Research School Network: BLOG: Six ways to improve primary science teaching Six ways to improve primary science teaching


BLOG: Six ways to improve primary science teaching

Six ways to improve primary science teaching

by Derby Research School
on the

Professor Becky Francis CBE

Professor Becky Francis CBE

Professor Becky Francis CBE, Chief Executive of the Education Endowment Foundation (EEF), introduces a brand-new guidance report, Improving Primary Science” designed to support high-quality primary science teaching.

Read more aboutProfessor Becky Francis CBE

High quality science teaching builds pupils’ curiosity and critical thinking, helping them to develop a coherent understanding of the world around them. Primary science teaching plays a crucial role in shaping pupils’ attitudes toward the subject, nurturing participation that can support future pathways into science, technology, engineering, and mathematics (STEM) fields.

Much like the other core subject areas of the national curriculum, in science, there is a stubborn gap in attainment between socio-economically disadvantaged pupils and their classmates. This gap is also reflected in pupils’ participation in science, with those from disadvantaged backgrounds far less likely to progress to further study in science subjects when it is no longer compulsory.

It is crucial that early science teaching empowers all pupils, regardless of their background, to engage fully with science learning, equipping them with the knowledge and skills they need to access opportunities later in life.

This guidance report provides six practical recommendations, underpinned by high quality evidence, about how to make meaningful improvements to primary science teaching. It is designed to help practitioners build on their existing expertise with a view to supporting them to close the attainment gap and cultivate positive pupil attitudes towards science.

We hope that it supports teachers, science subject leads, and senior leaders to reflect on their current practice so that they are able to recognise which approaches may better support learning and implement them effectively in their setting.

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