The Science Processes and Concepts Exploration (SPACE) project research report on Processes of Life was published in 1992 by Liverpool University Press. The SPACE research was conducted at two centres - the University of Liverpool and King’s College, London. Each centre took responsibility for research in...

The Primary SPACE reports comprise a series of 10 research reports produced by the Primary Science Processes and Concepts Exploration project. Carried out between January 1987 and 1990, the research investigated primary students' ideas about  science concepts.  The...

These resources, from the Science Year Primary CD-ROM, focus on engaging activities for teaching primary science. Please note that this collection of resources was first published in 2001. Ideas about the teaching of science explanations can change over time, and older resources may require repurposing for use in...

In 2001 the National Endowment for Science, Technology and the Arts (NESTA) funded Science Year in England and Wales. As part of this programme NESTA commissioned the Association for Science Education (ASE) to produce a series of inspiring electronic resources to support science teaching and learning. This rich set...

Aimed at primary level, this activity pack contains nine activities about bees. The activities link to the curriculum areas of identifying plants and animals, pollination, lifecycles, food chains and habitats. They include: identifying bees and bee pollinated plants, the factors which affect growth and decline in...

Science & Plants for Schools (SAPS) works with teachers to help them to bring plant science alive. This is done by working with curriculum developers, producing useful teaching resources, enabling teachers to share ideas, and encouraging plant scientists to get involved in education and outreach.

The...

This collection includes the topics that were developed by international teams of teachers participating in Science Across the World between 1991 and 2010. The project was run by the Association for Science Education (ASE). A special feature of the topics is that they are available in several languages. Every topic...

This collection includes the topics that were developed for younger students by international teams of teachers as part of the ‘Science Across the World’ project. The project was run by the Association for Science Education (ASE). Every topic leads towards an exchange of findings and ideas between groups of...

The Handbook is designed to guide Science Co-ordinators as they support the development of the science curriculum in their schools. It does this by helping co-ordinators to:
*understand the SPACE approach
*introduce the SPACE approach in their schools
*...

The Centre for Industry Education Collaboration (CIEC) produces classroom resources and teacher guidance to help highlight the links between classroom science and science-based industry. Resources in this collection contain information about the chemical and plastics industries as well as practical guidance about...

Science and Literacy was written by people from the Nuffield Primary Science Project and the Exeter Extending Literacy Project at a time when there was renewed emphasis on teaching about literacy in primary schools. The approach recommended in the book is based on the...

The Teaching Primary Science book Seeds and seedlings contains many suggestions for class organisation and for activities relating to this topic. It acknowledges and makes suggestions for addressing the problem of what to do between sowing seeds and producing seedlings...

The joy and challenge of building ‘cheap and cheerful’ sensors has a wide appeal to adults as well as children. It also opens a wide number of links to aspects of the mathematics, science, computing, design and technology, and engineering curricula, supporting scientific investigation and discovery. These...

After watching Tamilore’s Story, a video about a child...

Linked to the topic areas of habitats and animals in the local environment. This resource looks at how to collect, observe and present findings when looking at slugs. In making observations it considers the following:

*types of slugs
*moving
*eating
*senses
*behaviour

It may be...