Reflections on the implementation of National Curriculum Science Policy for the 5‐14 age range: findings and interpretations from a national evaluation study in England

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Abstract
The implementation of science as a mandatory National Curriculum subject in England is reviewed in the light of data emerging from a recent evaluation study involving the 5‐14 age range. The paper examines some disparities between policy and practice relating to the science content which teachers are required to teach and explores ideas about progression of pupil's understanding of that content. The nature of science as a core subject and the impact of the summative assessment regime are also considered. The necessity for interconnectivity between the curricular agenda, classroom practice and assessment structures is emphasized. This interrelatedness has so far been neglected but, it is argued, must be taken into account if current tensions in the system are to be resolved.

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