This collection of STEM educational reports, produced by a number of organisations, concern the teaching and learning of science. The reports include:

*Physics in schools IV: supply and retention of teachers - This report looks at specialist physics teacher supply and retention in English schools.

*...

Following the establishment of the 1989 National Curriculum (NC) for science, the Secretary of State for Education and Science made proposals regarding the revision of Attainment Targets (AT) for science. The key ideas included proposal of:
*Five attainment targets
- AT1 - Scientific investigation...

Since 2010, Science for All has brought together science teachers and teaching assistants with expertise in special educational needs with curriculum developers from the Centre for Science Education (CSE) at Sheffield Hallam University (SHU). This collaboration has developed a range of resources to help support SEN...

This report, by the Autism Centre at Sheffield Hallam University, analyses the case studies produced for the Science For All Project to identify those parts of each study that may have particular relevance for students on the Autistic Spectrum in relation to teaching and learning.

The report gives an...

A wide-ranging guide which will be of use to teachers in mainstream and special schools. There are sections on teaching science to students with cognitive and learning difficulties, behavioural and emotional difficulties, communication difficulties, sensory and physical difficulties and hypersensitivity. There is...

This report from Ofsted focused on the initial teacher training (ITT) in science for primary teachers. The inspection survey took place during the academic year 2000/01. At the time recent inspections of primary initial teacher training (ITT) had focused on training to teach either english or mathematics and also...

Following a major overhaul of the entire National Curriculum at Key Stage Three, the Qualifications and Curriculum Authority produced a version for science with a structure consistent with other subjects. There were no changes to the other Key Stages, so the Attainment Targets (AT) and Programme of Study (PoS) for...

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...

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...