Although it is itself a core subject, science seems to receive less priority and designated time on the primary curriculum timetables. Curriculum changes over the years have resulted in science being taught with other subjects as part of cross-curricular topics, rather than as a "stand-alone" subject. This cross-curricular pedagogy in science is supported by the Primary Science Quality Mark (PSQM) process, as schools are explicitly encouraged by the award indicators to link science to other curriculum areas on planning documentation, while maintaining its distinctive character (PSQM, 2010-2011). The recent CBI report, "Tomorrow's world: Inspiring Primary Scientists" (CBI, 2015), indicates that the status of science needs to be raised, and as part of its recommendations suggests that a target should be set for UK schools to be the best in Europe and in the top five worldwide by 2020. The report also states that estimates show just 5% of the current teaching workforce has a science-related degree (CaSE, 2014) and, more worryingly, that because primary school teachers are generalists, many of them have not studied science at Advanced level (A-level), degree level or equivalent. Research highlighted in this article shows that teachers' perceptions of their own knowledge impact their confidence to teach subjects such as science, often with negative consequences to learners. This article discusses professional development and university training for teachers in order to support a creative science curriculum, making learning accessible to all children in the next generation.