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Sarah Earle

Sarah Earle2

Personal statement

I have a passion for Primary Science and work with students and teachers across the south west, utilising Twitter to share good practice: @PriSciEarle

I teach on the PGCE course: Primary Science and Teachers as Researchers. I lead the Science specialist route and co-lead PGCE Science.

I taught in Bristol primary schools for 13 years and for 10 of those was a science subject leader. I have led training across the south west for the Science Learning Centres and continue to be a Hubleader for the Primary Science Quality Mark (PSQM), supporting schools through a year long process of audit, action planning and reflection to enable them to be awarded Bronze, Silver or Gold.

I work closely with the Primary Science Teaching Trust and the Association for Science Education (ASE). I am currently ASE West Chair and lead the organisation of a November conference each November at Bath Spa.

I am studying for a PhD considering how primary teachers assess science formatively and summatively. My research feeds into the Teacher Assessment in Primary Science (TAPS) project which is funded by the Primary Science Teaching Trust.

Academic qualifications

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

Professional qualifications

  • CSciTeach (Chartered Science Teacher) since 2008

  • Association for Science Education member (since 1999)
  • ASE West of England committee (since 2004), currently Chair (5th year)
  • Primary Science journal Editorial Board (since 2005) and Reviews Editor (since 2007)

Teaching specialism

Primary Science and assessment

Research and academic outputs

Go to ResearchSPAce

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


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


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


TAPS for pupils
article

Earle, S (2018) 'TAPS for pupils.' Primary Science, 2018. 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 (1). pp. 44-46.


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. 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


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 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.


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.


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