The author sets forth a taxonomy of the decisions essential to planning a chemistry education curriculum. Elements of the taxonomy are: value decisions, content decisions, pedagogical decisions, sequencing decisions, evaluating decisions, feasibility decisions, implementation decisions, and accountability decisions. (RE)

Discusses four variables considered to be important at the primary-secondary science interface: (1) the curriculum, (2) the school administration system, (3) the classroom environment, and (4) the teacher. (Author)

In light of criticism leveled at secondary school programs, the teaching of physics is examined in the context of successes, failures, and opportunity for improvement. Discussion proceeds under three main headings: the context of physics teaching; curriculum content and materials; and the teaching-learning process. (Author/RE)

Describes a year 12 preemployment science course which includes (1) the study of human physiology; (2) construction, maintenance, and repair of science materials; and (3) teaching science to year three and four students at a local primary school. (DS)

Discusses the development of science programs for Australian secondary school students of year 11 and 12. A modular science syllabus which has been developed in New Zealand and some examples of how some Australian schools have devised unified science programs are also discussed. (HM)

Discusses the use of games in the classroom. Describes two games involving the identification of Australian animals including complete instructions and rules for each game. (DS)

Discusses some problem areas as they presently exist in many secondary school laboratories in Australia, and presents some views on how safety in science should be presented to the Australian students. (Author/HM)

Describes primary science education in Australia from the 1960s to the present. Suggests what changes should be made in the primary science curriculum and how these changes could be implemented. (DS)

Presents results of a questionnaire sent to Australian school teachers concerning laboratory space allotments and class size. Summarizes data and compares results with the United States National Science Teachers Association recommendations on class size and space requirements. (CS)

Explains the scaling procedure used to derive final marks awarded at the matriculation chemistry entrance examination. Also explains changes in "status" of grades for pursuing subsequent university chemistry courses. (CS)

Discusses problems of handling, storage, and disposal of chemicals in Australian secondary school science laboratories, and suggests ways of reducing the potential hazards which exist. (HM)

The article advocates the use of content topics, and by the use of appropriate enquiry process skills, the development of broad concepts which will encourage children to consider their attitudes in a broad range of issues and the part they can play in decisions about them. (Author/RE)

Safety education in the science classroom is discussed, including the beginning of safe management, attitudes toward safety education, laboratory assistants, chemical and health regulation, safety aids, and a case study of a high school science laboratory. Suggestions for safety codes for science teachers, student behavior, and laboratory…

Intends to show that there is something rotten in the state of education generally and particularly in that of the sciences. The author contends that science pedagogues should lead the current research and development of new ideas. (HM)

Outlined are some considerations for designing curricula for children of low educational attainment. Appreciation of such children's characteristics and the underlying causes of low educational attainment may contribute to better accommodation, in curricula, of the needs of these children. (Author/RE)