New EEF guidance on improving primary science teaching

Teacher with pupils graphic

Today The Education Endowment Foundation  have released their new ‘Improving Primary Science’ guidance report . ASE has provided expert advice as part of EEF’s guidance panel for the work. 

EEF say, ‘High-quality primary science teaching builds pupils’ curiosity and critical thinking, helping them to build a coherent understanding of the world around them. It’s also crucial from a social mobility point of view, opening children’s minds to the opportunities they could pursue in later life.
The EEF new guidance report — Improving Primary Science— is underpinned by a systematic review of the best available international evidence around effective primary science teaching practice.’  

The report outlines six actionable recommendations to support teachers and school leaders to make improvements to their existing science provision, including how to develop pupils’ scientific vocabulary, and relate new learning to relevant, real-world contexts. Each recommendation includes models, worked examples and suggested strategies to illustrate what the evidence could look like practice in your primary school classroom.'

Two leading primary science educators within ASE’s membership and members of EEF’s guidance panel for this work said, 

‘A truly significant moment in primary science education. All teachers will be keen to review the recommendations drawn from evidence as to ways to improve primary teaching. The focus is always on the child and how we can improve their access to learning this impactful subject. Now’s the time to stop and reflect on this new report from @EducEndowFoundn.’ Lynne Bianchi, Professor of Science & Engineering Education, The University of Manchester

‘Primary science is tremendously important for the lives of young people, but advice to teachers has been inconsistent. Now, we have solid evidence to show primary teachers the best ways to teach science effectively. This report is important, practical and above all evidence informed.’ Ben Rogers, Director of Curriculum and Pedagogy for the Paradigm Trust

The report is free to download from the EEF’s website and is accompanied by additional resources designed to support pupils’ independence when working scientifically and prompt meaningful discussions around science professional development for staff.

ASE will be showcasing the report at our 2024 conference, with Katie Luxton, EEF’s Programme Manager for this work, presenting. We’ll also be featuring the report within our journals and CPD offering in the new year, so look out for further opportunities to engage with the findings.