Personal statement

I have a passion for Primary Science research and development, working with teachers and organisations across the UK and beyond and utilising Twitter to share good practice: @PriSciEarle.

I taught in Bristol primary schools for 13 years and then moved into initial teacher education at Bath Spa in 2012. I lead the Teacher Assessment in Primary Science (TAPS) project, which has been found to have a positive impact on pupil learning (see TAPS impact booklet), together with the Nuffield Practical Work in Primary Science project.

I edit the practitioner-facing Journal of Emergent Science and the international Research in Science and Technological Education journal.

Academic qualifications

  • BA(Hons) Sheffield University
  • PGCE Leicester University
  • MTeach Bath Spa University
  • PhD Bath Spa University

Professional qualifications

  • CSciTeach (Chartered Science Teacher) since 2008
  • Fellowship of Higher Education Academy (FHEA) (since 2017)
  • Founding Fellow of the Chartered College of Teaching (since 2019)

  • Association for Science Education member (since 1999)
  • ASE West of England committee (since 2004), currently Chair (5th year)
  • Primary Science Quality Mark Hub Leader (since 2011) and Senior Regional Hub Leader for Wales and West (since 2018)
  • ASE Research committee (since 2019)
  • Editor of the Journal of Emergent Science (since 2020)

Teaching specialism

Primary Science and assessment

Research and academic outputs

Go to ResearchSPAce

Assessment in the primary classroom: principles and practice
book

Earle, S (2019) Assessment in the primary classroom: principles and practice. Learning Matters, London. ISBN 9781526449986

Teaching science and technology in the early years (3-7). 3rd ed
book

Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K (2019) Teaching science and technology in the early years (3-7). 3rd ed. Routledge, Abingdon. ISBN 9781138613058

ASE guide to primary science education. 4th ed
book

Serret, N and Earle, S, eds. (2018) ASE guide to primary science education. 4th ed. Association for Science Education, Hatfield. ISBN 9780863574573

Science 5-11: a guide for teachers. 3rd ed
book

Howe, A, Collier, C, McMahon, K, Earle, S and Davies, D (2017) Science 5-11: a guide for teachers. 3rd ed. Routledge, London. ISBN 9781138690578

Teaching science and technology in the early years (3-7). 2nd ed
book

Davies, D, Earle, S, Collier, C, Digby, R, Howe, A and McMahon, K (2014) Teaching science and technology in the early years (3-7). 2nd ed. Routledge, Abingdon. ISBN 9780415825580

Consideration of the impact of a professional learning program to support the teaching and assessment of practical primary science in England
book_section

Earle, S (2024) 'Consideration of the impact of a professional learning program to support the teaching and assessment of practical primary science in England.' In: Sardag, M, Kaya, G and Sogut, M, eds. Proceedings book series-I of the ESERA 2023 conference: connecting science education with cultural heritage. Nobel Bilimsel Eserler, Cappadocia, Turkey, pp. 456-463. ISBN 9786253939090

Thinking and working scientifically: science inquiry in action
book_section

Earle, S (2024) 'Thinking and working scientifically: science inquiry in action.' In: Skamp, K and Preston, C, eds. Teaching primary science constructively. 8th ed. Cengage, Southbank, Australia, pp. 172-210. ISBN 9780170472814

Transition from primary to secondary
book_section

Earle, S (2022) 'Transition from primary to secondary.' In: Dillon, J and Watts, M, eds. Debates in science education. 2nd ed. Routledge, Abingdon, pp. 214-226. ISBN 9780367685157

Child-focused primary science inquiry: can the right balance be found between creativity, curriculum objectives and assessment requirements?
book_section

Bianchi, L and Earle, S (2022) 'Child-focused primary science inquiry: can the right balance be found between creativity, curriculum objectives and assessment requirements?' In: Murcia, K.J, Campbell, C, Joubert, M.M and Wilson, S, eds. Children’s creative inquiry in STEM. Springer, Cham, pp. 97-111. ISBN 9783030947231

