Inclusive Teaching in Science: Difference between revisions

<hr>

The yearly learning objectives in the renewed Framework for secondary science are targets for the majority of pupils in a year group. Able pupils deal with abstract science more readily than other pupils. They will progress more quickly through these learning objectives and will need extension and enrichment activities to develop the breadth of their science and the depth of their thinking.

It is also important that gifted and talented pupils are fully representative of the school or college population. This can mean using multiple criteria and sources of evidence and ensuring that there is shared understanding of the meaning of ‘gifted and talented’.

Literacy difficulties can slow some pupils’ progress dramatically in science. These issues can apply to a range of groups in school, including EAL learners, who may need support to develop language and to access the science curriculum.

* language acquisition goes hand-in-hand with cognitive and academic development, with an inclusive curriculum as the context.

It is all too easy to underestimate what pupils can achieve in science simply because they are new learners of the English language. Expectation should be that they progress in their scientific learning at the same rate as other pupils of their age.

* helping pupils to talk through their ideas before trying to write about them and scaffolding the writing at a level appropriate to the pupils’ skills in writing in English.

Science lessons are a great place for early-stage learners of English to achieve. Science has the advantage of providing an environment in which learning can occur through using visual and auditory clues. Practical and interactive work provides a great opportunity for early-stage bilingual pupils to learn from seeing and doing, and so start to develop confidence in using English. They can listen to other confident users of English talk about what they are doing in practical work and interactive learning situations.

If the bilingual learner has already been taught science in their first language, then they are likely to know some of the science and start to develop appropriate English to describe the science. If there are other speakers of their first language, they can discuss the science in their first language and then in English, so ensuring that they can learn continue to learn the science and start to develop the English in context.

When a bilingual pupil starts to learn English, they can take up to five years to become fully fluent in all aspects of the language. Initially they will gain confidence in speaking English. This is soon followed by gaining confidence and expertise in aspects of reading. Much later they start to gain skills in writing. Unless EAL pupils are well supported in their reading and writing in science, they often underachieve, particularly in summative assessments and examinations.

Once EAL pupils have developed the basics of reading English, they still need considerable support to write English using the genres required in science. Just as the types of reading in science are subject-specific, so is the writing. Science teachers need strategies that develop reading and writing skills through science lessons. Teachers can access support from other specialist colleagues in school such as EAL teachers and use literacy in science materials in order to help more advanced bilingual learners to make good progress in science.

Approximately 20% of the school population is defined as having SEN and/or LDD. Some of these pupils will also have learning difficulties linked to social deprivation, and some with special educational needs will also have disabilities. The learning difficulties encountered are often, but not always, in association with literacy and numeracy development, and are sometimes aggravated by missed or interrupted schooling, perhaps due to long-term medical conditions.

* sensory or physical difficulties.

Pupils who have difficulty in communicating or interacting face particular challenges in science. They need clear, effective teaching that steadily builds their confidence and participation. Use a structured approach to develop the scientific language you expect them to use. Some pupils with speech and language impairments have no other developmental difficulties, and science lessons provide the opportunity to work alongside peers, practising and discovering strategies to overcome their difficulties. However, pupils who have autistic spectrum disorders require well-structured lessons with clear routines and predictable parts. They respond best when the language used is concise, teaching is explicit, and challenges are direct and well focused. Your expectations for what these pupils will learn and do, both in the lesson overall and in each separate part or activity, need to be defined very clearly.

The attainment of pupils with significant cognition and learning difficulties is likely to be well below age-related expectations. For them, a much greater degree of differentiation will be necessary. You may need to refer to younger pupils’ Schemes of Work, situating them in a context suited to older pupils. Extra ‘small steps’ can be inserted, and contexts for practical work and problem solving adapted. There will then be time for consolidation without sacrificing the breadth of the teaching programmes or the principle of planning from clearly defined objectives.

Many pupils with emotional and behavioural difficulties have poor literacy and numeracy skills as a result of their inability to maintain concentration and persevere with tasks. They can be supported by

All pupils have an entitlement to the opportunity to develop emotional and social literacy, but pupils with emotional and behavioural difficulties have an urgent need in this area.  

Often pupils with sensory or physical difficulties are intellectually able but may need to develop proficiency with particular aids. These pupils will work on the same science programme as their peer group. Expectations for them should remain high, with the focus on giving them maximum access and independence.