Contextualised learning is required for learners to master successfully the 'big ideas' of science and to perceive the relevance of science education. Science curricula can either foster or impair teaching for contextualised learning depending on what science they plan to be taught and the way they recommend this to be done. This paper presents an analysis of the Portuguese science curriculum that aims at ascertaining whether it promotes science teaching for contextualised learning. Data collected through a checklist-based content analysis showed that the curricular documents analysed include instances related to the contextualisation of science. However, the analysis also revealed differences between the various curriculum documents, which can be puzzling for science teachers and limit the impact of the science curriculum recommendations on teachers' teaching practices. Thus, action should be taken to increase consistency among science curriculum documents so that the recommendations relative to teaching for contextualised learning become more effective for the benefit of 21st century pupils. This study made use of an original checklist that other researchers can use and modify to extend its scope and reliability.