Principles of assessment
book_section

Earle, S (2022) 'Principles of assessment.' In: The early career framework handbook. 2nd ed. Sage, London, pp. 127-134. ISBN 9781529791174

Principles of assessment
book_section

Earle, S (2020) 'Principles of assessment.' In: The early career framework handbook. Sage, London, pp. 111-118. ISBN 9781529724561

Supporting assessment across the school
book_section

Earle, S, Qureshi, A, Rodger, P and Sampey, C (2018) 'Supporting assessment across the school.' In: Serret, N and Earle, S, eds. ASE guide to primary science education. 4th ed. Association for Science Education, Hatfield, pp. 238-247. ISBN 9780863574573

Use of case study to develop and exemplify of a model of teacher assessment
book_section

Earle, S (2018) 'Use of case study to develop and exemplify of a model of teacher assessment.' In: Finlayson, O.E, McLoughlin, E, Erduran, S and Childs, P, eds. Electronic proceedings of the ESERA 2017 Conference - Research, Practice and Collaboration in Science Education. (co-ed. Jens Dolin), Pt. 11 . Dublin City University, Dublin, Ireland, pp. 1386-1393. ISBN 9781873769843

Teacher assessment of science in English primary schools
book_section

Davies, D, Earle, S, Collier, C, Digby, R, Howe, A and McMahon, K (2016) 'Teacher assessment of science in English primary schools.' In: Lavonen, J, Juuti, K, Lampiselkä, J, Uitto, A and Hahl, K, eds. Electronic proceedings of the ESERA 2015 Conference - Science Education Research: Engaging Learners for a Sustainable Future. (co-ed. Jens Dolin & Per Kind) (Pt. 11). University of Helsinki, Helsinki, pp. 1577-1588. ISBN 9789515115416

Creative pedagogies in early years science: thematic planning and sustained scientific dialogues
book_section

McMahon, K, Howe, A, Davies, D, Collier, C and Earle, S (2016) 'Creative pedagogies in early years science: thematic planning and sustained scientific dialogues.' In: Lavonen, J, Juuti, K, Lampiselkä, J, Uitto, A and Hahl, K, eds. Electronic proceedings of the ESERA 2015 Conference - Science Education Research: Engaging Learners for a Sustainable Future. (co-ed.Esmé Glauert & Fani Stylianidou), Pt. 15 . University of Helsinki, Helsinki, pp. 2626-2638. ISBN 9789515115416

Learning science through talk
book_section

Earle, S and Serret, N (2014) 'Learning science through talk.' In: Dunne, M and Peacock, A, eds. Primary science: a guide to teaching practice. 2nd ed. Sage, London, pp. 175-193. ISBN 9781446295090

Planning for assessment for learning
book_section

Earle, S, Lievesley, T and Dunne, M (2014) 'Planning for assessment for learning.' In: Dunne, M and Peacock, A, eds. Primary science: a guide to teaching practice. 2nd ed. Sage, London, pp. 213-235. ISBN 9781446295090

A thematic approach to humans and animals in Early Years education
book_section

Collier, C and McMahon, K (2014) 'A thematic approach to humans and animals in Early Years education.' In: Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K, eds. Teaching science and technology in the early years (3-7). 2nd ed. Routledge, Abingdon, pp. 125-144. ISBN 9780415825580

Children communicating science
book_section

Earle, S and Serret, N (2011) 'Children communicating science.' In: Dunne, M and Peacock, A, eds. Primary science: a guide to teaching practice. Sage, London, pp. 111-124. ISBN 9780857025050

Postdigital citizen science and humanities: dialogue from the ground
article

Hayes, S, Jandrić, P, la Velle, L, Earle, S, Šrajer, F, Dragić, Z, Kubat, S, Peraica, A, Švraka, D, Popović, S, Mumelaš, D, Pospiš, D, Vujanović, B, Lugović, S, Jopling, M, Tolbert, S and Watermeyer, R (2024) 'Postdigital citizen science and humanities: dialogue from the ground.' Postdigital Science and Education. ISSN 2524-485X

Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science
article

Earle, S (2024) 'Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science.' European Journal of Teacher Education. ISSN 1469-5928

Postdigital citizen science and humanities: a theoretical kaleidoscope
article

Jopling, M et al (2024) 'Postdigital citizen science and humanities: a theoretical kaleidoscope.' Postdigital Science and Education. ISSN 2524-485X

What has happened to teacher assessment of science in English primary schools? Revisiting evidence from the Primary Science Quality Mark
article

Earle, S and Turner, J (2023) 'What has happened to teacher assessment of science in English primary schools? Revisiting evidence from the Primary Science Quality Mark.' Research in Science & Technological Education, 41 (1). pp. 22-38. ISSN 0263-5143

Applying cognitive science principles to primary science
article

Earle, S and McMahon, K (2022) 'Applying cognitive science principles to primary science.' Impact, 16. pp. 13-16. ISSN 2514-6955

What role can professional learning frameworks play in developing teacher agency in subject leadership in primary science?
article

Earle, S and Bianchi, L (2022) 'What role can professional learning frameworks play in developing teacher agency in subject leadership in primary science?' Professional Development in Education, 48 (3). pp. 462-475. ISSN 1941-5257

Early Science research summary: use of play and role of the adult
article

Earle, S (2022) 'Early Science research summary: use of play and role of the adult.' Journal of Emergent Science, 22. pp. 5-12. ISSN 2046-4754

Principles and purposes of assessment in the classroom
article

Earle, S (2021) 'Principles and purposes of assessment in the classroom.' Impact, 12. pp. 20-23. ISSN 2514-6955

Formative decision-making in response to primary science classroom assessment: what to do next?
article

Earle, S (2021) 'Formative decision-making in response to primary science classroom assessment: what to do next?' Frontiers in Education. 5:584200. ISSN 2504-284X

Balancing the demands of validity and reliability in practice: case study of a changing system of primary science summative assessment
article

Earle, S (2020) 'Balancing the demands of validity and reliability in practice: case study of a changing system of primary science summative assessment.' London Review of Education, 18 (2). pp. 221-235. ISSN 1474-8460

Developing understanding of science skills in Northern Ireland through co-teaching between pre- and in-service teachers
article

Earle, S and McCullagh, J (2020) 'Developing understanding of science skills in Northern Ireland through co-teaching between pre- and in-service teachers.' Journal of Emergent Science, 18. pp. 49-55. ISSN 2046-4754

TAPS for pupils
article

Earle, S (2018) 'TAPS for pupils.' Primary Science, 151. p. 23. ISSN 0269-2465

Introduction to the TAPS special issue of 'Primary Science'
article

Earle, S (2018) 'Introduction to the TAPS special issue of 'Primary Science'.' Primary Science, 2018. p. 4. ISSN 0269-2465

'But I’ve not got time for any more assessment': balancing the demands of validity and reliability
article

Earle, S (2017) ''But I’ve not got time for any more assessment': balancing the demands of validity and reliability.' Impact, 1. pp. 44-46. ISSN 2514-6955

Moderation for professional learning
article

Earle, S and McMahon, K (2017) 'Moderation for professional learning.' Primary Science, 149. pp. 28-30. ISSN 0269-2465

Development and exemplification of a model for Teacher Assessment in Primary Science
article

Davies, D. J, Earle, S, McMahon, K, Howe, A and Collier, C (2017) 'Development and exemplification of a model for Teacher Assessment in Primary Science.' International Journal of Science Education, 39 (14). pp. 1869-1890. ISSN 0950-0693

The challenge of balancing key principles in teacher assessment
article

Earle, S (2017) 'The challenge of balancing key principles in teacher assessment.' Journal of Emergent Science, 12 (Winter). pp. 41-47. ISSN 2046-4754

