The teaching and learning of experimental sciences, which primarily include the physical sciences, chemical sciences and the broad spectrum of biological sciences. Teaching and learning in the experimental sciences have to take account of a number of issues.  By 2020, experimental science subjects are increasingly seen as difficult and unfashionable alongside the of new disciplines. Accordingly, the rise in student numbers has not been matched by a proportionate rise of numbers within experimental science disciplines and the proportion of students studying the basic science UG and PG courses is decreasing. This has serious implications for curriculum design, for approaches to learning and teaching and for systems, for student support and retention. The changing science from a level of curriculum and the move towards the examination. There are also QAA Subject Benchmarking statements (Quality Assurance Agency), and institutions are increasingly introducing module ‘norms’ for hours of lectures, laboratory classes, and tutorials, and may also define the extent and type of assessments. The Cell for Excellence in Teaching and Learning (CETLs) help the students in writing the practical report or structure or essay. The ‘Differentiated learning’ is, an emerging issue and may be taken as the intention to differentiate learning opportunities and outcomes, differentiation by ability, focus on the ablest. This is a newly emerging issue in higher education.