Modelling is the essence of thinking and working scientifically. But how do secondary students view science models? Usually as toys or miniatures of real-life objects with few students actually understanding why scientists use multiple models to explain concepts. A conceptual typology of models is presented and explained to help teachers select models that are appropriate to the conceptual ability of their students. The article concludes by recommending that teachers model scientific modelling to their students, encourage the use of multiple models in science lessons, progressively introduce sophisticated models, systematically present in-class models using the Focus, Action and Reflection (FAR) guide and socially negotiate all model meanings.