The Association for Science Education


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Curriculum change and raising standards: the Welsh perspective

Issue: May 2014 133

Author: Richard Watkins highlights some of the key ways forward identified by inspections in Wales.

What does Ofsted say?

Issue: May 2014 133

Author: Tara Lievesley discusses the challenges and development points offered by the 2014 triennial report from Ofsted.

PSTT… have you heard?

Issue: May 2014 133

Author: Kathy Schofield explains how the Primary Science Teaching Trust came into being and how it continues to enhance science for primary teachers and children.

Assessment in England

Issue: May 2014 133

Author: Some FAQs (and answers!) from Sarah Earle.

Wobbly corner: Types of mixtures

Issue: May 2014 133

new to teaching: ‘Vegecating’ children

Issue: May 2014 133

Author: Student teachers, Katherine Bagshaw, Hannah Barham, Rebecca Betts, Amie Felton and Joshua Knatt, share their ideas on how to bridge the gap between statutory and non-statutory guidelines for food and nutrition with 8-to 10-year-olds.

Subject Associations round-up

Issue: May 2014 133

Author: Find out more about the support from organisation like ASE for all subjects.


Issue: May 2014 133

Supplement: Working scientifically with enquiry

Issue: May 2014 133

Author: A special 8 page supplement download.

Extract: Science Enquiry, now Working Scientifically, is the continuous area of study in the National Curriculum for Science in England. It is the lifeblood of each and every area of subject matter and is what gives life and sustenance to learning new knowledge and developing understanding. As we see the shift from fair testing to other types of enquiry, we should consciously work to champion and make evident how working scientifically can breathe fresh life into subject learning. But what might this look like in school? A few like-minded people have helped us tell this story by contributing to a collection of ideas that should not only give you a few thoughts for a cross-curricular approach, but also help to clarify the different types of enquiry.

Focus on...and Notice Board

Issue: March 2014 132

Extract: Why should we take learning outdoors? 'Learning outdoors’ doesn’t necessarily mean learning about, or from, nature. Many early-years providers see the outdoors as a part of the ‘classroom’, with parts of the day dedicated to free-flow between indoors and outdoors. Many settings are also developing ‘forest schools’, exploring the opportunities of a wooded area on site or locally. Also find out about Ofsted's maintaining curiosity on this issue's notice board.

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