Sally is an Associate Professor in the Primary Team and CTE’s Deputy Senior Tutor. She is module lead for science across all primary and early years pathways. Sally acts as a personal tutor and moderation tutor and organises the science specialism. She leads the primary Assessment Only programme to QTS.

Professional and Teaching Expertise
Prior to teaching Sally gained experience in scientific research and business environments, as well as supporting a visually impaired Equalities Officer. She taught for nine years across the primary phase, mostly in KS2 as a generalist class teacher and science specialist within the state and independent sectors and also taught science and mathematics in KS3. Sally held roles including Science, Eco and Mathematics Coordinator, KS2 and KS3 Team Leader and in her last school was a member of the Senior Management Team. She was awarded Chartered Science Teacher status in 2010.

Academic Interests & Teaching & Learning Specialisms
Science generally, the natural world and using the outdoor learning environment to engage children are main interests. Sally is keen to develop partnership working with local schools and other University departments to support science teaching and learning. In particular she has worked closely with the Life Sciences Department. Her current academic interest is on developing science capital in children and trainee teachers.

Publications and Projects

With colleagues from the Department of Education Studies, Sally is undertaking an EEF funded research project evaluating a CPD pilot for KS2 science between Autumn 2022 and Spring 2025.

She has undertaken collaborative research with the University of East Anglia, on science capital in primary PGCE trainees and was involved in facilitating EEF funded research on a pilot CPD for teachers on TAPS (Teacher Assessment in Primary Science).

Publications on science education:

Spicer, S. (2021) Remote teaching and learning: primary science from an ITE PGCE perspective; pp 12-14 within compilation article, COV19 – What have we learned; Science Teacher Education: 89; 7-14; ASE

Jones, D. and Spicer, S. (2020) One year on -­ science capital in primary PGCE students: Factors influencing its development and its impact on science teaching; ASE International, 11; 20-26; ASE

Jones, D. and Spicer, S. (2020) One year on - Science capital in primary PGCE students: Factors influencing its development and its impact on science teaching; Science Teacher Education, 88; 17-24; ASE

 Jones, D. and Spicer, S. (2019) Science capital in primary PGCE students: Factors influencing its development and its impact on science teaching; Science Teacher Education, 85, 9-15; ASE

Spicer, S. (2018) Science Cascade Days; Science Teacher Education, 82; p 13-18; ASE

Spicer, S. (2016) Teaching science to a profoundly deaf child in a mainstream classroom; Primary Science, 142; p 9-10; ASE

Spicer, S. (2012) Get Up and Move! Report on the impact of using an activity circus for assessment in science; Primary Science, 125; p 5-7; ASE

Other Positions

Sally is involved in a voluntary capacity with the Association for Science Education (ASE): she is Chair of the North and East Midlands Regional ASE committee; completed a 7-year term of office as an elected member of the national Education Group (2022) and also serves on the national Futures Committee. She helps organise science teachmeets in CTE, for local teachers and our own trainees.