Personal statement

I am an enthusiastic supporter of primary science, working in collaboration with education professionals and organisations across the UK and beyond. I was a primary school teacher for 13 years, before joining the 黑料正能量 teacher education team in 2012.

I lead a range of projects across the four nations of the UK: the (TAPS) project, the Focus4TAPS professional learning programme, the Nuffield Practical Work project and the oracy review.

My work involves co-researching with teachers to develop accessible support for practice and impact children’s learning (see ). I publish widely (see below) and am editor for the practitioner-facing , which aims to bridge the gaps between research and practice.

Academic qualifications

  • BA(Hons) Sheffield University
  • PGCE Leicester University
  • MTeach 黑料正能量
  • PhD 黑料正能量

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 outputs

book

Earle, S, Preston, C, Georgiou, H and Fitzgerald, A, eds. (2025) Primary science learning for children, teachers, and communities: stories of practice and possibility for science educators. Springer, Singapore. ISBN 9789819505616

book

McMahon, K, Howe, A, Collier, C, Earle, S, Davies, D, McKay, D, Barber, K-A and Ziegler, L (2024) Science 5-11: a guide for teachers. 4th ed. Routledge, Abingdon. ISBN 9781032377704

book

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

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

book

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

book

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

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

book_section

Earle, S and Grob, R (2025) 'Making the most of formative assessment in primary science.' In: Earle, S, Preston, C, Georgiou, H and Fitzgerald, A, eds. Primary science learning for children, teachers, and communities: stories of practice and possibility for science educators. Springer, Singapore, pp. 97-113. ISBN 9789819505616

book_section

Earle, S, Georgiou, H, Preston, C and Fitzgerald, A (2025) 'Conclusion: stories of possibility and access for primary science education.' In: Earle, S, Preston, C, Georgiou, H and Fitzgerald, A, eds. Primary science learning for children, teachers, and communities: stories of practice and possibility for science educators. Springer, Singapore, pp. 265-274. ISBN 9789819505616

book_section

Fitzgerald, A, Earle, S, Preston, C and Georgiou, H (2025) 'Introduction: contextual shifts 鈥� reframing primary science education through stories of practice.' In: Earle, S, Preston, C, Georgiou, H and Fitzgerald, A, eds. Primary science learning for children, teachers, and communities: stories of practice and possibility for science educators. Springer, Singapore, pp. 1-12. ISBN 9789819505616

book_section

Earle, S (2025) '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

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

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

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鈥檚 creative inquiry in STEM. Springer, Cham, pp. 97-111. ISBN 9783030947231

book_section

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

book_section

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

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

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

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, Lampiselk盲, 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

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, Lampiselk盲, 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.Esm茅 Glauert & Fani Stylianidou), Pt. 15 . University of Helsinki, Helsinki, pp. 2626-2638. ISBN 9789515115416

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

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

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

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

article

Earle, S (2026) 'Exploring the tension between fidelity and flexibility in research-informed primary science professional development.' Research in Science Education. ISSN 0157-244X

article

Earle, S, Read, S, Bianchi, L and Jordan, J (2026) 'Practical work in primary science education: using a scoping review and educator survey to create a new framework for prioritising purposeful use.' Educational Studies. ISSN 0305-5698

article

Earle, S (2026) 'Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science.' European Journal of Teacher Education, 49 (3). pp. 720-739. ISSN 1469-5928

article

Hayes, S et al (2025) 'Perspectives from South Africa on GenAI in higher education: a postdigital dialogue with the global context.' Postdigital Science and Education, 7. pp. 1375-1413. ISSN 2524-485X

article

Earle, S (2025) 'So what?' Teach Primary, 19.4. pp. 46-47.

article

Horsburgh, J, Newham, R, MacLeod, D, McTurk, D, Robertson, G, Ross, J and Earle, S (2025) 'Stories of practice in primary science from mixed-age classes.' Journal of Emergent Science, 28. pp. 42-48. ISSN 2046-4754

article

Hayes, S, Jandri膰, P, la Velle, L, Earle, S, 艩rajer, F, Dragi膰, Z, Kubat, S, Peraica, A, 艩vraka, D, Popovi膰, S, Mumela拧, D, Pospi拧, D, Vujanovi膰, B, Lugovi膰, S, Jopling, M, Tolbert, S and Watermeyer, R (2025) 'Postdigital citizen science and humanities: dialogue from the ground.' Postdigital Science and Education, 7. pp. 188-223. ISSN 2524-485X

article

Jopling, M et al (2025) 'Postdigital citizen science and humanities: a theoretical kaleidoscope.' Postdigital Science and Education, 7. pp. 31-77. ISSN 2524-485X

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

article

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

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

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

article

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

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

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

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

article

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

article

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

article

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

article

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

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

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

article

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

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

article

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

article

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

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

article

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

article

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

article

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

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.

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].

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.

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.

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.

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.

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.

thesis

Earle, S (2018) The relationship between formative and summative teacher assessment of primary science in England. PhD thesis, 黑料正能量.

commissioned_report

Earle, S, Read, S and Parfitt, A (2025) Review of scientific literacy and oracy in primary school education. The Royal Society, London.

commissioned_report

Earle, S (2023) Impact on practice: examples from the Teacher Assessment in Primary Science (TAPS) project. 黑料正能量, Bath.

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.

commissioned_report

Earle, S (2023) Stoke exemplification for primary science (SEPS) pupil work collections. 黑料正能量.

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.

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.

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.

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.

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.

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.

commissioned_report

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

audio

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

audio

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

other

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

other

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

other

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