The diversity of children and their families in our schools provide us with a depth of knowledge, experiences and skills that can be drawn upon by all. The context of Science provides a valuable opportunity to use children's own experiences of the world around them to enrich the curriculum and maximise their learning.
For example a Somali child may have first hand knowledge of plants and animals in an environment which could be highly relevant to a unit of work on habitats. It is essential that schools find out about the children who arrive in their school and build on their knowledge and skills.
As educators we also have a responsibility to reflect diversity and promote respect for all. The content of our curriculum is an important factor in promoting equality for all. Developing the curriculum is an important factor in putting our race equality policies into practice.
Many schools are using the QCA scheme or work for Science and adapting the units to meet the needs of their children as well as reflecting the communities in which they live.
Collaborative
We have placed high importance on developing opportunities for collaborative learning. It is well known that working collaboratively has benefits for all children.
For children from Ethnic Minority communities the benefits include:
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Children for who English is as Additional Language (EAL) have opportunities to listen and articulate their ideas with able English speakers developing and applying scientific vocabulary.
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EAL children are more likely to use this vocabulary in a safe and small context.
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EAL children can use their first language to enhance their understanding (if a child speaking their language is in the same group).
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Tasks can include visual and concrete clues, which assist linguistic development.
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Children's experiences of languages, cultures, religions and different parts of the world can be drawn on and built on within the context of Science making the curriculum relevant and motivating.
The benefits for all children include:
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Collaborative activities help children to develop a deeper understanding of ideas and concepts and allows them to use specialised vocabulary in a meaningful context.
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Children's own skills, experiences and interests can be built upon and compliment each other.
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Collaborative activities can provide opportunities for visual, auditory and kinaesthetic learning and therefore meeting the needs of different learning styles.
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Good thinking is shared through talk - collaborative learning promotes this.
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Children learn successfully in Science where they are encouraged to share and investigate their own ideas. Collaborative investigations maximise the opportunity for thinking and articulating ideas.
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Scientific Enquiry requires analytical thinking. Teaching children how to think through investigations from asking questions to drawing conclusions requires the opportunity to share and develop ideas.
