Developing Language in Primary Science/Document: Difference between revisions

In what ways can work in science help to develop speaking, listening, writing and reading skills? How can children’s understanding of science be enhanced by developing these skills?

Children’s learning in science will be enhanced significantly when greater attention is given to language skills. Encouraging children to discuss what happened in their practical work can help them to understand ideas, make connections with previous word and prepare them for further work. Reading and listening to information and ideas form a wide range of sources can extend and consolidate their knowledge and so develop their understanding of their local environment and the world around them.

Here are some examples illustrating how links can be made between the language skills developed in each subject.

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The teacher of a mixed Year 5/6 class introduced this topic by looking at a bicycle belonging to one of the girls in the class. The children had to name the different materials they could see and suggest why that particular material had been used for that part of the bicycle, e.g. why rubber is used for the tyres. The class then watched a television programme which described the properties of the materials that are used in the construction of houses. From this, the children were asked to record the reason why each material was used for its particular purpose. A range of objects made from different materials, including aluminium foil, wool, tissue paper, iron nails and plastic bubble wrap, was provided by the teacher and each group had to devise a fair test to find out how well each material kept water hot and if each conducted electricity. Each group was asked to decide which apparatus to use, make careful observations and to present their results in an appropriate form, e.g. table, bar chart or line graph. The teacher introduced the terms ‘thermal insulator’ and ‘electrical conductor’ and the children completed a brief description of what they had done by sorting the materials according to these two properties. Lastly, they were given written description of five further materials, e.g. hardboard and glass which they discussed and for which they suggested possible uses.

In your policies and long-term planning, it is important to ensure that you are developing children’s use of language and enhancing their work in science through the on-going process of reviewing, planning and evaluating your curriculum.