Licking a popsicle should be an essential part of the national curriculum for primary school children Englandaccording to scientists at the Royal Society of Chemistry.
Whether it’s an old-fashioned Fab, a Twister or a Calippo, it not only tastes good, it teaches kids important science concepts like heating, cooling and how temperature works, scientists say.
Primary school pupils should also be given the opportunity to knead bread dough, dig in the ground, plant vegetables and play with shadows as part of their early science education, according to the new recommendations.
These “essential experiences” are among a number of proposals for changes to the science curriculum for children aged 3-11 put forward by leading professional science organisations.
The Royal Society of Chemistry, Institute of Physics, Royal Society of Biology and Association for Science Education says the reforms will help reduce disparities in science, technology, engineering and mathematics (STEM) education, as well as teaching fundamental science concepts that every child should understand.
Their recommendations follow the launch last month of the government’s curriculum and assessment reviewwhen Education Secretary Bridget Phillipson said: “Introducing this review is an important step in this Government’s mission to break down barriers to opportunity, provide better life chances and enable more young people to get on. “
Aylin Ozkan, a teacher and education policy specialist at the Royal Society of Chemistry, explained the importance of eating lollipops. “One of the recommendations for chemistry is that by the age of 11 all children should begin 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 pick? Essential experiences like these promote learning on a personal level, so we believe they should be part of the curriculum.”
England’s Inspectorate of Schools, Ofstedhas previously expressed concern that science is in danger of being pushed out of the primary school curriculum, with disproportionate amounts of curriculum time devoted to English and maths.
In some cases pupils went for whole half terms without learning any science, while in other schools pupils were expected to learn content that was too technical, including genetics in year 6.
As well as making chemistry more accessible, physicists want light and music to be included in lesson time, and biologists are keen to see children growing vegetables at school, as well as learning about recycling in their classes.
Charles Tracy, a senior adviser in learning and skills at the Institute of Physics, said: “Many children enjoy making noise – but harnessing it in the classroom can help the basics of concepts such as pitch and learning volume.
“We want to help the review team to make the primary science curriculum as inclusive as possible. We recommend that teachers be supported to bring global, historical and societal context into their science lessons and that they build science capital equitably by giving all students access to real science experiences that are currently the preserve of a lucky few.”
From the Royal Society of Biology, head of education policy, Lauren McLeod, said: “By celebrating green spaces, growing vegetables in the classroom and visiting the local garden centre, children can experience the life cycles of living things and be involved in the making healthy and sustainable choices.
“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 into everyday activities.”
The suggestions were welcomed by teachers. “Any initiative that promotes hands-on learning should be encouraged and this is particularly important for Tribal subjects,” says Matt Jones, a co-head at St Jude’s, St Peter’s and Peter Hills Church of England primary schools in south London.
“Explaining scientific concepts using everyday experiences, such as melting popsicles, will help pupils understand and remember more because what they have observed is directly related to their own lives.”
However, Sarah Hannafin, head of policy at the National Association of Head Teachers, said: “What is needed is not a whole new Stem curriculum, but to build on what works best and a reduction in the current bloated program.”
