This article discusses the development by the Royal Society of Chemistry of a framework to provide a relevant and coherent chemistry curriculum for all students. This work has been carried out by our Curriculum and Assessment Working Groups. The framework identifies three components that combine to give a rounded view of the discipline. Within the components, 'big questions' are used as a curriculum narrative and structure for progression. The big questions are used to select content, ensuring that it is relevant and can be linked to the narrative. We intend to develop this framework further in the light of feedback received, to ensure that it is supported by a wide range of stakeholders; readers are invited to respond to the author with any comments or questions. In due course, the proposals will inform the advice that the Royal Society of Chemistry provides to governments and other relevant agencies at times of curriculum development and reform.