Hands-On Practical Learning
Science is inherently practical. Hands-on experiences make abstract concepts concrete and engage multiple senses, supporting pupils with SEND:
- Prioritise practical investigations wherever possible
- Allow pupils to manipulate equipment and materials
- Use demonstrations when full participation is not safe
- Break practical tasks into clear, sequential steps
- Provide visual instructions alongside verbal explanations
- Allow extra time for setting up and completing tasks
- Assign specific roles in group practicals (equipment manager, recorder, timekeeper)
Practical work is not a reward for good behaviour. It is essential for learning science.
Scaffolding Scientific Recording
Recording scientific work can be challenging. Reduce barriers while maintaining rigour:
- Provide partially completed tables and graphs
- Use writing frames for method and conclusion
- Allow photographs of practical work
- Offer sentence starters for explanations
- Provide word banks for key terminology
- Use diagrams with labels to drag and drop
- Allow voice recording of observations
- Reduce quantity, not quality of writing
- Focus marking on science content, not presentation
- Scribe for pupils who need it
- Use digital recording methods
- Provide models of good scientific writing
Scientific Vocabulary
Science uses precise, technical vocabulary that can be a significant barrier. Support language development through:
- Pre-teaching key terms before introducing concepts
- Displaying vocabulary with images and definitions
- Building word walls for each topic
- Teaching word roots and patterns (photo = light, bio = life)
- Using etymology to make terms memorable
- Providing glossaries with pupil-friendly definitions
- Practising vocabulary through games and activities
- Accepting everyday language initially, then introducing scientific terms
Do not assume pupils understand scientific vocabulary from everyday use. Words like "force," "power," and "energy" have specific scientific meanings.
Visual Representations
Make scientific concepts visible through:
- Diagrams and models: Show structures and processes that cannot be directly observed
- Videos and animations: Demonstrate phenomena in real time or slow motion
- Charts and graphs: Make data patterns visible
- Concept maps: Show relationships between ideas
- Flowcharts: Illustrate processes and sequences
- Labelled specimens: Support identification and classification
Combine visual, verbal and kinaesthetic modes for maximum understanding.
Simplifying Scientific Language
Scientific texts often use complex sentence structures and passive voice. Support comprehension by:
Scientific accuracy does not require linguistic complexity.
Safety and Access
Ensure all pupils can participate safely in science:
- Conduct individual risk assessments for pupils with physical or sensory needs
- Adapt equipment (larger handles, stable bases, alternative grips)
- Ensure safety equipment is accessible and comfortable
- Position pupils appropriately (away from heat sources, with clear sightlines)
- Provide alternatives when certain activities are not accessible
- Use peer support thoughtfully
- Teach safety procedures explicitly and repeatedly
Never exclude pupils from practical science due to safety concerns without exploring adaptations first.
Building Conceptual Understanding
Science concepts build cumulatively. Support pupils to make connections:
- Explicitly link new learning to prior knowledge
- Revisit and consolidate key concepts regularly
- Use concrete examples before abstract ideas
- Provide real-world contexts for scientific principles
- Allow time for processing and discussion
- Check understanding frequently
- Address misconceptions explicitly
Working Scientifically
Enquiry skills need explicit teaching and structured practice:
- Model scientific thinking aloud
- Teach the steps of investigations explicitly
- Provide investigation planning templates
- Scaffold fair testing concepts
- Demonstrate how to make accurate observations
- Teach data recording methods systematically
- Support interpretation of results with sentence frames
- Model drawing conclusions from evidence
Do not assume pupils will learn enquiry skills through osmosis. Teach them directly.