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...

Science in Process from Heinemann, was planned in 1987 as a two-year course for students aged 11 to 13, with a specific focus on the processes of science – how to work scientifically – rather than on a body of content. It aimed to enable students to become scientific,...

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...

These Earth Science Teachers' Association resources provide an introduction to geology and earth science through practical activities and observations. Each resource has detailed teacher guidance and materials for use with students in the classroom.

The materials cover a large range of topics and include:...

Produced by the Earth Science Teachers' Association, these resources help students to identify simple rock types and encourage the observation of weathering properties of rocks.

Activities include a visit to a local graveyard to survey the commemorative stones used. Curriculum links include rock cycle,...

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...