Reports on a survey of primary teachers on science curriculum development. Cites a plethora of planning terminology and lack of a government-agency model for a primary science plan as obstacles to curriculum planning. Presents a curriculum planning model derived from the rationale that curriculum should be learning-outcomes-driven. (PVD)

A group of science coordinators in the London Borough of Newham decided that they wanted to create an exciting, stimulating and creative curriculum for teaching science across key stages 1 and 2 (5-11 year-olds). They were motivated to do this because they were concerned about an overloaded curriculum, dominated by literacy and numeracy, with…

When one begins to look at science in primary schools elsewhere, one is immediately struck by the fact that those in England are the odd-ones-out. Hence this is the second in a series of articles looking at how science is dealt with in other systems, beginning with England's immediate neighbours and then looking outwards towards school systems in…

Provides an account of one teacher's experiences creating and learning to market educational games. Urges others to consider developing educational resources. (DDR)

Explores conclusions from a series of seminars and open meetings to review the future of science education. Addresses successes and failures of science education, science-education needs of students for lifelong learning in the next century, possible form and structure of a suitable model for a science curriculum, and problems with implementation…