Harvard Project Physics, also called Project Physics, was a national curriculum development project to create a secondary school physics education program in the United States during the Cold War era.
Horizon Japan International School (HJIS) (ホライゾンジャパンインターナショナルスクール ) is an international school located in Tsurumi-ku, Yokohama, Kanagawa prefecture, Japan.
 It educates students from preschool to high school - ages two and a half to eighteen - under a blend of the Cambridge International Curricula UK National Curriculum, the IB Diploma Programme and the Japanese national curriculum.
Understanding by Design, or UbD, is an educational planning approach.
 UbD is an example of backward design, the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction.
 UbD focuses on teaching to achieve understanding.
 It is advocated by Jay McTighe and Grant Wiggins in their "Understanding by Design" (1998), published by the Association for Supervision and Curriculum Development.
 Understanding by Design and UbD are registered trademarks of the Association for Supervision and Curriculum Development (ASCD).
The National Curriculum Framework (NCF 2005) is one of the four National Curriculum Frameworks published in 1975, 1988, 2000 and 2005 by the National Council of Educational Research and Training NCERT in India.
Fletcher G. Watson (c. 1912 – 7 May 1997) was an American professor of science education at the Harvard Graduate School of Education (1946–77), where he served as the Henry Lee Shattuck Professor of Education (1966–77).
 Watson was a founder and co-director of Harvard Project Physics.
The Shanghai Rego International School () is a private international school located in Minhang District, Shanghai, China.
 The school operates on the National Curriculum (UK), delivers the IB-Diploma Program to 16- to 18-year-olds and provides a learning environment for expatriate children aged 2–18.
 The school delivers the English National Curriculum from Nursery to Key Stage 5 (ages 2–18) which includes the ICGSE and A Level Programme.
The National Curriculum for England was first introduced by the Education Reform Act of 1988.
 At the time of its introduction the legislation applied to both England and Wales.
 However, education later became a devolved matter for the Welsh government.
 The current statutory National Curriculum dates from 2014 at which point it was introduced to most year groups across primary and secondary education.
 Some element were introduced in September 2015.
 The National Curriculum sets out the content matter which must be taught in a number of subjects in "local authority–maintained schools".
The Qualifications and Curriculum Development Agency (QCDA) was a charity, and an executive non-departmental public body (NDPB) of the Department for Education.
 In England and Northern Ireland, the QCDA maintained and developed the National Curriculum and associated assessments, tests and examinations, advising the minister formerly known as the Secretary of State for Education on these matters.
Learning Management is the capacity to design pedagogic strategies that achieve learning outcomes for students.The learning management concept was developed by Richard Smith of Central Queensland University (Australia) and is derived from architectural design (an artful arrangement of resources for definite ends) and is best rendered as design with intent.
 Learning management then means an emphasis on ‘the design and implementation of pedagogical strategies that achieve learning outcomes.
 That is, in the balance between and emphasis on curriculum development and pedagogy, the emphasis is definitely on pedagogical strategies.
 Underpinning the learning management premise is a new set of knowledge and skills, collectively referred to as a futures orientation and which attempt to prepare the mindsets and skill sets of teaching graduates for conditions of social change that pervade local and global societies in the 2000s.
 The practitioner of learning management is referred to as a learning manager.
 Adjunct to the theory and practice of learning management is the Learning Management Design Process (LMDP).
 The LMDP is a curriculum planning process comprising 8 'learning design based' questions.
 The process was developed by Professor David Lynch of Central Queensland University in 1998 and is used primarily as a tool to train teachers to teach [3] .
 These 'eight questions' when answered in sequence focus the teacher to what is important when planning to teach students.
 The LMDP organises its 8 questions through three sequential phases: Outcomes, Strategy and Evidence.
 Each phase represents the bodies of information that its associated questions seeks to purse.
 THe LMDP represents a rethink of the various curriculum development models that have predominated the planning of teaching and curriculum in the developed world over past decades.
 The teacher develops their 'teaching plan' by engaging with each phase and its questions and recording ‘findings’ (or answers) in plan form.
Assessing Pupils' Progress (APP) has been developed for use in schools in England and Wales to enable them to apply Assessment for Learning (AfL) consistently across both the secondary and primary National Curriculum.
 APP assessment guidelines were finalised in 2008 for Mathematics, English, Science and ICT.
 Initial development of APP was undertaken by the National Strategies but is now overseen by the Qualifications and Curriculum Development Agency (QCDA).
 Currently the status of APP is that it is 'recommended' that schools use it but it is not statutory.
 With the change in UK government in May 2010, the status of APP could change.
 Ofsted said APP was unnecessary in 2010, and the APP documents have not been on the Department for Education's website since 2011.
 The coalition government has got rid of it.

Question: Fletcher Watson was the founder of which national curriculum development project?
Answer: Harvard Project Physics