Teach Primary Issue 18.7

www.teachwire.net | 37 Overcoming the challenges to practical science The main obstacle we faced when introducing these new projects into the curriculum was funding. I had to spend considerable time canvassing and applying to local organisations, national societies, and competitions to raise the funds required. There are some great places to look for funding. Local authority schemes, grant making organisations and charities have been a lifeline for ensuring I could put my ideas into practice. It was also important to ensure staff were confident in delivering practical science in the classroom. To build confidence and develop skills, we delivered whole-staff training in practical science. We used some of the funding I’d received to pay for external CPD, which covered an array of more specialist training including beekeeping, orienteering and teaching robotics. Gauging the impact So, has it worked? In short, yes. The main measure of our success has been the huge increase in pupil engagement with science. In children’s workbooks we have seen incredibly detailed investigations, and real-life photos and videos uploaded to LIGHTING THE FIRE Survey both children and teachers – What would help them enjoy science more? What is stopping colleagues teaching practical science? Weave science into as many subjects as you can – Think about how to feature it in PE, maths, DT, computing and geography lessons. Let the children know how many professions scientists are engaged in, from baking to hairdressing, and sports physio to engineering. External funding is available – Search the internet for different types of funding to help you set up after-school clubs and purchase equipment. Let Teachers SHINE, Institute of Physics, Royal Society of Chemistry and STEM Partnership Grants are just a few of the options available. their online accounts. These have allowed pupils to share their experiences with their families. In fact, parental feedback has been fantastic, with many wanting to get involved and even recreate some of the experiences at home with their children. Teachers have reported that the focus on a more practical science curriculum has led to a steady increase in pupils’ confidence and understanding of science. It has also improved their communication skills, teamwork and leadership. Our new way of teaching science has introduced children to novel ideas and theories, and has demonstrated how scientists work. Teachers have noticed that it has provided the children with skills and attitudes that are not only invaluable in learning science, but which can also be applied in other subjects and F EATURE S S C I ENC E their everyday lives. The use of ‘pupil voice’ has proved that science is now a subject that the children really enjoy and that they would want to follow further into their education. Changing the teaching of science to a much more practical curriculum has required long-term commitment and yes, it has been challenging! However, it’s been worth it, as our new hands-on, inquiry-based approach has raised the profile of science across the school and made it much more fun to learn and to teach. TP Darren Eales is science subject leader at Broughton Primary School and winner of Primary Curriculum Leader of the Year at the Tes Schools Awards 2024.