In Nuffield Physics constructive problems or questions that ask for active thinking largely took the place of pupils' reading in texts or background books. The purpose and nature of these questions was explained in chapter 1 of Nuffield Physics Tests and Examinations..

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Nuffield Physics Teachers’ Guide I included a general introduction to the course as a whole followed by specific guidance on the first year of the programme. The authors were very concerned to explain the spirit in which the course should be taught. They asked teachers to consider that they were encouraging young...

The second year of the Nuffield Physics programme, like the first, put great emphasis on providing students with hands-on experiences so they would delight in learning through their own experiments. Teachers were asked to think of themselves as leading strangers in the...

Some students were expected to start the Nuffield Physics course in the third year and so Teachers’ Guide III starts with the same General Introductions that was included in Teachers’ Guide I. This was followed by general and specific guidance about the third year of the course. The course for this year was...

Year IV of Nuffield Physics was to be presented as a much more logical and closely knit programme than that of earlier years. The authors assumed that if previous work had been satisfactory, the students would have had sufficient experience and enjoyment to wish to...

Year V of Nuffield Physics was planned as the culmination of the five-year programme by linking important experiments and ideas. The year called for more imaginative thinking, more reasoning, and new experimenting. The aim was to develop some taste for theory and to...

In Nuffield Physics constructive problems or questions that ask for active thinking largely took the place of pupils' reading in texts or background books. The first chapter in this book about tests and examinations provided guidance on the nature and purposes of the questions in the range of Question Books. The...

The Nuffield Primary Science Teachers’ Handbook was designed to help teachers implement the SPACE approach to the teaching of primary science. The Handbook is only about 90 pages long but it covers a wide range of topics. The Handbook is divided into five main sections. After the introduction, the first section has...

This Introduction and Index to the Key Stage One resources was published to help teachers with the first edition of Nuffield Primary Science. For Key Stage Two, this general guidance was included in the Teachers’ Handbook.

Contents

The Nuffield 11 to 13 project provided a book for students and a Teachers’ Guide for each year of the course together with a file of Worksheets. The student books were not conventional textbooks. Less space than usual was given to exposition and factual information. The...

The second year of the Nuffield 11-13 course is divided into more traditional units geared towards an understanding of science in everyday life, and in its relation to society. The title ‘How science is used’ for the second year book conveys both the continuity and change.

A concern for processes maintains...

This Nuffield 13-16 Study Guide I was intended as the first of a series in response to feedback from teachers using the resources. In the end, only this volume was published. It was designed to support the teaching of the 15 'B' Units with:
*a set of...

The Nuffield Science for Key Stage Three course materials for Year Seven were planned as an integrated science course.

The topics

Topic A Being a scientist

Topic B Senses

Topic C Measuring

Topic D Solar System

Topic E Forces

Topic F Elements and...

The Nuffield Science for Key Stage Three course materials for Year Eight were planned as an integrated science course.

The topics 

Topic A Energy

Topic B Fuels

Topic C Life goes on

Topic D Healthy body

Topic E An electrical world

Topic F Water

Year Nine of Nuffield Science for Key Stage Three was written to provide a clear transition into the 14-16 curriculum. Two teaching sequences were devised for Year Nine, either as an integrated course or as a co-ordinated course divided into biology, chemistry and physics.

Principles

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