a moving robot with markers attached creating scribbles on white paper with children's hands around

Our vision is to see excellent teaching of science in every primary classroom in the UK

Why primary science?

Research shows that children’s interest in and identity with science is shaped before they leave primary school.

While not all children will follow a science career, science literacy will influence their lives daily: for example, in managing their health, and understanding issues such as climate change. Good science teaching in primary schools is therefore of vital importance to the wellbeing of children, their communities and nations.

primary children observing living things outdoors

Our strategy

For 25 years, PSTT has been at the forefront of primary science teaching. Our approach has been wide-angled: we’ve invested in a range of programmes and activities to find out what works. Our new strategy will harness everything we’ve developed to move the dial more effectively towards our vision.

Our four overall objectives for 2023-28 are:

  • Strengthen primary science teaching and leadership in our priority areas, by helping schools identify and implement the approaches that best meet their needs
  • Ensure our CPD, resources and other activities meet the needs of the wider teaching population, increasing the number of confident and competent science practitioners
  • Embed high-quality science content, approaches and experiences in Initial Teacher Education and early career teaching – especially in our priority areas
  • Strengthen PSTT’s position as a widely respected voice for primary science

For more information, please download:

young learned focussed on an image at their desk during class time

PSTT’s approach

Science faces challenges in primary schools across the UK: it can be squeezed out of the timetable, curriculum design or assessment may not be effective, and many teachers lack subject knowledge or confidence.

To address these challenges and work towards our vision, PSTT’s activities are focused on outcomes for four groups: school leaders, teachers, stakeholders, and our College Fellows.

Our Theory of Change explains this in more detail:

a teacher and upper primary children observing parts of a flower