We’re committed to making inspiring, high-quality science education available to all young people.
Together with our partners, we:
- support schools and educators to deliver engaging science lessons and experiences
- fund research to inform and improve science education
- advocate for policy change.
PA to Head of Education and Learning
Programme Manager, Education and Neuroscience
education and neuroscience, Camden Heads of Science Network.
Project Manager, Professional Development
Programme Manager, Informal Learning
Project Manager, Primary Science Education
Project Manager, Education and Policy
Programme Manager, Primary Science Education
primary science, National STEM Learning Centre, Camden Primary Science Network.
All teachers and technicians should have regular, high-quality continuing professional development throughout their career so that they can improve student learning.
We’re working to transform the teaching of science in primary schools so that every pupil has an excellent first experience of science.
We support school governors and trustees to ensure their schools and colleges deliver high-quality science education.
Informal learning experiences – like visiting museums, meeting scientists, watching YouTube videos and playing games – offer huge potential for young people to engage with and learn about science in a way that works for them.
We can use knowledge about how people learn to develop and test evidence-informed teaching practices that help young people achieve more at school.
Our Science Education Tracker is a survey of young people’s attitudes towards and experiences of science education and careers.
We’re committed to supporting and improving practical science in schools and colleges.
A key finding of our report is that teachers are less likely to participate in subject-specific CPD than generic pedagogic CPD, even though it is more beneficial.
As part of our work to transform primary science education, we commissioned research to look at how supported new teachers feel to teach science in primary schools.
We explore how access to continuing professional development helps to keep more teachers in the classroom.
Briefings and responses
Education Select Committee