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March 2023 - Education

73% of KS4 science teachers say top challenge in teaching the curriculum is 'too much content': A survey of science teachers teaching Key Stage 4 has found that the top challenge faced when teaching the curriculum is 'too much content' with almost three-quarters (73%) saying it is an issue. This was followed by the curriculum being 'too demanding for students to access', and teachers finding it  'difficult to find time for planning' (48%).

'Challenging student behaviour' was cited by 45% of respondents, while other challenges included 'marking workload too high' (40%) 'content outside area of expertise' (19%) and 'no clear progression' (10%).

The Royal Society of Chemistry's (RSC) Science Teaching Survey 2022 polled 3,742 respondents as well as conducting 60 in-depth interviews to explore the challenges and rewards of delivering a high-quality science education.

The survey is the first of its kind and will be used to measure any future shifts in understanding more about attitudes towards the curriculum, wellbeing and job satisfaction, as well as teachers' access to high-quality professional development (CPD), challenges of science teaching in schools in deprived areas, and the deployment of subject experts.

Reasons for leaving the profession

When asking about the reasons for considering leaving the role other than age or retirement, the inaugural survey found that 35% of teachers have considered leaving due to 'stress, exhaustion or burnout', followed by 'workload' (30%), 'lack of work/life balance' (23%), 'issues with management' (17%), 'lack of progression opportunities' (12%) and 'low pay' (11%). Other reasons cited included 'student behaviour' (10%), 'feeling unappreciated' (6%) and 'a change in career' (2%).

Continuing Professional Development 

The survey also looked at continuing professional development (CPD) and the percentage of respondents who felt able to access this for their subject. The results revealed that in England, teachers from state academies were more likely than respondents from other types of school to report inadequate CPD in all three sciences.

In England, 44% of chemistry teachers said they had access to adequate subject specific CPD, compared with 38% in Scotland, 34% in Wales, 41% in Ireland and just 16% in Northern Ireland.

Three in 10 biology teachers in England felt they had access to adequate CPD (30%) compared with 29% in Scotland, 27% in Wales, 40% in Ireland and again, just 12% in Northern Ireland.

Looking at Physics, 44% of teachers said they had access to adequate CPD in England compared to 34% in Scotland, 38% in Wales and 41% in Ireland. Again, Northern Ireland came way below other nations polled, with just 12% saying their access to CPD was adequate.

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