Introducing the TAPS pyramid model
article

Earle, S (2015) 'Introducing the TAPS pyramid model.' Primary Science, 140. pp. 24-25. ISSN 0269-2465

Preparing science teachers for assessment without levels
article

Davies, D, Collier, C, Earle, S, Howe, A and McMahon, K (2015) 'Preparing science teachers for assessment without levels.' Science Teacher Education, 72 (Feb). pp. 9-16. ISSN 0961-6152

An exploration of whole-school assessment systems
article

Earle, S (2015) 'An exploration of whole-school assessment systems.' Primary Science, 136. pp. 20-22. ISSN 0269-2465

Assessment without levels
article

Earle, S and Davies, D (2014) 'Assessment without levels.' Education in Science, 258. pp. 30-31. ISSN 0013-1377

Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark
article

Earle, S (2014) 'Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark.' Research in Science & Technological Education, 32 (2). pp. 216-228. ISSN 0263-5143

Assessment in England: some FAQs (and answers!)
article

Earle, S (2014) 'Assessment in England: some FAQs (and answers!).' Primary Science, 133. p. 27. ISSN 0269-2465

Using video to consider and evaluate evidence
article

Earle, S (2009) 'Using video to consider and evaluate evidence.' Primary Science, 106. pp. 18-21. ISSN 0269-2465

Using an interactive whiteboard to improve science-specific skills
article

Earle, S (2004) 'Using an interactive whiteboard to improve science-specific skills.' Primary Science, 85. pp. 18-20. ISSN 0269-2465

Richer retrieval: developing strategies for retrieval practice to consolidate and elaborate knowledge in primary science
conference_item

McMahon, K, Barber, K-A, Bates, A and Earle, S (2024) Richer retrieval: developing strategies for retrieval practice to consolidate and elaborate knowledge in primary science. In: International Mind Brain and Education Conference, 10 - 12 July 2024, Leuven, Belgium.

Supporting teachers with formative assessment in primary science
conference_item

Earle, S (2022) Supporting teachers with formative assessment in primary science. In: STEM 2022: 7th International STEM in Education Conference, 23 - 26 November 2022, University of Sydney [online].

How to use the TAPS self-evaluation tool
conference_item

Earle, S (2018) How to use the TAPS self-evaluation tool. In: ASE Annual Conference, 3 - 6 January 2018, University of Liverpool, UK.

Teacher Assessment in Primary Science (TAPS): use of a self-evaluation tool for school development
conference_item

Earle, S, Rodger, P and Qureshi, A (2016) Teacher Assessment in Primary Science (TAPS): use of a self-evaluation tool for school development. In: Using STEM Research Conference: Using Research to Improve Teaching and Learning of STEM Subjects, 20 - 21 May 2016, National STEM Learning Centre, University of York, York, UK.

Research collaboration in the Teacher Assessment in Primary Science (TAPS) project
conference_item

Earle, S (2015) Research collaboration in the Teacher Assessment in Primary Science (TAPS) project. In: Engage 2015: Engaging with Impact, 2 -3 December 2015, Marriott Royal Hotel, Bristol, UK.

Teacher assessment of science in English primary schools
conference_item

Davies, D, McMahon, K, Howe, A, Collier, C, Digby, R and Earle, S (2015) Teacher assessment of science in English primary schools. In: ESERA2015 : 11th Biannual Conference of the European Science Education Research Association, 31 August - 4 September 2015, Helsinki, Finland.

Creative pedagogies in early years science: thematic planning and sustained scientific dialogues
conference_item

McMahon, K, Howe, A, Davies, D, Collier, C and Earle, S (2015) Creative pedagogies in early years science: thematic planning and sustained scientific dialogues. In: ESERA2015 : 11th Biannual Conference of the European Science Education Research Association, 31 August - 4 September 2015, Helsinki, Finland.

The relationship between formative and summative teacher assessment of primary science in England
thesis

Earle, S (2018) The relationship between formative and summative teacher assessment of primary science in England. PhD thesis, Bath Spa University.

