Research School Network: Helping disadvantaged pupils to thrive across the curriculum: why the primary science guide is helpful in addressing the attainment gap Why the primary science guide is helpful in addressing the attainment gap

There are six recommendations within this excellent report. They are important for supporting the achievement of all pupils, including those from disadvantaged backgrounds. We focus on four of those here in this blog.

They are:

1. Develop pupils’ scientific vocabulary.

A vocabulary gap for some disadvantaged pupils is something that is familiar to teachers and support staff. It is something teachers will recognise – again, a reflecting if the inequalities in social capital and broader experiences, driven by a lack of financial capital. It is certainly not driven by a lack of love or care. The gap is also well documented in the study ​‘low income and early cognitive development’ (Wadfoldgel and Washbrook, 2010).

Vocabulary is something that features in many pupil premium strategies. But how well we teach vocabulary learning in the classroom matters most. The practitioner is what matters most – hence this recommendation one must sit alongside recommendation 6.

We need to bring key scientific vocabulary to life with multiple, meaningful interactions – in pupil friendly contexts (hence the importance of recommendation 4). The etymology can be so powerful – photosynthesis: photo =’ light synthesis = ​‘to compose’. Remember, conversation, not word exposure builds pupils language.

Explicitly teach the key vocabulary pupils are going to need to be successful in their lessons. Pre-teach to build confidence if necessary. Intervention that motivates and includes, rather than isolates.

2. Encourage pupils to explain their thinking, whether verbally or in written form.

Answers in pupils’ books, or on their mini white boards, are a poor proxy for learning. Getting pupils to articulate, or write their thinking supports:

Encouraging Metacognitive learning: how did I achieve that learning? What processes did I go through? E.g. referring to prior learning, using classroom resources.
Helps teachers to know that pupils are secure in their understanding
Stops other pupils from thinking that those that understand the learning are not ​‘magically’ clever: ​‘she’s just smart… she just knows…’

3. Guide pupils to work scientifically.

4. Relate new learning to relevant, real-world contexts.

Bring learning to life in pupil friendly, relevant contexts supports motivation, confidence building and a sense of purpose: this is relevant to me in my community: how might we understand energy sources in Cumbria: wind, nuclear… How might we understand these issues in relation to my day-to-day life.

Avoid open ended ​‘research tasks. Rather, level the playing field by empowering pupils, including those from disadvantaged backgrounds. Set pupils up for success. Build confidence and motivation. Avoid superficial success – such as pupils copying and pasting links from google – with no depth to learning. Enable pupils to interact deeply with challenging knowledge. Avoid busy task completion as a proxy for learning.

5. Use assessment to support learning and responsive teaching.

6. Strengthen science teaching through effective professional development, as part of a monitored improvement cycle.

Firstly, this will build teacher confidence and expertise around the teaching of primary science. This is key to success. This will, in turn, motivate and empower pupils.

Disadvantaged pupils don’t lack talent or ability, but they can sometimes lack opportunity as a result of low family income – particularly during a cost of living crisis that means some families are forced to think short term, managing multiple difficulties such as cost of fuel, food and heating. Pupils who experience these challenges need the richest, high quality learning experiences in school.

The better we teach [disadvantaged] pupils in the classroom, the better equipped they are to build on that learning beyond the classroom and thrive in the secondary phase. They will feel motivated, included and empowered, not isolated.

Pupils with strong language, good background knowledge, self-efficacy & good self-regulation skills can thrive, even if elements of teaching such as explanations, modelling or relationships are not always perfect.

Pupils with more limited language, background knowledge & self-regulation skills need the highest quality explanations, formative assessment & strong relationships. High quality, inclusive teaching matter for all pupils, but particularly for those that find learning more difficult.

This is important – both for pupils’ day to day experiences in the classroom, and their longer-term outcomes. We need to set pupils up for long term success as earlier as possible. Too often, pupils don’t ​‘catch up later’. They need expert teaching, as early as possible – rooted in the previous five recommendations in the guidance report. But further, there is a values issue here.

Disadvantaged pupils are not a problem to be solved. They are OUR pupils. Our effect size as practitioners is greatest with those pupils who may lack opportunity outside the school gates.

EEF Science in Primary published on 28^th November 2023