Explicitly teaching scientific words that have a double meaning can support primary pupils’ progress in science

Explicitly teaching scientific words that have another meaning in everyday life and showing how they can be used in different contexts can support primary school pupils’ (five- to 11-year-olds) science attainment, according to a new guidance report published today by the Education Endowment Foundation (EEF).

The first recommendation from the report outlines how primary science teachers can support pupils to develop their scientific vocabulary – focusing particularly on words that have another meaning in everyday life, like attract, repel, pole and force. The report also highlights the importance of teaching words that are common across several areas of science, as well as those that are specific to a particular topic.

The recommendation encourages teachers to plan when and how new terms and their definitions will be explicitly taught, as well as creating opportunities for repeated engagement with and use of new words over time. It also suggests building in opportunities to reinforce pupils’ science-specific vocabulary through spoken language, reading and writing.

The report, underpinned by a systematic review of the best available international evidence around effective primary science teaching practice, outlines six actionable recommendations to support teachers and school leaders to make improvements to their existing science provision. These include guiding pupils to work scientifically, and relating new learning to relevant, real-world contexts.