The London Curriculum uses the capital as inspiration to bring the national curriculum to life at key stages 2 and 3.  Each unit focuses on a theme linked to London and contains lesson plans and activity ideas to support teaching in many subjects across the curriculum. Though based around London, many of the lesson...

This resource, provided by Mathematics in Education and Industry, offers an overview of pre-university qualifications and describes major developments in mathematics.

Since there are a considerable number of pre-higher education qualifications in mathematics available in the United Kingdom, it is not always...

In 2009, the Advisory Committee on Mathematics Education (ACME), who provide these resources, embarked on the Mathematical Needs Project to investigate how both the national needs and the individual needs of students, from age five to nineteen in England, could be met by a curriculum, delivery policy and...

This Nuffield Mathematics Project book is concerned with the mathematical experiences of students from five to seven years old. These experiences help students to acquire concepts, which lead later to skill in computation. This skill is based on understanding rather than on rote learning. It is a companion to a...

The National Curriculum Council (NCC) published non-statutory guidance to support the teaching of mathematics in the National Curriculum in 1989, and again in 1991, to accompany the first revision of the National Curriculum.

The developers of the Nuffield 11-13 course chose to place the emphasis on the processes by which scientists advance our knowledge, and the ways in which science is used by society. Their ambition was to counteract a perceived negative view of science as a ‘body of...

The materials produced by the Nuffield Foundations' Advanced Biological Science Project did not represent a rigid syllabus. They were devised after careful evaluation of the results of extensive school trials so that they could be used in a variety of ways related to the different circumstances found in schools and...

The Nuffield Advanced Chemistry team set out to devise a course based on principles of the subject that were regarded as being of fundamental importance at the time. The authors adopted a teaching approach aimed at developing imaginative thinking on the part of students. The implications of this had been spelled...

The organisers of Nuffield Advanced Physics set out to build a course that could reveal the structure of physics: the kinds of arguments physicist use, and the nature of the problems they tackle. The team wanted students to become more thoughtful. They pointed out that, in physics, the ability to think effectively...

The Nuffield-Chelsea Curriculum Trust organised the writing of the books in the Nuffield Assessment in Science series soon after the start of the GCSE qualification. At this time there was a growing requirement for more formal assessments of student progress by science teachers - most obviously in the internal...

Collected Experiments contains all the experiments used in the sample scheme together with many others. It is intended for the use of teachers, and its purpose is two-fold:

1. to provide alternative experiments in case those given for the sample scheme are not suited to the particular conditions under which...

The Nuffield Chemistry team produced three publications to give general guidance about the approach to teaching suggested by its Sample Scheme:
*Introduction and Guide
*A Handbook for Teachers
*Collected Experiments

The Nuffield Co-ordinated Sciences team devised a science course covering biology, chemistry and physics in two subjects-worth of curriculum time. This was in line with the 1985 government policy statement Science 5 - 16 which set down the requirement for schools to provide courses of broad balanced science for all...

Nuffield Combined Science was planned as a two-year course for students aged 11 to 13. It could be adapted for use with the whole range of ability. The course was very widely adopted. By 1979 it had been taken up, in whole or in part, by over half of all secondary...