Developing Primary Science and Student Teachers according to an Observe, Process, Teach Cycle

Those involved in the education of primary-aged children would largely agree that in order to provide an effective foundation for children, there needs to be a broad and balanced curriculum. Over the last thirty years, since the introduction of the National Curriculum and Early Years Foundation Stage (EYFS) framework, there has been a concerted effort to ensure all children gain access to varied and integrated curricula that support their understanding of the world around them. However, subsequent to the introduction of statuary testing in primary schools (with the emphasis on mathematics and literacy) there has been significant evidence to suggest that the profile of other subjects has diminished (Ofsted 2013). This is clearly not the case in all schools but arguably the prominence given to school league tables, which are heavily based on attainment scores for mathematics and literacy at KS1 and KS2, has resulted in decreasing curriculum time being afforded to other subjects, including science