Band 9 model answer
In an era increasingly defined by technological progress, some commentators insist that schools should devote a disproportionate share of time to scientific subjects at the direct expense of everything else. While I genuinely recognise the importance of science, I largely disagree with the notion that it should dominate the curriculum to quite such an overwhelming degree.
Admittedly, a solid grounding in the sciences carries real and demonstrable advantages. Disciplines such as biology, chemistry and physics cultivate logical reasoning and equip pupils with the basic literacy they need to navigate a world ever more shaped by data and innovation. Furthermore, modern economies depend heavily on scientific expertise, so seriously neglecting these subjects could conceivably leave an entire generation ill-prepared for a competitive labour market.
Nevertheless, education exists fundamentally to develop the whole person, not merely to manufacture future technicians. Subjects such as history, literature and the creative arts nurture critical thinking, empathy and cultural awareness, capacities that are utterly indispensable to thoughtful and responsible citizenship. A curriculum skewed too heavily towards science therefore risks producing graduates who can calculate with ease but cannot reflect, communicate persuasively or appreciate the ethical dimensions of their own work.
On balance, I firmly believe that schools should treat science as one essential pillar among several rather than elevating it imperiously above all else. The far wiser course is to guarantee scientific literacy for every single pupil while carefully preserving a broad, balanced education that honours the humanities equally. After all, the scientists society most admires are frequently those who can situate their discoveries within a wider moral and historical context, which is precisely why a narrowly scientific schooling seems counterproductive.
Examiner’s notes
- The position ('largely disagree') is established early and maintained, with a concession paragraph that strengthens rather than blurs the argument.
- Cohesion is managed through balanced contrast ('Admittedly', 'Nevertheless', 'On balance') producing a clear concede-then-counter structure.
- Lexical resource is precise and topical: 'scientific literacy', 'a curriculum skewed too heavily', 'situate their discoveries' show range and accurate collocation.