Outlines the range of reactions to the revised National Curriculum Orders for science that are diverse in nature and intense in feeling. Reports that a general reaction from those who teach in schools is one of relief because of the promised moratorium on further change for five years. (JRH)

Highlights the issues of moderation of teacher judgments for accountability and moderation for achieving consistent assessments. Discusses the meaning of moderation, the need for moderating teacher judgments, approaches to moderation, methods of moderation, and most appropriate methods of moderation at Key Stage 3. Presents an approach to…

Describes issues related to the elementary and secondary science curriculum in Northern Ireland and identifies proposals for educational improvement at key stages 3 and 4. (YDS)

Discusses how teachers put together a science department portfolio of student work representing National Curriculum levels. (MKR)

Suggests that further changes to the science curriculum should take place and argues that strategies for change must recruit the energies and talents of teachers if they are to be effective. (JRH)

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)

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…

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…

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)

Calls for teachers to share their experiences with target setting, benchmarking, and value added in writing. Also defines each of the three terms. (DDR)

Describes the outcomes of the consultation phase of a curriculum development project in science education in Great Britain. Raises issues which remain to be addressed in the future, including how science contributes to preparation for the world of work, and definitions of content. (DDR)

Provides an overview of an educational partnership that aims to develop successful strategies for teaching and using science investigations, to explore the effects of the British National Curriculum on current practice, and to make recommendations for its future development. (DDR)