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I argue that students want to see relevance in their studies. The National Curriculum in England is a list of concepts that we wish them to understand. However, the concepts need to be embedded into a meaningful context, such as climate change, which may become the overarching reason for teaching science. In this article I remember fondly Brenda and Friends and suggest how we can set the new science GCSE curriculum into everyday and environmental contexts and adapt it to address misconceptions. I use the Atmosphere section of the resource Science Issues to provide an example of how this can be done.
