A Case Study of the Benefits of the Science Learning Partnerships in Early Years and Primary Education in England

Abstract

This paper charts the recent history of the STEM Learning UK contracts with local Science Learning Partnerships (SLPs) and identifies what leadership has been made available to support the Early Years and Primary school sector. A case study approach is taken using ‘Super SLP’ hubs in England. Curriculum Hubs exist in core subject areas such as maths, English, science and computing. They have recently been expanded to include Behaviour Hubs. This forms the current DfE strategy of Teaching School Hubs (TSHs), i.e., to offer system support and a full career-length support for all stages of teacher-career and leadership development. This paper charts the changes to the Early Years (EY) and Primary teacher support networks, in science particularly, and examines what they provide and how this can be improved, and discusses, through session evaluation and feedback, what teachers have appreciated the most.

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

“…On a practical level, as it can be found in the articles published on 2020 to 2022, it is emphasized the importance of science learning partnerships and science initiative to encourage new materialism in science learning. Science learning partnerships and science initiative leads to the certainty of the need for collaboration as a form of professional work during a pandemic (Outhwaite et al, 2022). In science, collaboration encompasses sharing information, ideas, and data, as well as cooperating on research projects.…”

“…Important information for each article Urgency of science learning partnerships(Outhwaite et al, 2022), science initiative(Gray et al, 2021), collaborative science(Heinimäki et al, 2020(Heinimäki et al, , 2021Iiskala et al, 2021) to encourage availability of multimodality & new materialism in science learning(Marshall & Conana, 2021) …”

Stem in Childhood Education: A Literature Review

“…Another aspect to take into consideration for the creation of a learning environment emerges in DuBoff [23]when exploring the teacher's interest in children's learning in a constructivist STEM classroom or school library, is the need to think about children's assessment: how, when and how is it assessed? [23] Outhwaite et al [24]in a study mapping changes in support networks for primary school teachers and kindergarten teachers, specifically in the area of science, highlight the importance of innovation. This study involved educators and teachers taking part in a training course and recording their practice.…”