ABSTRACT
In 2010, Wynne Harlen and a group of distinguished colleagues described ten principles of science education. Global development means that the competition and market for the products of science, engineering and technology are greater than ever before. David Layton, an acknowledged expert of in both science and design & technology education, played a key role in the conception of design & technology in the National Curriculum in England. This chapter illustrates the areas of science that benefit from teaching in the light of learning in design & technology and mathematics. It describes that within the forging curriculum relationships with design & technology and mathematics it is essential that legitimate differences between the subjects are both recognised and valued. The chapter provides examples of how science activities can be related to pupil learning in design & technology and mathematics, taking these issues into account.
