ABSTRACT
The school science curriculum has evolved over a period of more than a century. In that time, there have been major shifts: at the start of the twentieth century it was a subject for a privileged few, mostly male; in the twenty-first century, in many countries, science is seen as a subject for all pupils, all ‘abilities’ and both sexes. The saying Science for All, which was once a slogan, is now taken for granted in many school curricula worldwide. This chapter considers how the science curriculum has changed and yet, at the same time, how many of the key issues still remain the same. We also consider, using the example of energy, how certain key ideas can and should be considered across the science curriculum.
