Arguments about the content and structure of the curriculum for 14- to 18-year-old students in England continue apace, not least as a consequence of the National Curriculum review and proposed changes to qualifications. However, the majority of initiatives aimed at providing high-quality and rigorous technical pathways from age 14 onwards have…

Four contributors on curriculum development explain philosophic aspects of Nuffield Advanced Science Projects, a course in science and education, a conservation course, and an audiovisual method for self-teaching. (PS)

Describes a science syllabus for secondary school girls who think science irrelevant. Included are units such as Food, What It Is, And Why We Need It,'' What Happens to Our Food,'; Some Foods We Prepare,'' Keeping the Home Clean,'' How to Keep Healthy,'' and Future Trends in Food.'' (PS)

Describes the development of a course for pupils of low educational achievement aged 14-16 years, in an urban comprehensive school in the United Kingdom. (HM)

Describes the development, content, and rationale for a high school physics course, called Electronic Systems. It can be useful for college-bound students as well as for vocational education students. (GA)

Describes a course which is an attempt to make chemistry a relevant course for any CSE student. Emphasis is on scientific approach to problem solving, experimental design, and intellectual skills. (GS)

Presents three science education notes for British science teachers and educators. These are (1) science in general studies; (2) the problem of primary science; and (3) the development of a grade 3 science course. (HM)

Advocates the acquisition of library skills through the medium of sciences, and outlines a short science-based library course in operation in a county high school. (GS)

Describes a two-year course sequence that is team taught and theme centered. Themes include the earth, the senses, time, and rate of change. The teaching method is the discovery approach and the role of the teacher is outlined. Explains student assessment and outlines problems and observations related to the program. (GS)

Describes the physics teaching conditions at Solihull Sixth Form College, a comprehensive secondary school in the County Borough of Solihull, United Kingdom. Available physics course, timetable, teaching system, laboratories and study rooms, and future developments are also discussed. (HM)

Describes a two-stage framework for the construction of science courses (grades K-12). Both primary stage (5-11 years) and secondary stage (11-16 years) emphasize scientific skill development and an understanding of scientific concepts. The secondary stage further introduces economic and cultural implications of science. (CS)

Discusses the need for a science-and-society course to fill the educational gap in school science, suggests how it should be taught, and presents a possible course syllabus. (SK)