Describes the philosophy and development of an integrated science program in a British secondary school. Discusses constraints to the program including laboratory facilities, money, and fewer laboratory technicians. (MA)

Reports on efforts by the British Broadcasting Corporation (BBC) School Television to supply relevant visual material in the sciences that would not otherwise be available to teachers as an enrichment of their own courses. Describes the developmental stages and end product of two programmes designed to meet this goal. (GS)

Describes the development and provides an example of the type of student investigation that is now considered sufficient for the practical part of the 'A' level physics examination. (GS)

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)

Reports on course revisions made on the basis of input from discussions with chemistry teachers and pupils, a questionnaire administered to chemistry teachers in 200 schools, and details of the performance of candidates on the Nuffield 0-Level examination. Revised materials include materials for the pupil, for the teacher, and the exam. (GS)

Describes a Nuffield Project which has as its objective the production of modules of work that elaborate on certain topics in the science curricula and involves mathematics. (GS)

Compares curriculum project adoption figures derived from examination entries with figures derived from questionnaires in an attempt to place the questionnaire returns in perspective and give an indication of the confidence which may be placed in them. (GS)

This is a statement calling for funding of various activities to assist schools in becoming aware of microelectronics. A list of projects is given. (Author/SA)

Cites the need for educational materials dealing with recent technological advancements. Discusses "an Alaskan Adventure," a multi-media resource packet on the discovery, extraction, and transportation of North Slope crude which was produced by the petroleum industry. (CP)

Describes a proposed plan in which science plays a major role in a secondary school curriculum. The plan calls for active participation in an experimental science course as a requirement for the International Baccalaureate, a two year course which leads directly to university entrance. (CP)

Describes the scope and content of a book that examines the teaching of science to mixed ability classes and notes the availability of a bibliography on the same subject. (GS)

Presents a report about astronomy education in the United Kingdom. Some of the views about astronomy activities in schools and the importance of teaching astronomy and space science in British schools are included. (HM)

Describes an attempt to solve curriculum development problems through the formation of resource cooperatives to share the design, production, and evaluation of learning schemes. (GS)