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Jane Turner

 Associate Professor at the University of Hertfordshire and co-founder of the Primary Science Quality Mark, series editor for Harper Collins Snap Science


Jane was a primary teacher in London and Hertfordshire, is an Associate Professor at the University of Hertfordshire, co- founder of the Primary Science Quality Mark, series editor for Harper Collins Snap Science, recent chair of the Association for Science Education, and a consultant to the DfE, BBC, EEF, Wellcome Trust, Ogden Trust, Learned Societies and industry on primary science leadership, curriculum and assessment.


 

The Importance of Critical Reflection for Subject Leadership

This session explores the importance of developing a critically reflective approach to subject leadership, drawing on evidence from the Primary Science Quality Mark leadership programme. As subject leaders, it is essential to develop the ability to reflect on practice, extract valuable insights from experiences and evidence, and then use these reflections to inform next steps. Critical reflection enables leaders to identify what is working well, areas for improvement, and the strategies required to address challenges or specific issues. This approach reinforces a commitment to continuous growth and professional development, ensuring that the needs of all learners are consistently met and children are receiving the best education possible.

Building Connections: Developing Professional Practice through Learning Communities


This session highlights the power of learning communities in developing professional practice, drawing on research by Dr Clare Warren and evidence from the Primary Science Quality Mark leadership programme. We will examine how collaborative learning environments support the holistic development of educators and, in turn, enhance the wider educational experience for children. Being part of a range of learning communities enables teachers to come together to share knowledge, exchange best practices, and engage in reflective dialogue about what is working well and the challenges they face. The session will provide practical insights into how learning communities can be a nurturing, inclusive, and responsive educational environment, promoting both personal and collective professional growth for a more balanced view of education.

Curriculum Design for Now and the Future

Drawing on the work of the Learned Societies Primary Curriculum Advisory Group and evidence from the Primary Science Quality Mark leadership programme, this session considers the challenge policy makers, schools leaders and teachers face in their role as curriculum designers. There are many demands to be balanced in order to ensure that primary curricula are relevant, contemporary and future proof, and that they enable children to understand their world, and meet individual and societal needs, both locally and globally. This session will share first hand insights from primary science curriculum design in a range of contexts.

Teaching and Learning for All - a social justice approach to pedagogy and planning

Through the lens of the science capital teaching approach, which implements the work of Prof Louise Archer, we will explore ways to raise subject aspirations, broaden children’s perspectives on future STEM careers, and address the pressing need for greater diversity and inclusion within the curriculum. Drawing on evidence from the Primary Science Quality Mark leadership programme we will review the impact of an approach to planning and pedagogy which sees the child as asset rich rather than deficit poor, fosters inclusive teaching and learning and supports student voice and agency.




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