Previous articles in "Primary Science" have presented a range of ways to teach electricity in engaging and informative ways (e.g. Buckley and Harvey, 2014; Chapman, 2014; Norman, 2014; CLEAPSS, 2016) and Frank Harris provides an interesting historical account of the development and use of batteries in "School Science Review"…

In a recent survey of over 240 primary school children between the ages of 8 and 11, NUSTEM found that 75% of children said that they liked science and 63% said that they were good at science. However, when looking at the data by gender, there is a difference in enjoyment between girls and boys, with 71% of girls and 79% of boys saying that they…

The author recently delivered an online professional development session on running STEM clubs as part of a Primary Science Quality Mark (PSQM, www.psqm.org.uk) Teaching and Learning Festival. It is a topic the author is often asked about, and she frequently provides training and advises teachers and external organisations on the what, why, how,…

Learning outdoors can be a powerful pedagogical tool in a teachers science arsenal and one that can be exploited throughout the year to teach a variety of science topics. In his first article on outdoor learning in science, the author considered which areas of science could be taught outdoors and the resources that can be used; in this follow-up…

Following a learning experience with one of her Year 2 students, whose extreme and challenging behavior required extra support from a teaching assistant (TA) but who loved practical hands-on science days and investigations, it occurred to the author that there must be hundreds of children and TAs all over the UK facing challenging dilemmas every…

In this article, Jane Winter describes a pilot project that uses a simple and engaging science activity to raise children's science capital, as well as increasing understanding of the potential of science to combat world problems. "Potatoes to plastics" is a Centre for Industry Education Collaboration (CIEC) project, aimed at key stage 2…

Assessment is not something that stands alone and teachers need support to develop their understanding of both assessment practices and the subject being assessed. Teachers at Shaw Primary School were fortunate to take part in the Teacher Assessment in Primary Science (TAPS) project and, in this article, the outlines how science and assessment can…

If you have not yet come across Practical Action's teaching resources, this article will open your eyes to a wealth of free high-quality materials that will support your teaching of science within a real-life global context. The potential benefits and importance of this approach, both for increasing student engagement in science and for the future…

Some teachers are confident in teaching science and some feel that they are less so. The author sees her role as Science Leader as being to support, engage and inspire staff to deliver an exciting curriculum that gets children to ask questions, build confidence to have a go…and have a go again. In this article, the author talks about using…

The author describes how she has developed learning and teaching through engaging with social media. By following a wealth of individuals and organisations (both local and national) she has tapped into a rich source of information.

Now in a fully updated seventh edition, "The Teaching of Science in Primary Schools" provides essential information for students, trainee, and practising teachers about the why, what and how of teaching primary science. Paying particular attention to inquiry-based teaching and learning, the book recognises the challenges of teaching…

As the Science Co-ordinator at St Paul's RC Primary School, the author has been involved in producing and trialling resources for the Teacher Assessment in Primary Science (TAPS) project over the last four years. This article explains how St Paul's has used the Focused Assessments (FAs). The author has always tried to promote enquiry-based…

Philosophical dialogue requires an approach to teaching and learning in science that is focused on problem posing and provides space for meaning making, finding new ways of thinking and understanding and for linking science with broader human experiences. This article explores the role that philosophical dialogue can play in science lessons and…

Holt Primary School is a village school in which teachers work as a team within a climate of respect and trust. The teachers were fortunate to take part in the Bath Spa TAPS (Teacher Assessment in Primary Science) research project, which also overlapped with undertaking Gold PSQM (Primary Science Quality Mark). As a result, teacher confidence in…

As well as providing a valuable and enjoyable experience for pupils, outdoor learning also enhances and contextualises learning in science by helping pupils understand science concepts. Teachers' lack of confidence in which aspects of the science curriculum they can actually teach outdoors deters them from venturing outside the classroom for…