This article critically examines deficiencies in the final year high school programme, particularly in the Physics-Chemistry and Mathematics A and B specialties, focusing on the inadequate transition from classical to quantum mechanics. Based on teachers' perceptions, the study analyses the value of integrating artificial intelligence (AI) and historical science narratives to address the complex relationship between classical and quantum mechanics. The analysis reveals a disjointed narrative hindering students' understanding during the critical transition phase, emphasising the insufficiency of a single lesson, 'Atom and Newton's Mechanics' at the academic year's end. The proposed comprehensive methodology for curriculum revision aims to seamlessly integrate historical narratives into the educational framework, providing a nuanced understanding of the interconnectedness between classical and quantum mechanics. The discussion emphasises the potential positive impacts on student engagement, comprehension and enthusiasm for physics, extending beyond content adjustments to transform pedagogical strategies. The conclusion highlights the broader significance of these changes for science education, suggesting a curriculum overhaul informed by historical narratives and AI integration could shape a generation of scientifically literate individuals, adept at navigating contemporary physics complexities. The article serves as a call to action for teachers, curriculum developers and policymakers to innovate high school science education in line with the dynamic nature of scientific discovery.