STREAMlining our approach to teaching and learning scientific vocabulary

In this session we outlined developmental priorities at Wimbledon High School following completion of the PSQM programme in 2023. After reading the EEF’s Improving Primary Science report we reflected on our practice and thought about where further improvements could be made in the development of children’s scientific vocabulary. We utilised the audit, implement and review stages learned from the PSQM programme, and collaborated with other schools to develop and trial a range of activities to provide explicit opportunities for pupils to engage with vocabulary over time, both within science lessons, and across the wider primary curriculum. Participants in the session were given the opportunity to explore some of the activities that we have been trialling as part of our "STREAM" approach which aims to add breadth and depth to science vocabulary teaching and retrieval using authentic contexts such as stories and real-world problems that connect to pupils’ experiences. Adding the “R” to our STEAM lessons meant that we connected the high-quality class text already being used in class with STEAM challenges and playful vocabulary activities to practice new vocabulary, improve engagement, build positive attitudes towards science and improve outcomes for all pupils by using the familiar context of the class text.

In our session we discussed:

The Audit stage:

What were we already doing well?

What did our monitoring tell us?

What is current best practice in this area?

How did this fit with our whole school priorities?

What did the research tell us?

The Implement stage:

Our focus had been largely on tier 3 words, and we explained in the session how we made tweaks to teaching strategies and resources to give tier 2 words the same priority, and to raise the profile of polysemous words. In all year groups we explicitly planned a range of playful approaches to use, understand and apply scientific words. A range of generative AI tools helped to reduce the workload in devising new resources and we ensured that children were exposed to new scientific vocabulary across a wide range of literacy activities to embed rich language connections. As well as giving greater exposure to practice the new words, this also meant that we were starting science lessons with the experiences of child (as they were all reading the book in class), fostering inclusivity as part of the Primary Science Capital Teaching Approach.

The Review stage:

Did the new activities have the impact we were expecting?

What does our monitoring now show us?

What learning can we apply from this project to other subject areas?

If you would like to find out more, please do get in touch.

Alex Farrer (PSQM Regional Lead East Midlands and Science Lead at Wimbledon High School) alex.farrer@wim.gdst,net

Elizabeth Jenkins (Assistant Head Academic and Innovation at Wimbledon High School) e.jenkins@wim.gdst.net
 

PSQM website

https://www.herts.ac.uk/for-business/skills/psqm