Science within the primary curriculum: a regional perspective on preparation to teach

John Sharp and Rebecca Hopkin

Abstract

In 1989, the introduction of a National Curriculum of subjects to all maintained schools in England and Wales brought compulsory science education into the primary sector for the first time. As a result of its elevated profile and an immense amount of hard work and effort by teachers and other professionals responding to requirements, science education
provision benefited enormously. Despite this, successive overhauls and radical revisions of primary science have brought about many changes, each impacting on the primary profession as a whole. Regional findings from a national ‘preparation to teach science’ survey underway in England are presented here for the first time. Nearly 20 years on from
when the National Curriculum and its primary science component were first introduced, attention is drawn to the continued progress being made and to those factors potentially inhibiting science delivery within the primary classroom.

Sharp, J. and Hopkin, R. (2008) Science within the primary curriculum: a regional perspective on preparation to teach. Educationalfutures, [online] Vol. 1(2). Available at: https://educationstudies.org.uk/?p=456 [Accessed 16 Apr, 2024].

Keywords

National Curriculum, primary science, teaching

Volume

Volume 1(2) 2008

Full Text

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