A number of countries are currently tackling the issue of curriculum reform
in school science. In England and Wales, a 5-year moratorium on curriculum
reform across the 5-16 age range will end in the year 2000. This article r
eviews the conclusions of a 2-year project, funded by the Nuffield Foundati
on, which explored ways in which a new science curriculum might be construc
ted and what it might look like. Particular attention is paid to the aims o
f science education, to the relationship between the content of a syllabus
and its assessment, and to the suggestion that the science curriculum would
be better presented as a relatively small number of explanatory stories ra
ther than as a mass of detail. The proposals outlined here would allow for
small but significant changes in the year 2000, and for more substantive ch
anges thereafter, to be introduced only after adequate trialling. Our hope
is that school science education in England and Wales can build on some of
its current strengths and address certain weaknesses, leading to a more rel
evant and fulfilling education for future generations.