a teacher and primary pupils observing living things in their outside garden pond

Support for Initial Teacher Education

PSTT has developed the Primary Science Enhancement Award (PSEA) scheme for Initial Teacher Education ITE

The PSEA scheme enables trainee teachers to increase their experience and understanding of teaching and learning in primary science.

Aims of the scheme

For Initial Teacher Education providers:

To have access to a scheme to enhance their support for trainee teachers in science. To stay up to date with primary science education developments through engaging with PSTT and their wider collaborators

For trainee teachers:

To start their careers with increased competence and confidence to teach science. To be confident to take up a position of school leadership in science. The scheme is supported by the Association for Science Education, the Primary Science Quality Mark and the Ogden Trust.

For further information, please download the following one-page summary:

PSTT Primary Science Enhancement for ITE

If you are interested in finding out more about how your trainee teachers can take part in this scheme for 2026/27, please send an email to info@pstt.org.uk

Ali's reflection

Hear trainee teachers share their experience of taking part in the PSEA scheme

Ali, a recent trainee teacher, shares her experience of the Primary Science Enhancement Award scheme for Initial Teacher Education.

video cover image of Ali's PSEA experience

Kayleigh's reflection

Kayleigh, a student teacher from Plymouth Marjon University, shares her experience of the Primary Science Enhancement Award scheme for Initial Teacher Education.

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Melissa's reflection

Melissa, a student teacher from Plymouth Marjon University, shares her experience of the Primary Science Enhancement Award scheme for Initial Teacher Education.

Interview screenshot

I have thoroughly enjoyed every aspect of taking part in the PSTT PSEA. I believe that I now have a better repertoire of activities, approaches, resources and scientific understanding to feed into my future practice, and I look forward to being able to use these with a class of my own.

Student teacher, University of Hertfordshire

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