ABSTRACT
The focus for this chapter is twofold. In the first instance we shall try to examine the changes that have occurred in the National Curriculum for Science as the 1991 Order has been replaced by the 1995 Order. These changes will be analysed in order to identify those which are true omissions or additions, and those which are simply re-presentations of existing content. The implications of the new Level Descriptions and the reduced direct inclusion of cross-curricular subject matter will also be discussed. The second major focus will be on the issues that arise in implementing the science curriculum in your school and your classroom. Ways of finding out about children’s existing ideas, and then building this knowledge into teaching and learning processes, will be examined along with an analysis of how the new National Curriculum can be used to help you make decisions in your planning for progression and continuity. Throughout, we shall be emphasizing the need to sustain the growth of experimental and investigative skills alongside the development of science knowledge and understanding.
