Models are included in the science National Curriculum because modelling is a key tool for scientists and an integral part of how science works. Modelling is explicitly referred to in the Programmes of Study for Science at Key Stage 3 and 4 (age 11-16) and in Assessing Pupil's Progress (APP). Pupils need to learn how to use models because they are a way into some key concepts and the process develops other skills, such as group talk and evaluation. If pupils understand the concept of producing models, their progress in science will be enhanced. Modelling is a good way of getting pupils to take responsibility for their own learning. Modelling helps develop creativity and devising their own models provides an opportunity for pupils to develop higher order thinking skills, such as evaluation (How good is this model? What does it show? What does it not show? Can it be developed?) and synthesis (What does this reaction model explain about particles, energy or forces? Would it be a better model if it were more graphic or more mathematical?). This article argues that there is a strong case for teaching modelling as a process in its own right and describes Gemma Harrison and Kat Forrester's use of modelling as a way of improving pupil progress at the Beacon School in Surrey.