Published in January 1980, this report sets out preliminary views on the form that a framework for the proposed National Curriculum should take and the ground it should cover. The ideas were presented to start a consultation process, leading to a curriculum that would apply to schools nationally and promote...

Part of the Assessing Pupils' Progress (APP) collection, these resources present the criteria for assessing progress in students’ understanding of science at Key Stage Three.

[b]Structure[/b]
These guidelines/criteria are to help teachers assess progress in students’ work across five strands of...

APP Standards Files exemplify student work at different levels. Each Standards File includes:

*examples of evidence generated from students’ work in science, which have been assessed to exemplify the APP approach and show national standards

*commentary on the evidence for each AF, which leads to a...

Guidance for teachers on the thinking behind the use of Assessing Pupils Progress (APP) in secondary science at Key Stage Three. This handbook stresses the 'periodic' nature of the assessment possible using APP, as opposed to day-to-day and transitional assessments.

[b]Contents[/b]
This booklet...

This activity pack provides a range of activities that promote cross-curricular learning, so that STEM can be linked to other curriculum subjects and to student's own backgrounds, lives and interests. It has been designed for British Science Week 2024 on the theme of 'time'.

Activities are suitable for...

In this activity, students investigate what is meant by fuel poverty. This could be used as a starter activity in mathematics or design and technology, with a focus on economic reasons for the development of sustainable power sources. Using the slides as stimulus...

In this activity, students consider what is meant by ‘energy efficiency’ and how this applies in the context of a house to reduce energy consumption. Students interpret graphs taken from an Energy Performance Certificate (EPC) and then brainstorm ideas about how energy...

In this Nuffield ...

Artificial intelligence (AI) is a disruptive technology, meaning that it is significantly changing the way that people, businesses, and industry interact. To put it in context, the invention of the wheel, electricity, TV, and GPS are all disruptive technologies that changed the way in which society worked.

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These guidance resources are provided by the British Science Association, with support from Intel Education. They give guidance that includes both attending a STEM fair and running an event. There are three sections:

Provided by the British Science Association, with support from Intel Education, these resources provide an insight into a range of activities involved in organising and taking part in STEM fairs. They include contributions from a teacher taking part in STEM competitions...