Newland School is passionate about promoting women into areas such as mathematics and science, which are often viewed as traditionally male careers. Success in these careers requires an ability to draw on a range of common skills, but the traditionally isolated nature of secondary school departments has been a...

Professor Saiful Islam is a chemist who never wears a white lab coat. Rather than conduct experiments in laboratories, he uses the world's most powerful computers to produce computer models of the inner, 'atomic' structure of materials used in 'green' energy applications, from the lithium ion rechargeable batteries...

Find out how engineers who work in disaster response save lives on a massive scale. This Tomorrow’s Engineers poster and accompanying teacher booklet, activities and a lesson plan will help students to understand the scale and impact of disaster response engineering.

Many types of engineering are employed in...

These resources, provided by The AstraZeneca Science Teaching Trust, include materials produced as part of The Cambridgeshire SEN Science Project which brought together a group of special schools and developed a scheme of work and an assessment/recording framework for...

These resources, provided by The AstraZeneca Science Teaching Trust, include materials produced as part of The Cambridgeshire SEN Science Project which brought together a group of special schools and developed a scheme of work and an assessment/recording framework for science.

These STRATA (Science To Raise...

This guide, from the National STEM Learning Centre and Network, draws on the advice of a number of experienced senior science technicians on how to set up a technician network. A local science technician network is a great way to share expertise, solve problems, gather ideas and to carry out cost effective...

This publication, from Her Majesty's Stationery Office, sets out the government’s priorities for science education as expressed by them in 1985. It builds on the outcomes of a consultation on the document ‘Science Education in Schools’, which was published in 1982. It seeks to establish the principle of ‘Science...

This Ofsted publication describes factors affecting the low take-up of science and mathematics post-16 identified for the year 1992-93. These were: the status of science in our culture; the nature of science and mathematics as school subjects; the organisation of schools; the curriculum; science and mathematics...

Following the establishment of the 1989 National Curriculum (NC) for science, the Secretary of State for Education and Science made proposals regarding the revision of Attainment Targets (AT) for science. The key ideas included proposal of:
*Five attainment targets
- AT1 - Scientific investigation...

This report, by the Autism Centre at Sheffield Hallam University, analyses the case studies produced for the Science For All Project to identify those parts of each study that may have particular relevance for students on the Autistic Spectrum in relation to teaching and learning.

The report gives an...

This report from Ofsted focused on the initial teacher training (ITT) in science for primary teachers. The inspection survey took place during the academic year 2000/01. At the time recent inspections of primary initial teacher training (ITT) had focused on training to teach either english or mathematics and also...

Following a major overhaul of the entire National Curriculum at Key Stage Three, the Qualifications and Curriculum Authority produced a version for science with a structure consistent with other subjects. There were no changes to the other Key Stages, so the Attainment Targets (AT) and Programme of Study (PoS) for...

This was the first National Curriculum for Science in England and Wales. One intention of the National Curriculum was that all students aged 5 to 16 learn science – that there should be ‘Science for All’ – and that this should include both the ‘methods of science’ and the acquisition of ‘knowledge and understanding...

This revision of the National Curriculum was an attempt to simplify the 1989 version, and to make assessment more manageable.

*The 17 Attainment Targets (AT) were reduced to four – with these divided into ‘strands’.

*Fewer Statements of Attainment: the number was approximately halved by broadening...

This revision of the National Curriculum builds on the 1991 version and follows Sir Ron Dearing’s 1993 review of the whole National Curriculum.

*It retains the four Attainment Targets (AT), each with an associated Programme of Study (PoS), although AT1 becomes ‘Experimental and investigative science’, and...