If you are thinking of leaving science teaching, this document offers impartial structured advice to help you consider all your options.
ASE 11-19 Committee
NEW guidance on Outdoor Learning, Assessment and Senior Leadership.
ASE Education Group
Aine discusses the impact of shared leadership in primary science and how the practice was developed in her school setting.
Alan offers some thoughts about questioning and how to achieve more 'penny drop' moments with learners - part of a new 'Think' series.
Alan Haigh discusses why we need to teach children to think and how best to do it.
Amanda Poole looks at how the science capital teaching approach can be used to build science capital when teaching electricity in primary schools.
Anita describes how the Primary Science for All project allowed dreams to be realised, and how the Wonder Cupboard and Frames for Focus helped her
Bryony Turford and Lynne Bianchi consider the role of the Network Guardian – a new approach trialled to gauge the depth of impact of professional l
How does a primary teacher's science capital impact on his/her attitude to, confidence in and teaching of the subject?
A second year of research on science capital in primary PGCE trainees in two universities corroborates previous results.
Development of subject knowledge, science capital and the impact on confidence to teach the subject during this unique year are examined, with a vi
Hajra outlines how video conferencing has helped to raise science capital within her school for both pupils and teachers.