These publications from the Hamilton Trust for Year Five include medium-term teaching sequences, weekly plans and a set of accompanying resources. The teaching sequences, which are based on the revised primary curriculum, include prerequisites, have an overview, clear objectives and highlight possible difficulties...

These Year Four publications from the Hamilton Trust include medium-term teaching sequences, weekly plans and a set of accompanying resources. The teaching sequences include prerequisites, have an overview, clear objectives and highlight possible difficulties children may exhibit. The plans are divided into...

These Hamilton Trust materials for Year One include the medium term teaching sequences, weekly plans and a set of accompanying resources. They are centred around a skills-based primary curriculum which ensures continuity and progression of mathematical skills. The teaching sequences include prerequisites, have an...

These Year Six publications from the Hamilton Trust include medium-term teaching sequences, weekly plans and a set of accompanying resources and are based on a primary curriculum that ensures continuity and progression of mathematical skills. The teaching sequences include prerequisites, have an overview, clear...

These Year Three publications from the Hamilton Trust include the medium-term teaching sequences, weekly plans and a set of accompanying resources. They are centred around a skills-based mathematics curriculum. The teaching sequences include prerequisites, have an overview, clear objectives and highlight possible...

For Year Two, the Hamilton Trust has produced some medium-term teaching sequences, weekly plans and a set of accompanying resources centred around a skills-based curriculum for mathematics. The teaching sequences include prerequisites, have an overview, clear objectives and highlight possible difficulties that...

This resource, published in 1985, was the second in a series of discussion documents published by HM Inspectorate intended to stimulate debate about the National Curriculum in primary and secondary schools. It suggests an approach to teaching a broad, balanced, inclusive curriculum for all students.

The...

Assessing Nuffield Co-ordinated Sciences was written in the early days of the GCSE and balanced science qualifications as a guide for the many teachers involved in teaching Nuffield Co-ordinated Sciences. The book was part of a series about assessment commissioned by...

This Nuffield Foundation Course Guide was written to give a chapter by chapter breakdown of the Nuffield A-level and AS-level Biology specifications as they were in the 1990s following the introduction of GCSE and the growth of double-award science programmes. The purpose of the course guide was to help students...

The Nuffield Advanced Biology Foundation Unit was designed to help students progress from GCSE science to the Nuffield Advanced Level Biology course as it was in the 1990s. Using brief overviews of some of the topics in the Study Guides, this booklet was designed to...

The Nuffield Advanced Biology Study Guide explored evidence and deduction in the biological sciences. The book contained a varied collection of biological data, some derived from previous publications, some original, but all of them concerned with aspects of enquiry. It...

The Nuffield Advanced Chemistry course was first published in 1970...

The Nuffield Advanced Chemistry resources were developed at a time when there was considerable interest in programmed learning. The team decided to experiment with a limited range of programmed texts. An introduction to the Programmed Texts is provided in Appendix 6 of ...

Towards the end of the Nuffield Advanced Chemistry course students undertook one Special Study, during which they could apply the principles studied in the basic course to new contexts. Five special studies were developed dealing with biochemistry, chemical engineering...

Nuffield Advanced Physics publications included resources to help teachers and students with the course as a whole. Teachers and students needed support in their approach to the novel content, new apparatus, investigative teaching methods and innovative methods of assessment.