This was the first National Curriculum for Science in England and Wales. One intention of the National Curriculum was that all students aged 5 to 16 learn science – that there should be ‘Science for All’ – and that this should include both the ‘methods of science’ and the acquisition of ‘knowledge and understanding...

This revision of the National Curriculum was an attempt to simplify the 1989 version, and to make assessment more manageable.

*The 17 Attainment Targets (AT) were reduced to four – with these divided into ‘strands’.

*Fewer Statements of Attainment: the number was approximately halved by broadening...

This revision of the National Curriculum builds on the 1991 version and follows Sir Ron Dearing’s 1993 review of the whole National Curriculum.

*It retains the four Attainment Targets (AT), each with an associated Programme of Study (PoS), although AT1 becomes ‘Experimental and investigative science’, and...

The National Curriculum for science, published in 1999. Compared with the 1995 version of the National Curriculum, the main changes are:
*There is a statement about the ‘Importance of Science’.
*The ‘Experimental and investigative science’ sections are renamed ‘Scientific enquiry’, with an emphasis on a...

This version of the National Curriculum was written to include only changes to the Key Stage Four Programme of Study (PoS) which would be first assessed in 2006. The Attainment Targets (AT) and PoS for Key Stages One, Two and Three did not change at this time. At Key Stage Four, the following overall changes were...

These resources utilise ways that careers information can be incorporated into science lessons, particularly practical work. It enables the science teacher to relate their subject specialism to potential learning pathways that students can follow. In turn, students can see where scientific content and skill sets...

When designing science accommodation, even a single laboratory, the aim is to provide attractive, well-equipped facilities that support pupils as they engage with and learn about science.
Exciting, high-quality practical work is a vital part of pupils’ science experience and provision for this is what makes...

The purpose of The Science of Learning is to summarize the existing research from cognitive science related to how students learn, and connect this research to its practical implications for teaching and learning.

This document identifies six key questions about learning that should be relevant to nearly...

This book looks at several aspects of the science of motor vehicles: * Oil and its uses * The four-stroke cycle * The battery * The electrical system * Hydraulic systems * Cooling systems * Corrosion * Safety *Friction Science of the Motor Car was one of the Science at Work series. All the booklets in the series...

In this Catalyst article the work of archaeologists working on the graves of World War One (WWI) victims is described. The total number of military dead in WWI is estimated at 8.5–10 million. In the mud and confusion, many of the dead did not have proper burials. Many temporary graves were destroyed by later...

Published in September 2010, this summary of an online survey focusses on attempting to understand the factors relating to the retention of science teachers.

The full collection of STEM Learning impact and evaluation research reports can be viewed here...

These resources have been produced by the Association for Science Education (ASE) and the Centre for Science Education at Sheffield Hallam University. Based on contemporary issues, they help to make science accessible, relevant and engaging to secondary school students. The range of resources utilises a variety of...

The Science with Technology project was a joint initiative of the Association for Science Education (ASE) and the Design and Technology Association (DATA). It was set up to develop curriculum links between science and technology for students aged 14-19 years. The...

The Science with Technology extended units were each planned to provide in-depth coverage of a topic or an area of the curriculum. The units were created as part of a joint initiative of the Association for Science Education and the Design and Technology Association....

The Science with Technology focused units were each planned to concentrate on a particular aspect of a topic. The units were created as part of a joint initiative of the Association for Science Education and the Design and Technology Association.