Assessment is primarily a matter of judgement rather than measurement, yet for too long the nation has been pretending that pupils' attainment and measurement can be measured in increasingly fine detail (one APS "point" being one sixth of an original National Curriculum level). The lack of validity and reliability of this approach…

Reviews the successes and failures of the science curriculum reform activities in England and Wales during the last 20 years and examines the underlying causes. In this review the author draws extensively on findings from researchers into curriculum implementation, conducted in Britain and elsewhere. (Author/HM)

Presents courses, projects and teaching styles relating to different areas of science that are used in British schools. School science for the education of all, chemistry-O level syllabus, and teaching styles in the Nuffield A-level Physics course are examples of information presented. (HM)

The intention of this guide is to consider the concepts, skills, facts, and attitudes of science which are taught in school; explore how content might be chosen; argue for a reduction in curriculum content; suggest major topics for science teaching; use examples to illustrate aspects of science content; and consider some of the implications of…

Reviews the development and implementation of science education curriculum projects in Great Britain. Suggests that, among others, relevance of project materials and ideas to problems teachers face in schools and a positive attitude toward curriculum development are necessary to ensure uptake. (Author/SK)