Teach-Primary-Issue-19.8

24 | www.teachwire.net Approach – it does what it says on the tin). PSCTA is a framework that empowers teachers to make their science lessons engaging, inclusive, equitable and accessible by making small tweaks to existing practice. It’s built on a bedrock of solid pedagogy, and has the aim of broadening who and what counts in science, challenging representations and addressing stereotypes. It starts with your understanding of your class. Nobody knows them better than you – what knowledge or interests do your pupils already have? How can you link that to science? For example, I saw one teacher teach her football-mad class about forces by kicking a ball to begin the discussion. This hooked them right from the start, as well as contextualising the science knowledge, to avoid them seeing it as abstract and irrelevant to their lives. The second pillar of the framework is to make science feel welcoming to everyone. This means changing classroom habits, and using examples that reflect the range of cultures and communities your children represent. In one instance, I saw a pupil bring in different types of baklava, that the teacher then used to demonstrate how classification and branching work in biology. W hat’s the point of primary science? Of course, it’s important to instil knowledge and techniques in our pupils, ready for their continuing educational journey, but we also have a wider remit. As teachers, we play a pivotal role in developing children’s science capital, and making the subject accessible and relevant to everyone. By science capital , I mean the combination of knowledge, attitudes, experiences, and social connection each child has. Research shows that those with lower science capital are less likely to see science and STEM as being for them, and are less likely to aspire to careers in the field ( tinyurl. com/tp-AspireSTEM ). Even for those who won’t go into STEM-related careers, we still need to develop critical thinking, questioning and problem-solving skills, and scientific literacy is essential for a society that is able to engage in discussions, debate and decisions about topics such as climate change, medical research, and technology. But how do you go about making sure your lessons are promoting science capital? There are various approaches you can use, but one that I find particularly helpful is the PSCTA (Primary Science Capital Teaching Science is MATERIAL Making sure pupils understand that STEM is for everyone not only bolsters their career options, but helps build well-rounded, engaged citizens Right here, right now The PSCTA also encourages our science teaching to be local. This doesn’t mean only teaching about science that is directly related to where you live but rather, finding links in the curriculum that tie to your area. For example, are there any allotments near the school, or does anyone’s family grow vegetables or herbs? Tie this in to teaching about plant life cycles. Valuing everyday experiences, as well as the wider examples and stories we focus on in science can help children The final pillar can be the hardest – letting the kids lead. Here we can start small, by encouraging pupils to ask questions, explore issues and topics that matter to them, and then take action on real-world problems. Are they interested in climate justice? That can blend perfectly with units on everything from weather to the human body (how can cycling help the environment and our bodies, compared to driving a car?). You can also link in other subjects to support science capital – literacy skills, for instance, are essential in communicating scientific information to the general public. Can you make posters or script a short assembly to tell the rest of the school about the climate work you’re doing? “It starts with your understanding of your class” JO MONTGOMERY