Practical Work International Day at ASE Annual Meeting 5 Jan 2011 Ian Richardson HMI National Adviser for Science ian.richardson@ofsted.gov.uk

Successful Science In schools that showed clear improvement in science subjects, more practical science lessons and the development of the skills of scientific enquiry were key factors in promoting pupils’ engagement, learning and progress.

Scientific enquiry is integral to good teaching and learning in science, hence its identification as a key component in the National Curriculum, first as ‘scientific enquiry’ (Sc1) and now as ‘how science works’.

Preparing pupils to work as scientists is a central focus of successful science teaching and learning.

The highest achievement seen in science is often in both primary and secondary schools in which there has been a clear focus on using scientific enquiry to develop pupils’ knowledge and understanding of science.

In these schools there is also a belief that children learn best experimentally and that science investigation is a fundamental building block to success.

In these schools good planning ensures that the development of scientific enquiry is carefully incorporated into the programme of study for all pupils.

In the schools which showed clear improvement in science subjects, key factors in promoting students’ engagement, learning and progress were more practical science lessons and the development of the skills of scientific enquiry.

Recommendations Schools need to ensure that pupils are engaged in scientific enquiry, including practical work, and are developing enquiry skills. They should be providing a balanced programme of science education for all year groups that develops science knowledge and understanding and has a significant focus on developing skills.

Without such regular involvement in all aspects of ‘how science works’, students were less able to participate and learn actively. For example, when practical work was simply directed by the teacher, with no contribution from the students to planning it, their learning was less effective and they showed less evidence of developing their skills and knowledge.

Good-quality practical work was a key feature of good teaching in science. However, it was effective only when it was well-planned and managed. Simply exposing pupils to practical work did not, in itself, promote learning.

Science Community Representing Education published a report called Practical work in science: a report and proposal for a strategic framework in December 2008. This has given rise to ‘Getting practical’, led by ASE, a programme of professional development that is designed to support teachers, technicians and higher level teaching assistants at primary, secondary and post-16 levels.