Enabling ambitious science teachers in urban challenging settings: the Hope Challenge model

ABSTRACT

The call to raise educational standards in the UK has a particular focus on the underachievement of pupils attending schools facing challenging socioeconomic circumstances. In 2017 the Education Policy Institute (UK) reported that the most disadvantaged pupils in England are on average over 2 years of learning behind non-disadvantaged pupils by the end of their secondary education. Contributing to this underachievement is the notion of ‘poverty of expectation’ with some teachers being unambitious in their teaching, failing to challenge their pupils to achieve at the highest levels. In primary science education this is exacerbated by the fact that non-specialist teachers commonly deliver the science curriculum. Lack of confidence and expertise in science can limit knowledge of teaching strategies and approaches required to engage and stretch pupils.

The Hope Challenge Model for partnership brings together a university’s Initial Teacher Education programme and urban primary schools facing challenging socio–economic circumstances. It aims to introduce trainee teachers to schools in a way that builds their confidence and nurtures more ambitious teaching for the future. This paper provides insights from an action research study designed to understand the processes and impact of the HCM (an action research cycle in itself) on primary science teaching. Early findings revealed how elements of the HCM approach support the goal of more ambitious science teaching in respect of trainees and importantly and how this rippled out to build the confidence and skills of more established school-based staff.

KEYWORDS:

• ambitious teaching
• science teaching
• partnership
• challenging circumstances
• action research
• critical reflection

Acknowledgments

The authors would like to acknowledge the enormous contribution made by all those who have worked in partnership (and continue to do so) with the aim of supporting and developing learners and learning in science education. We would particularly like to thank all the staff of Croxteth Community Primary School.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. ‘Student teachers’ would be our preferred term; however, colloquially, they are known as ‘trainees’ and from henceforth, for clarity, we use this term.

2. Identified using the % of pupils eligible for Free School Meals (nationally recognised criteria).

3. A high school qualification studied in England, Wales and Northern Ireland by pre-university students and used as entry qualifications for University courses.

4. 7–9 year olds.

5. The PSQM is a UK based award programme for the development and celebration of the profile of science teaching, learning and leadership in primary schools.