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This post is a summary of my article published in May 2018 in Science Teacher Education: 82; 13-18. Science Cascade Days are used to support the development of science subject knowledge and trainee confidence in teaching science for primary and early years PGCE trainees. March 2018 was the fourth time they have been held in the current format, run in partnership with the University’s Life Sciences department. Thanks are due to colleagues in Life Sciences who lead training and facilitate the cascade days. One day is spent with trainees being trained in observational and practical skills. This includes being ‘nature detectives’ in the Tocil Wood Nature Reserve, pond dipping, and using the laboratory equipment to make detailed observations of collected samples, which are tested for oxygen produced by pond-oxygenating plants and using computer software for testing their own reaction times. Trainees then cascade their learning to children from local schools. Each year, two different schools are invited: one bringing Year 2 children (age 6-7), the other upper Key Stage 2 (age 9-11) pupils for a day on campus, again based at Life Sciences.

Like other Initial Teacher Education (ITE) providers, the University of Warwick sets initial subject knowledge audits for its primary and early years (EY) Postgraduate Certificate in Education (PGCE) trainees in English, mathematics and science. Observations of, implications of and responses to the results for science discussed here were initially presented at the ASE Futures Group ITT-Meet, ‘Strengthening Initial Science Teacher Education’, at the University of Leicester in May 2017 and many aspects were corroborated by primary colleagues from other primary ITE providers who attended.

The questions addressed are: ‘What do the audit scores and additional information tell us?’ and ‘What do we do with it?’, on an individual trainee and cohort level. Our main focus is on trainees who show an initial score ≤ 60%. Some self-identify as needing low support and just revision, as their science subject knowledge may be rusty, especially for mature career changers. There are sometimes observable disparities between audit score, high or low, and trainees’ self-awareness and self–efficacy in the subject, observed in seminar participation.

Those trainees with weaker science subject knowledge and confidence are directed to an enhanced, provision opportunity - the science cascade days.

The schools invited are chosen to meet university widening participation criteria, such as having high numbers of pupils eligible for pupil premium, with little everyday opportunity to engage with the natural environment.

The Y2 children visit the nature reserve as nature detectives and use laboratory equipment to closely observe collected specimens under magnification. They also enjoy meeting ‘The Animal Man.’

The KS2 children work in a separate lab following pond dipping, observing specimens, oxygen collection and testing and investigating reaction time.

Schools, children and staff are enthusiastic about the day, all benefit from engaging with university and the natural environment. Trainees show increased confidence in teaching science outdoors: e.g. “It gave me real confidence; I loved seeing the children’s enthusiasm and excitement.”