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 concerns regarding the assessment of scientific investigations in the National Curriculum. Presents observations and assessment advice and guidance. (JRH)

Discusses the importance of incorporating literacy and numeracy skills into secondary science classrooms. (WRM)

Presents ideas on how to develop literacy skills in the context of science. (WRM)

Some developments in the World Wide Fund for Nature's Environmental Education Programme are discussed, in particular its research into whole school management of cross-curricular themes. Also considered is whether the so-called precautionary principle is an appropriate concept to include in the science curriculum and suggests the need for broad…

Describes a teacher's experiences with using partnerships with industry as a resource to motivate primary science students. The project enables students to see the relevance of classroom science to the real world and provides an opportunity for students to apply concepts learned in the classroom. (DDR)

The problems and possibilities that have arisen since the Key Stage 3 of the National Science Curriculum was implemented in the United Kingdom are discussed. The assessment strategies used with various attainment targets are described. The influence of the National Curriculum on testing is addressed. (KR)

Described is the Vale Interactive Science and Technology Adventure (VISTA) center that caters specifically to primary school students, involves concepts and skills from the National Curriculum, and researches playing children's patterns of learning. The plans for the future and early descriptions of students reactions are reported. (KR)

Explains the Core Skills framework which emerged as part of the Higher Still Development Programme in Scotland at the same time as similar developments of Key Skills in the rest of the United Kingdom. Describes the unique aspects of the Scottish program. (WRM)

Presents a reminiscence of science as an exciting and enjoyable area of the curriculum. Expresses the concern that pressures of the National Curriculum and overload may be forcing teachers into a knowledge-based subject to the detriment of the development of science process skills and attitudes. Makes a plea to get back to the reminiscence of…

Describes the Key Skills, which will be established across the revised National Curriculum being introduced by the British government in September 2000. Discusses ways in which the Key Skills--communication, information and communication technology, application of number, problem solving, working with others, and improving own learning and…

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)