Impact on practice: examples from the Teacher Assessment in Primary Science (TAPS) project
commissioned_report

Earle, S (2023) Impact on practice: examples from the Teacher Assessment in Primary Science (TAPS) project. Bath Spa University, Bath.

A response to the Ofsted Finding the Optimum report: implications for practice in primary science
commissioned_report

Turner, J, Bianchi, L and Earle, S (2023) A response to the Ofsted Finding the Optimum report: implications for practice in primary science. Association for Science Education, University of Manchester.

Stoke exemplification for primary science (SEPS) pupil work collections
commissioned_report

Earle, S (2023) Stoke exemplification for primary science (SEPS) pupil work collections. Bath Spa University.

Cognitive science and TAPS: guidance from the Teacher Assessment in Primary Science (TAPS) project
commissioned_report

Earle, S and McMahon, K (2022) Cognitive science and TAPS: guidance from the Teacher Assessment in Primary Science (TAPS) project. Primary Science Teaching Trust, Bristol.

A response to the Ofsted Research Review for Science: guidance for primary schools
commissioned_report

Turner, J, Bianchi, L and Earle, S (2022) A response to the Ofsted Research Review for Science: guidance for primary schools. Association for Science Education, University of Manchester.

The Teacher Assessment in Primary Science (TAPS) Pyramid Model: TAPS Cymru: examples from Wales
commissioned_report

Earle, S, Jones, B, Coakley, R, Fenn, L and Davies, D (2018) The Teacher Assessment in Primary Science (TAPS) Pyramid Model: TAPS Cymru: examples from Wales. Primary Science Teaching Trust.

The Teacher Assessment in Primary Science (TAPS) school self-evaluation tool [updated]
commissioned_report

Earle, S, McMahon, K, Collier, C, Howe, A and Davies, D (2017) The Teacher Assessment in Primary Science (TAPS) school self-evaluation tool [updated]. Primary Science Teaching Trust, Bristol.

The Teacher Assessment in Primary Science (TAPS) school self-evaluation tool
commissioned_report

Earle, S, McMahon, K, Collier, C, Howe, A and Davies, D (2016) The Teacher Assessment in Primary Science (TAPS) school self-evaluation tool.

Introducing the TAPS pyramid model
commissioned_report

Earle, S, Davies, D, McMahon, K, Collier, C, Howe, A and Digby, R (2015) Introducing the TAPS pyramid model. Primary Science Teaching Trust, Primary Science Teaching Trust website.

Approaches to Science assessment in English primary schools: teachers' summary
commissioned_report

Davies, D, Collier, C, Earle, S, Howe, A and McMahon, K (2014) Approaches to Science assessment in English primary schools: teachers' summary.

Approaches to Science assessment in English primary schools: interim findings from the Teacher Assessment in Primary Science (TAPS) project
commissioned_report

Davies, D, Collier, C, Earle, S, Howe, A and McMahon, K (2014) Approaches to Science assessment in English primary schools: interim findings from the Teacher Assessment in Primary Science (TAPS) project.

Evidence into Action, Ep 21: primary science [podcast]
audio

Quigley, A, Cocker, G, Earle, S, Rogers, B and Moore, M (2024) Evidence into Action, Ep 21: primary science [podcast].

Explorify: episode 2 [podcast]
audio

Ellis, B and Earle, S (2023) Explorify: episode 2 [podcast].

Early science: what is it and how do we support it?
other

Earle, S (2022) Early science: what is it and how do we support it? Early Childhood Hub.

We need formative assessment now more than ever [blog post]
other

Earle, S (2020) We need formative assessment now more than ever [blog post]. Research Hub - The Chartered College of Teaching.

Teacher Assessment in Primary Science (TAPS): use of a self-evaluation tool for school development
other

Earle, S (2016) Teacher Assessment in Primary Science (TAPS): use of a self-evaluation tool for school development. STEM Learning elibrary.