decisions based on the evaluation of evidence and arguments
evaluating risks both in practical science and the wider societal context, including perception of risk
recognising the importance of peer review of results and of communication of results to a range of audiences

Working scientifically – 2. Experimental skills and strategies Statutory

Through the content across all three disciplines, students should be taught so that they develop understanding and first-hand experience of:

using scientific theories and explanations to develop hypotheses
planning experiments to make observations, test hypotheses or explore phenomena
applying a knowledge of a range of techniques, apparatus, and materials to select those appropriate both for fieldwork and for experiments
carrying out experiments appropriately, having due regard to the correct manipulation of apparatus, the accuracy of measurements and health and safety considerations
recognising when to apply a knowledge of sampling techniques to ensure any samples collected are representative
making and recording observations and measurements using a range of apparatus and methods
evaluating methods and suggesting possible improvements and further investigations

Working scientifically – 3. Analysis and evaluation Statutory

Through the content across all three disciplines, students should be taught so that they develop understanding and first-hand experience of:

applying the cycle of collecting, presenting and analysing data, including:
- presenting observations and other data using appropriate methods
- translating data from one form to another
- carrying out and representing mathematical and statistical analysis
- representing distributions of results and making estimations of uncertainty
- interpreting observations and other data, including identifying patterns and trends, making inferences and drawing conclusions
- presenting reasoned explanations, including relating data to hypotheses
- being objective, evaluating data in terms of accuracy, precision, repeatability and reproducibility and identifying potential sources of random and systematic error
communicating the scientific rationale for investigations, including the methods used, the findings and reasoned conclusions, using paper-based and electronic reports and presentations

Working scientifically – 4. Vocabulary, units, symbols and nomenclature Statutory

Through the content across all three disciplines, students should be taught so that they develop understanding and first-hand experience of:

developing their use of scientific vocabulary and nomenclature
recognising the importance of scientific quantities and understanding how they are determined
using SI units and IUPAC chemical nomenclature unless inappropriate
using prefixes and powers of ten for orders of magnitude (e.g. tera, giga, mega, kilo, centi, milli, micro and nano)
interconverting units
using an appropriate number of significant figures in calculations