From talk to text: A creative pedagogical approach for building scientific literacy in the secondary classroom

ANKITA SENGUPTA, TEACHING AND LEARNING LEAD (RESEARCH) AND TEACHER OF CHEMISTRY, ALLEYN’S SCHOOL, UK Introduction Developing scientific literacy is central to enabling students to articulate conceptual understanding, construct extended explanations and perform effectively in assessments (EEF, 2019). However, the density of disciplinary vocabulary can present challenges for younger secondary students, particularly lower prior attainers (LPA). Within the curriculum, science is taught in four 40-minute lessons per week, and maximising lesson time is essential for supporting both conceptual understanding and language development. The intervention took place across seven mixed-ability Year 8 classes, whose baseline MidYIS (Middle Years Information System) data indicated similar prior attainment profiles. Initial work in biology showed that many students could recall key ideas but struggled to express biological processes – particularly gas exchange, respiration and double circulat