There has been growing concern among teachers, further educators and scientists, that when the National Curriculum began in schools in the UK in September 1989, it began to reduce practical science in schools. While practical science is recognised as important for developing scientific understanding and enthusiasm, many believe that the current rigid structure and assessment-driven focus of the National Curriculum is removing hands-on learning in detriment, for theory and memorisation.
Practical science plays a crucial role for igniting the vital spark of a student’s curiosity, critical thinking, and problem-solving. Through experimentation, students develop lifelong skills that go beyond textbook learning - such as observation, analysis, data handling, working together and the manual dexterity of using equipment, glassware and chemicals. It is also the part of science that inspires pupils and helps them form memories and helps connect abstract concepts to the real-world. However routine testing and rigid curriculum timelines has placed increasing pressure on teachers to prioritise exam performance over experimental learning.
Since the changes to GCSE science specifications, in 2015, practical skills were no longer directly assessed through coursework (lab-based ISA’s). Which were open to lots of repeated input, potentially skewing the results. Instead, students are expected to recall procedures and outcomes in written exams, turning practical science into just a paper exercise, stripping it of its authenticity and educational value. Teachers say that time constraints, accountability and pressure lead to replacing class experiments with just the required, examinable practicals being carried out, or even worse just a demonstration or practicals being skipped altogether.
Dwindling science budgets and the shortage of specialist science teachers further increase the problem. Practical work requires equipment, lab space, technician support, and time - all of which, sadly, are in short supply in many schools. With the National Curriculum offering little flexibility, coupled with the above schools often make hard decisions to meet targets, meaning eliminating practical science.
On the positive side the National curriculum, provides the core content ensuring a consistent ‘national’ standard and does include a list of required practicals covering the science curriculum. However, where experiments are conducted just to fulfil curriculum, and to tick a box, ths does not promote deep learning. Reducing practical science to an essential task rather than an investigative one.
The issue with the National Curriculum, is how its implemented and assessed more so than the content. A curriculum is needed that values practical science and makes room for real experimentation, rewarding investigation, and exploratory learning whilst also providing curriculum time and adequate funding to do so.
Here at SLS Select Education we believe we need to be here to help you support the teaching of science, by offering a wide range of equipment, chemicals, technical support and our territorial managers to help support you and stretch your budget. We, like you, want to nurture the next generation of scientists, technicians, and critical thinkers, we need to make practical science valued in education - not as a luxury but as a necessity.