ASE has a long history of sending students to the International Science School (ISS), having been doing so since 1968. The ISS is a free science education programme run biennially by the Science Foundation for Physics at the University of Sydney. ASE's role is to select the students and organise funding to enable the students and escorts to…

Reports the results of a study designed to determine the attitudes of Northern Ireland students toward the Schools Council Integrated Science Project (SCISP). (JR)

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)

Describes the development of a new BBC television series for schools. The topics covered take into account three main science curriculum development projects in Britain, and the series is designed to allow teachers to select programs which are useful within their own schemes of work. (JR)

Discusses the value of work experience for A-level students and describes some novel student placements. (JRH)

Discusses the benefits of linking schools in different parts of the world. Provides a list of what to do and what not to do in setting up such a program. Describes some of the opportunities available to teachers and students. (DDR)

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)

Reviews the focus of the Millennium Commission and describes the science attractions that have been funded through this effort. Considers planning and curricular issues that these attractions present for science educators. (DDR)

Presented are critical comments on the British Schools Council, Science Committee, Programmes of Work 1980-82, and financial allocations to various curriculum and instructional projects. The author's personal frustrations while serving on the Science Committee are also given. (JN)