Primary Science Specialists
We would like to strengthen the science expertise of teachers in primary schools. Research has shown the strong impact that primary teachers' knowledge and confidence in science has on students' attitudes towards science and their attainment and progression in it [1].
Although not all primary teachers should be science specialists, the Wellcome Trust believes that every primary school should have or have access to a Primary Science Specialist (PSS).
Data from 2009 found that only 6 000 science specialists were distributed over 17 000 maintained primary schools in England [2]. Currently, about 6 per cent of graduates achieving qualified teacher status have a science degree.
Defining a Primary Science Specialist
The Wellcome Trust has developed a definition of the subject knowledge, pedagogical concept knowledge and skills that a PSS should have to successfully lead and develop science within their school, as set out below. We are exploring the routes that might lead to becoming a PSS, including participation in a PSS programme of professional development. This definition of a PSS has been endorsed by the Education Committee of the Royal Society.
Subject knowledge
A PSS should have a deep understanding of the scientific concepts within the Key Stage 1 and 2 National Curriculum, supported by a working understanding of the scientific concepts within the Key Stage 3 National Curriculum. A PSS should be confident in the use of scientific vocabulary and know how to research science topics and guide their students to do the same.
Pedagogical content knowledge
A PSS should have knowledge of an appropriate range of teaching methods suitable for the content concerned. Their knowledge should include enquiry-based pedagogies, practical activities, out-of-classroom learning, group work and problem solving, digital technologies, and formative assessment practices. It should also include an understanding of the key features that result in the successful implementation of these pedagogies and how to evaluate the impact of these on their students.
Subject leadership
A PSS should have a whole-school vision for science and be able to lead its development by instigating appropriate initiatives, including providing continuing professional development to colleagues, monitoring progress and contributing to the strategic development of learning in school.
The Primary Science Specialist Programme
The Wellcome Trust would like to strengthen the science teaching expertise of primary science coordinators already in the workforce. We have worked with the National Science Learning Centre to develop a 24-day continuing professional development (CPD) programme for primary science coordinators who do not have a science background: the Primary Science Specialist Programme. This has been designed to develop the confidence, subject knowledge, teaching expertise and subject leadership skills of participating teachers.
We have commissioned a study by the University of York to test whether the training programme has its intended impacts. This is a randomised controlled trial, involving different groups of teachers receiving different amounts of CPD.
Deployment of Primary Science Specialists
We would like to understand how teachers responsible for primary science currently work in schools. Teachers might act as science coordinators, leading all teachers in the school in their teaching of science, or they might move from class to class and teach science to all students in the primary school. Alternatively, schools might use a combination of these strategies.
Our research began with an online survey to collect information. We are now conducting case studies to help us ascertain what drives the different models of deployment and what impact each model has on teaching primary science. If you have developed excellent expertise in primary science we would be very interested to hear from you.