ABSTRACT
Having considered what we understand science and science education to be, we must now consider the reality of the science we are required to teach in secondary schools in England. We have a prescribed, centrally controlled curriculum, whether or not we agree with the content. The content of the current National Curriculum document has evolved through periodic revision from the original seventeen attainment targets (DES, 1989) to the four we have at present (DfES/QCA, 1999b). However, you must remember that this is the minimum requirement although, in reality, most schools struggle to cover this minimum. In theory you can include other aspects of science or ideas that will enable students to develop a better understanding. The provision of a Key Stage 3 science scheme of work by the QCA (QCA, 2000) has further guided schools down the line of prescription-what, and to some extent, how, to teach. The introduction of the Key Stage 3 Science Strategy in September 2002 (DfES, 2002) further reinforces what we must teach with suggestions of how to do so. This is discussed fully in Chapter 9.
