Primary school pupils should have the chance to eat ice lollies, plant vegetables and knead bread dough to help them learn about science, a group of experts have told ministers.
Four major science bodies have urged the government to include a series of “essential experiences” in plans for three to 11-year-olds, along with playing with shadows, digging in soil, visiting garden centres, recycling and playing musical instruments.
The Royal Society of Chemistry, the Institute of Physics, the Royal Society of Biology and the Association for Science Education have published recommendations for reforming the primary school curriculum in a bid to reduce inequalities in science, technology, engineering and mathematics (Stem) education.
Children with limited first-hand experiences are “undeniably at a disadvantage”, the report suggested.
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It said: “This is a fundamental equity issue, and the provision of rich essential experiences for children (particularly in the early and lower primary years) will go some way in addressing this.
“These concrete experiences form a basis from which children can draw evidence for their ideas, making children ready for the more abstract learning they will encounter at secondary school.”
Aylin Ozkan, a teacher and education policy specialist at the Royal Society of Chemistry, said: “One of the recommendations for chemistry is that by the age of 11, all children should start to understand how temperature works and how heating and cooling can change things. What better prop is there for a teacher to help explain this than an ice lolly?”
“It’s a cheap solution, and will allow children the opportunity to develop their scientific confidence whatever their background”
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Charles Tracy, senior adviser in learning and skills at the Institute of Physics, said all students should be given access to “genuine scientific experiences that are currently the preserve of a lucky few”.
Lauren McLeod, head of education policy at the Royal Society of Biology, said: “Not all children have access to a garden or school fields and we want children to experience the world around them while empowering teachers to bring science in to everyday activities.”
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Sarah Hannafin, head of policy at school leaders’ union the NAHT, said: “Using real-life scenarios and objects can help bring science to life for pupils, and this happens in schools across the country, even under the current curriculum.”
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Pepe Di’Iasio, general secretary of the Association of School and College Leaders (ASCL), said: “Making science relatable to children’s real-world experiences in a hands-on way is an excellent approach to learning and something that primary schools are pretty good at doing.
A DfE spokesperson said the curriculum and assessment review will “consider how to ensure young people get the opportunity to access a broad and balanced curriculum, as well as the crucial work and life skills necessary to succeed in both the workplace and throughout their lives.”
