The author looks at the future of primary science, and is not encouraged. It's pretty much all over for science in primary schools. One only has to look at the poor showing on the stands at January's ASE Annual Conference to see that it is no longer a publishing priority. Eroded by falling status, undermined by national strategies, and finally put…

A recent curriculum development from the Nuffield Foundation rose to the challenge of producing a set of resources to establish STEM (Science, Technology, Engineering and Mathematics) as a curriculum focus. The result is two STEM cross-curricular projects: "Games," inspired by the London Olympics, and "Futures," a novel…

Describes issues related to the elementary and secondary science curriculum in Northern Ireland and identifies proposals for educational improvement at key stages 3 and 4. (YDS)

Presents personal experiences after receiving under performance criticism at key stage 3. Recommends considering content changes due to changes in the National Curriculum. Discusses ways of making change in the content and applying the new curriculum to education. (YDS)

Suggests that further changes to the science curriculum should take place and argues that strategies for change must recruit the energies and talents of teachers if they are to be effective. (JRH)

Describes the Key Stage 3 Strategy and its four main principles-- expectations, progression, engagement, and transformation. Includes an example of a high school science booster program. (DDR)

Summarizes a level in the science education curriculum and identifies some goals to be reached. Examines the scope for future development and speculates on possible obstacles in reaching those goals. (DDR)

Proposes that one way of smoothing the move from primary to secondary science is for year 6 students in primary school to begin work that is continued in secondary school. (DDR)

Argues for greater emphasis in the science curriculum on the spiritual and moral contexts in which scientific ideas have been developed. (JRH)

Discusses some crucial issues raised by the proposed national teacher-education curriculum in Great Britain. Considers what knowledge and understanding of science and science education teachers of primary and secondary science need upon entry to, and exit from, a teacher education program. (DDR)

Calls for teachers to share their experiences with target setting, benchmarking, and value added in writing. Also defines each of the three terms. (DDR)

Provides an overview of an educational partnership that aims to develop successful strategies for teaching and using science investigations, to explore the effects of the British National Curriculum on current practice, and to make recommendations for its future development. (DDR)