This resource contains an evaluation report on the two-year mentoring pilot programme for science and mathematics teacher trainees and early career teachers funded by the Training and Development Agency for Schools (TDA) which started in July 2009. 'Starting Out' was delivered by the Learning and Skills Network (...

Published in 2012, NFER was commissioned by the National STEM Learning Centre and Network to evaluate the effectiveness and early impacts of the European Space Education Resource Office for the UK (ESERO-UK). ESERO-UK aims to promote the use of space as a context for enriching science, technology, engineering and...

This report, published in March 2012 by the National Foundation for Educational Research,
presents the findings of an evaluation of the Wellcome Trust’s Camden Science, Technology, Engineering and Mathematics (STEM) Initiative which provided funding to eight Camden schools to develop interdisciplinary...

Published by the Wellcome Trust in September 2011, this report aimed to find a deeper understanding of young people’s attitudes to science education, particularly regarding the value young people place on science education (for themselves as individuals and for society in general), as well as the key factors...

DfE Advice for schools on assessment after the removal of the national curriculum levels system for grading children.

Pages 20-24 cover the principles that underpin assessment policies.

Page 41 recommends what trainees should learn about assessment during their training.  

Page 38 onwards...

A Catalyst article about food chains and food webs. The article studies evidence for global climate change and considers possible causes. It also explores how climate change might affect the food web, with evidence from a long-term study which started in 1931.

This article is from Catalyst: GCSE Science...

Charlie Taylor’s Behaviour Checklists, Getting the Simple Things Right, look at the simple things that should be put in place to create good behaviour for learning. It includes the two lists 'key principles for headteachers to help improve school behaviour' and 'behaviour checklist for teachers'.

Several research reports exploring causes of girls' under-representation in physics, and suggesting possible approaches to tackling this issue.

'Girls in the Physics Classroom: Review of Research on Girls'...

This report, published in June 2006, showed that girls were under-represented in physics post-16.  In 2006 the Institute of Physics published the results of a review that sought to identify causes of this issue. Following publication of the research findings, the Institute produced a teachers' guide to carrying out...

This report published by the Nuffield Foundation in January 2012 provides an up-to-date picture of the scale of UK foundation resources devoted to international development. It also identifies how these resources are distributed across region and need, and how foundations approach international funding activities...

Global project ideas are based around Practical Action’s work, which uses science and technology to address global issues such as energy, water and food. They give students a real insight into how science and technology can be used to tackle challenges faced by communities in the developing world, and how they can...

This report from Ofsted describes how assessment in science is most effective where it is used as a teaching tool as well as a means of judging attainment. Similarly the assessment of practical coursework is not just a means of assigning students to levels but of giving them the information they need to improve...

This report is about career guidance in English secondary schools, and how it could be made better. Career guidance has been much criticised but what would it look like if it were better? Through international visits, analysis of good practice in English independent schools and a comprehensive review of current...

This report looks at hands-on practical science in secondary schools and uses an international study to answer the question ‘What does good look like?’. Using a  model of...

Good career guidance helps inspire students towards further study and enables them to make informed decisions whenever choices are open to them. It helps them to understand enough about the world of work to know what skills they need to succeed.

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