The "Evolving 5-19 Biology" report (RSB, 2021) presents eight key recommendations and a framework for the development of biology curricula for ages 5-19. The framework proposes organising the curriculum in 23 coherent themes that form learning progression pathways. These pathways build answers to seven 'big questions' related to big…

The first of Ofsted's research reviews focused on science education. It is broad in scope, including content on school systems, the science curriculum, teaching, learning, assessment and materials -- with implications for practice. However, the review's scope does not provide much detail of the research on which it is based. I agree with many of…

This article explores some of the links that can be made to the science curriculum through learning outdoors with bushcraft and Forest School activities. It focuses particularly on students who are otherwise disengaged with learning, or who have relatively complex needs that mean they find traditional education more challenging.

Science Hunters is a UK outreach project that uses "Minecraft" (a computer game that allows children to build with a wide range of blocks) to engage children with science. Sessions are based on a range of science topics and include practical activities. A new topic, on bioluminescence, was designed in collaboration with staff and…

The Royal Society of Biology is working with the bioscience community, and researchers and practising teachers in the education community, to inform its position on a coherent 5-19 framework to support future biology curriculum development. Our approach taken in developing the framework has been 'evolution not revolution', mapping existing…

This article explores how STEM subjects can enable students to learn about the key environmental issues that we face, using the National Association for Environmental Education's recent teacher handbooks about 'The Environmental Curriculum' and details of the Sustainable Development Goals to help do this through a mix of input and small-group…

This article argues that school curriculum development should start with aims rather than with subjects and that the fundamental aims of school education should be to enable each learner to lead a personally flourishing life and to help others to do so too. These overarching aims give rise to more specific ones by considering how human flourishing…

This article discusses the development by the Royal Society of Chemistry of a framework to provide a relevant and coherent chemistry curriculum for all students. This work has been carried out by our Curriculum and Assessment Working Groups. The framework identifies three components that combine to give a rounded view of the discipline. Within the…

This article provides details of a successful educational engineering project run in partnership between a group of ten schools and an international engineering, construction and technical services company. It covers the history and evolution of the project and highlights how the project has significant impact not only on the students involved but…

The energy potentially available from waves around the coast of the UK far exceeds our domestic and industrial demands and yet, despite much research, numerous patent applications and several pilot schemes, the exploitation of waves for their energy largely remains in transition between development and commercialisation. This article examines the…

Can school students get their science research published? Here, we report on an exciting partnership between The Royal Society and "Young Scientists Journal" ("YSJ"), which is written and edited entirely by students aged 12-20. As background, we explore the history and importance of science publishing and the origin of YSJ. The…

This article looks at the potential of bioenergy as a replacement for fossil fuels, the cutting-edge research being undertaken by scientists, and classroom resources available for teaching this topic. There is currently a large programme of scientific research aiming to develop advanced biofuels (replenishable liquid biofuels from non-food plants,…

Three methods from different schools illustrate how the cyclic process of action research can be used to develop teaching skills. The importance of learning from successful and unsuccessful lessons or parts of lessons is emphasised as the basis for development and improvement. This process can be carried out on an individual basis but development…

The Nuffield Foundation's Practical Work for Learning project takes the position that practical work is not a pedagogic approach in its own right, but that its affordances for learning depend on how successfully other pedagogies are applied to practical lessons. The design process used in the project is made explicit, illustrating…

The UK needs more well-qualified people to enter engineering in order to maintain and develop its economy. It appears that engineering it still seen by many as the preserve of the white male. This article looks at possible reasons (often based on established prejudice among students and their families and peer groups) why, in particular, members…