Here we draw on recent research and on earlier contributions on convergence and divergence across Great Britain to consider possible future trajectories for 14-19 education and training in England. We use a UK-wide lens to reflect on 14-19 strategies in England by showing how common issues can be tackled in different ways in Scotland, Wales and…

Noting that the change to comprehensive secondary schools in Britain has not been accompanied by a rethinking of the former divided curriculum, the author presents a model for a compulsory core curriculum for all secondary students through the fifth year. (SJL)

Describes the subjects taken by pupils who took part in the 1984 Assessment of Performance Unit Age 15 Science Survey in Great Britain. Reports that the most common subjects, in descending order of frequency, were English, mathematics, geography, history, art, French, physics, biology, and chemistry. Gives detailed accounts of the science and…

Presents a headmaster's viewpoints and comments on the core syllabus for A-level physics which appeared in the May 1980 issue of "Physics Education," including the necessity for instructional materials, in-service teacher learning, and feasibility studies. (SK)

Discusses issues related to goals of science education, considering the context of the curriculum during compulsory education and two concepts of curriculum design (balanced and core curricula). Also discusses four themes emerging from the debate on the goals: problem solving; understanding of self; cultural heritage; and moral/ethical issues. (JN)

The author compares syllabus outlines for the 5-year grammar school course (Grades 8-12 equivalent) in West Africa, Nigeria, the United Kingdom, and the United States, and concludes that a national directive on history syllabus similar to that of Britain and the U.S. is needed including aims of history teaching in Nigeria. (JT)

A teacher's viewpoints and comments on the core syllabus for A-level physics which appeared in the May 1980 issue of "Physics Education" are presented. (SK)

Summarizes a university professor's viewpoints and comments on the advantages and disadvantages of the core syllabus for A-level physics presented in the May 1980 issue of "Physics Education." (SK)

Summarizes the viewpoints and comments of a science educator on the core syllabus for A-level physics which appeared in the May 1980 issue of "Physics Education," including the nature of the syllabus, its lack of clarity or detail, and its lack of scope. (SK)

Offers perspectives on the need for secondary science curriculum reform. Discusses curriculum issues in terms of four stages which include: the nature of science; principles of curriculum design; pupils needs and entitlements; and practical proposals for exploring curriculum models. (ML)

Describes a study that explores the depth and breadth of scientific facts, principles, and procedures which are required in the Advanced General National Vocational Qualifications (GNVQ) science through comparison with GCE Advanced level. The final report takes account of the updated 1996 version of GNVQ science. (DDR)

States the viewpoints of the Physics Interface Project (PIP) on the core syllabus for A-level physics presented in the May 1980 issue of "Physics Education," including potential problems with the syllabus and its content. Indicates that PIP materials will serve an important complementary function in physics instruction. (SK)

A university lecturer comments on the importance of adequate detail and individual interpretations of items in the core syllabus for A-level physics presented in the May 1980 issue of "Physics Education." Suggests that the syllabus fails in containing all essential elementary ideas necessary to master advanced concepts. (SK)

Supporting the concept of a core syllabus, the Council of Engineering Institutions (CEI) suggests that this syllabus for A-level physics, described in the May 1980 issue of "Physics Education," occupy 65 percent to 70 percent of instructional time and that an applied physics approach with relevance to everyday life be used. (SK)

Discusses issues which bear on the future of physics education, including the broader educational context within which physics may be found and the rationale for keeping physics as a separate subject and not integrated with other sciences. (JN)