Very experienced science teachers' views of the curriculum

<p dir="ltr">This data is interview transcripts from 15 interviews with very experienced state school science teachers carried out by Victoria Wong, University of Exeter, in June-October 2024 via Microsoft Teams.</p><p dir="ltr">The transcripts are partly redacted to help reduce the likelihood of the participants being reidentified. All gave consent for the transcripts to be shared.</p><p dir="ltr">I defined very experienced as 25+ years’ experience teaching science in England OR 20+ years AND experience with curriculum making at national level.</p><p dir="ltr">· Average of 27 years’ experience</p><p dir="ltr">· 12 had over 25 years’ experience</p><p dir="ltr">· Some had recently retired but all except one was teaching science in July 2023</p><p dir="ltr">· 7 had or were currently supporting teachers in other schools</p><p dir="ltr">· 6 were or had been on the SLT</p><p dir="ltr">· 2 spent most of their careers in grammar schools</p><p dir="ltr">· Many worked in deprived areas</p><p dir="ltr">· 2 biology teachers, 6 chemistry and 7 physics</p><p dir="ltr">· Collective experience of 405 years of teaching science.</p><p dir="ltr">The participants have been given pseudonyms.

The first letter (or two) is the main subject taught (biology, chemistry, physics, mathematics) and the last letter is random.</p><p dir="ltr">Participants were sent the list of questions in advance along with a list of iterations of the science national curriculum.</p><p dir="ltr"><b>Publications</b>:</p><p dir="ltr">This paper draws on the dataset, although it is not formally linked in the paper:</p><p dir="ltr">Wong, V. (2026).