Teach Secondary Issue 14.2

how, if we obtain new evidence, then we change our model – and how they can play a part in that process. Work to do A decade on from that training session, circa 2021, I was a head of science. The department was navigating pandemic arrangements, determining students’ GCSE and A Level grades while simultaneously managing their wellbeing (and our own). For the practical elements of the course, we’d come to rely heavily on incorporating simulations and video demonstrations into our online lessons – and part of me wonders if we developed habits at that time that we haven’t yet managed to shift. I took the time to read Ofsted’s ‘Science’ entry in its ongoing subject report series and would recommend that all science teachers do the same. What I found most meaningful was its recognition of the need to explicitly teach both disciplinary knowledge (the processes of science) and substantive knowledge (the conclusions science has reached). I’m certainly not against science teachers spending large portions of time giving skilled expositions, using repeated and spaced retrieval practice to speed up recall and practising the application of powerful knowledge to exam questions. Yet to my mind, we still have work to do if we want to make our teaching of practical science as good as our teaching of theory. And that will only happen if we talk about it more, and commit to doing more practical science in the classroom. Teaching the process In February 2023, Ofsted released a report on science education titled ‘Finding the Optimum’ (see tiny.cc/ ts142-SP1). I’ll paraphrase here two of its key recommendations: • Clearly outline the essential knowledge students need to work scientifically, covering all aspects of inquiry, like pattern seeking, evidence and accuracy – not just techniques or fair testing. • Provide every student with purposeful, high quality practical work – including labs, fieldwork and teacher demonstrations – at secondary level Consider what percentage of your time involves teaching the process of science. How often are you telling stories about how scientific knowledge progressed, while weaving in demonstrations and quick, low-stakes practical activities? These can link pieces of substantive knowledge and make them more memorable. Even if students aren’t discovering something entirely new, involving them in the practical process brings the story of science to life. And as an old friend once said to me (albeit using more choice language) – unlike a textbook, booklet or exercise book, you can’t doodle on experience. Net benefits The current exam specifications do include mandatory practical elements, due to worries among curriculum designers that we’d otherwise see a gradual decline in practical school science. They were right to be concerned. According to the Royal Society’s Science Education Tracker (see tiny.cc/ts142-SP2 ), only 26% of GCSE students completed hands-on practical work at least fortnightly in 2023, compared to 44% in 2016. This decline was prompted not just by exam pressures, but also by budget constraints and reduced technician time. Remember – including practical science in your lessons isn’t just a net benefit to the fullness of your students’ education, but will also be useful for their exams. Consider one of the topics you’re due to teach. List the practicals and demonstrations that you love (or add to them via a quick online search), and revisit those that you see illustrated in the textbooks –most of which can be performed using the resources you already have in your school’s cupboard areas. Personally, I’m thinking about the famous tale of how Archimedes left his bath. It’s always good for a laugh, and helps ensure that the subsequent practical proceeds with a smile. Both you and your students will come to enjoy your science lessons more. They’ll get more out of the time they spend in your classroom, and start to see how science is so very different from other subjects. Because none of us fell in love with science for the rote learning of facts. ABOUT THE AUTHOR Kit Betts-Masters is a lead practitioner for science and produces physics, education and technology videos for YouTube under the username @KitBetts-Masters; for more information, visit evaluateeverything.co.uk STEPS FOR SUCCESS Here are some practical tips for accommodating a full science experiment within the time constraints of a one-hour lesson... 1 BE ORGANISED Carefully plan and collaborate with your technicians. Providing clear, detailed requisitions in advance helps avoid any surprises! 2 USE YOUR TIMEWISELY Estimate how long tasks will realistically take, and get students collecting data as quickly as possible. Spread your planning or analysis tasks across other lessons, if needed. 3 CALIBRATE THE CHALLENGE Assess your students’ existing experience and skills, and anticipate which parts of the method will be most challenging for them. 4 WATCHYOUR DELIVERY Use clear, step-by-step instructions at all times; assign specific roles in pairs, so that everyone stays engaged. 5 KEEPTHE CLASS OCCUPIED Avoid forming groups larger than two to minimise distractions. Plan productive activities for any unavoidable ‘wait times’, like forming hypotheses or packing the equipment away. 6 FORMULATE A PLAN B Test practicals yourself and review all safety rules beforehand. Have a backup plan in place, like a demo or example data, to ensure the lesson stays on track in the event of any problems. 7 STAY FOCUSED Focus on the core learning objectives and simplify the outcome, if this will have greater impact. 55 teachwire.net/secondary S T E M