This article reflects on the many benefits to children's learning and well-being of re-engaging with the outdoors through the author's experiences with outdoor learning at Burlington Junior School in Bridlington, East Yorkshire. The school has found that connecting with nature has reduced children's stress levels and improved their concentration…

There is broad agreement in the literature (e.g. Furtak et al., 2012; Harlen and Qualter, 2018) that the purpose of primary science is for children to develop: (1) scientific skills; (2) knowledge and understanding of some scientific concepts; (3) positive attitudes to science; an understanding of the nature of science; and (4) an appreciation of…

Nature Friendly Schools (NFS) is a groundbreaking project funded by the UK Department for Education and the Department for Environment, Food & Rural Affairs with support from Natural England. It works in partnership with many organisations including the Wildlife Trusts, Young Minds and the Field Studies Council. By developing teachers'…

The "Primary SPACE Project Research Report: Sound" (Watt and Russell, 1990) provides interesting reading relating to primary-aged children's concepts of sound. It reveals a range of children's views on how sound is made, how sounds are heard and how sound travels. While some children are shown to have knowledge that sounds travel and are…

Although international school systems and resources can differ from those in the UK, it is always useful to have an informed worldview of practice in primary science. The COVID-19 pandemic has inevitably changed the ways in which pupils around the world have access to knowledge. Furthermore, it has changed the ways in which teachers globally…

A new curriculum is set for implementation in Wales from September 2022. Preparation for change is already underway in Gwaunmeisgyn Primary School in South Wales. Various development teams are preparing for the new curriculum, including the three teachers in the science and technology team. The team met to plan and design a bespoke pilot project…

In this article, the author champions the benefits for everyone of a more inclusive approach to primary science. She relates some of her experiences based on 35 years of teaching science to people with special educational needs and disabilities/additional support needs (SEND/ASN) and offers some tips to enhance inclusion.

The author relates their involvement in the process of testing a picture storybook to teach science concepts. The project asked: If children were learning through a story where the science content was explicit, would children be able to explain the science in the context of the story and then in real-world contexts? Would the learning become…

The authors describe their resources for raising awareness and encouraging positive water behaviours among young children. The DRY (Drought Risk and You) project brought together a multidisciplinary team to create a research-informed storybook and teachers' notes for 7- to 11-year-olds. This article takes a brief look at the book and reflects on…

Science is one of the most important subjects for students at all educational levels. To promote engagement, hands-on experiments can provide a 'realistic and exciting experience of the content' (Holstermann, Grube and Bögeholz, 2010: 744) and hopefully facilitate motivation. In this article, George Stylos and Konstantinos T. Kotsis present four…

Since 2014, SEERIH (Science and Engineering Education Research and Innovation Hub) has developed a professional learning programme for primary science subject leaders in Greater Manchester. This responds to the ongoing need for teachers to develop skills and confidence in the teaching, learning and assessment of primary science (Wellcome Trust,…

For some scientific ideas, it is obvious to pupils as to why they are studied. For others, a bit more work is needed before their significance becomes apparent. The concept of 'historical significance', which is used in history teaching, can help children to appreciate the enduring importance of scientific discoveries and events. The pedagogic…

Children are naturally inquisitive and want to explore and investigate; in doing so they make sense of the world around them. Piaget (Pound, 2006) suggests children make sense by themselves, by making choices and taking opportunities. Through exploration and investigation they also make sense of themselves through sensory, firsthand experiences.…

Primary schools have always embraced visitors and visits covering a wide range of contexts. In his 14 years of teaching the author cannot remember a year without two or three topic-linked trips and numerous visitors carrying out a wide variety of activities with classes. There were collaborations with other schools, community activities and many…

From the beginning of the September 2020 school year, in an effort to engage children in school life again after a lengthy absence due to the COVID-19 pandemic, Rebecca Towner-Yates' school has adopted a 'quest' approach to learning. The concept has its roots firmly embedded in Dorothy Heathcote's 'Mantle of the Expert' (MoE) (Heathcote and…