Education policy - our work to improve education for all

To achieve high-quality science and chemistry education, the curriculum should be engaging, inspiring, and relevant, and assessment should be fit for purpose. Every learner should also have access to an unbroken chain of experts teaching them chemistry throughout their education.

We advocate for an excellent chemistry education by influencing policy on curriculum, assessment, and chemistry teaching within the 5-19 education landscape. We do this by engaging with decision-makers such as government departments, regulatory bodies and awarding organisations.

Policy position on our vision for practical chemistry in 5-19 education 

May 2024

Practical chemistry is an essential part of the chemistry discipline because it supports the understanding of the subject as an empirical science and is core to understanding the question ‘How do we do chemistry?’. The skills developed through practical work can be used by young people in their future studies and careers in the sciences and beyond. Practical chemistry can also introduce students to the real-life application of the sciences and develop an understanding of hazards and risks.

We believe all learners must have access to relevant and regular practical chemistry activities throughout their chemistry education, which are sustainable, inclusive, accessible and have a clear purpose. However, we are concerned that there are barriers to practical chemistry across all UK nations due to the lack of science technicians; lack of funding; insufficient time within the science curriculum to teach practical chemistry and inadequate subject specific professional development available for science teachers.

Read the position statement

Changes to the assessment of A-levels in the sciences: what do they mean for higher education admissions?

May 2015

Our guide – Changes to the assessment of A-levels in the sciences – explains how those working in higher education admissions can help ensure students receive a rich practical experience at A-level in light of the changes to practical assessment.

The introduction of T-levels

May 2019

T-levels – new post-GCSE technical qualifications – will soon be introduced in England. We are monitoring their development closely, with a particular focus on the option designed to lead to the occupation of laboratory technician.

Our policy briefing on T-levels gives more background about these new qualifications.

We were represented on the panel that developed the outline content for the Science T-level, and provided input into individual strands of the programme such as the industry placement. We have also responded to a range of consultations:

• our response to the Institute for Apprenticeships and Technical Education's consultation on the outline content for the Science T-level; many of our recommendations were accepted
• our response to the consultation on provider funding for T-level programmes
• a summary of our responses to the Department for Education's consultation on T-levels and Ofqual's consultation on regulating the Technical Qualification.