Andrew shares his story of developing science capital within his school by getting all the family involved.
The teaching profession in the UK is under severe stress and science teachers seem to be feeling the brunt of this.
The authors describe a cross-curricular investigation into meteor impacts in the engaging context of craters on the Moon.
Andy looks at how you can assess mathematics mastery while working scientifically.
Andy Markwick shares approaches to teaching adaptation across the primary age phase.
Andy Markwick provides some helpful suggestions about the use of prefixes and suffixes in scientific words.
Anita describes how the Primary Science for All project allowed dreams to be realised, and how the Wonder Cupboard and Frames for Focus helped her
Anne outlines how trainee teachers develop futuristic primary science classes.
Ben Rogers reviews the findings of a recent study that compared different teaching approaches and suggests implications for practice.
Ben Rogers explains why inquiry-based learning may be problematic and recommends direct teacher instruction – at least at first.
Ben outlines using questioning to gauge understanding and change the way that science is recorded.
Berry discusses the optimistic hope of 22 hours of scientific enquiry by Christmas – impossible? Unreasonable? Maybe not!