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GCSE Science Foundation
Twenty First Century Science * is a suite of complementary specifications offering flexible and exciting options for science at GCSE * is unique in having been extensively trialled over three years with more than 6,000 students in each year * is motivating, stimulating and relevant. The specifications and resources are the products of close collaboration between the University of York Science Education Group, the Nuffield Curriculum Centre, OCR, and Oxford University Press. The GCSE Science course contains nine modules: * B1 Your and your genes * B2 Keeping healthy * B3 Life on Earth * C1 Air quality * C2 Material choices * C3 Food matters * P1 The Earth in the Universe * P2 Radiation and li...
GCSE Biology
Serving as a suite of complementary specifications, this title offers options for science at GCSE. Its specifications and resources are the products of collaboration between the University of York Science Education Group, the Nuffield Curriculum Centre, OCR, and Oxford University Press. It contains seven modules, a textbook, and a workbook.
Twenty First Century Science
Twenty First Century Science * is a suite of complementary specifications offering flexible and exciting options for science at GCSE * is unique in having been extensively trialled over three years with more than 6,000 students in each year * is motivating, stimulating and relevant. The specifications and resources are the products of close collaboration between the University of York Science Education Group, the Nuffield Curriculum Centre, OCR, and Oxford University Press. The Entry Level course contains 39 items which schools select from, including: * Extinction * Casualty * Field to Plate * My Genes * Body Wars * Cooking and Cleaning * Fibres and Fabrics * Restless Earth * Fuels * G-Force * Rocket Science * Deep Impacts * Wireless Communications A comprehensive set resources is available: * A Textbook which uses engaging, up-to-date science contexts. * A Teacher and Technician Guide covering the whole course. For more information, visit: www.twentyfirstcenturyscience.org
Twenty First Century Science
Twenty First Century Science* is unique in having been extensively trialled over three years with more than 6,000 students in each year.* is motivating, stimulating and relevant.The specifications and resources are the products of close collaboration between the University of York Science Education Group, the Nuffield Curriculum Centre, OCR, and Oxford University Press.This workbook enables students to build up a bank of information on key concepts for modules B7, C7, and P7 in the separate sciences GCSEs.
Twenty First Century Science
Twenty First Century Science* is unique in having been extensively trialled over three years with more than 6,000 students in each year.* is motivating, stimulating and relevant.The specifications and resources are the products of close collaboration between the University of York Science Education Group, the Nuffield Curriculum Centre, OCR, and Oxford University Press.This workbook enables students to build up a bank of information on key concepts for modules B7, C7, and P7 in the separate sciences GCSEs.
Twenty First Century Science
Twenty First Century Science * is a suite of complementary specifications offering flexible and exciting options for science at GCSE * is unique in having been extensively trialled over three years with more than 6,000 students in each year * is motivating, stimulating and relevant. The specifications and resources are the products of close collaboration between the University of York Science Education Group, the Nuffield Curriculum Centre, OCR, and Oxford University Press. The GCSE Additional Applied Science course contains six modules, and students choose three of these: * A1 Life Care * A2 Agriculture and food * A3 Scientific detection * A4 Harnessing chemicals * A5 Communications * A6 Ma...
School-based Curriculum Development in Britain
Originally published in 1980. School-based curriculum development was the dominant form of curriculum development in Britain. Though there were national projects, it was thought that the initiative for change must come from within the schools. Curriculum development arose directly from the needs and enthusiasms of the schools, their pupils and their teachers. Some large schools had undertaken their own programmes while others joined forces, sharing common needs and enjoying common achievements or based effective in-school initiatives on national projects. Given how much things have changed since, this book is enlightening. Case studies: Codsall, Staffordshire; Manor Park, Newcastle; Abraham Moss Centre, Manchester; and Hele’s School, Exeter. There are also studies of the Independent Learning in Science Project and in the Nuffield Integrated Science Project.
