Developing teachers as science leaders in primary school

Abstract

Children’s experiences of science at primary school inform their decisions about studying science post16, which impacts on the supply of STEM professionals. In England, the Primary Science Quality Mark (PSQM) award programme is a recognised way of addressing the reported decline in the profile given to science as numeracy and literacy have been prioritised. This programme aims to raise the profile of primary science by providing schools with a framework and professional support for developing science leadership, teaching and learning. This paper reports the views of twelve primary science leaders from schools involved in the PSQM scheme for the first time and explores changes in their attitudes to teaching and leading science. Data were collected through questionnaires, an interview and focus group and from documents submitted for the award. The findings suggest how the science leaders’ perspectives shifted from science learning and practice in isolated classrooms to a wholeschool vision. Keywords: Continuing professional development; primary science; Primary Science Quality Mark (PSQM); science leaders; teacher leadership