Rebecca Wardell, Primary Trust Assistant Principal, Dixons Academies Trust and Dixons Music Primary, UK
In 2017, a major report funded by the EEF (Nunes et al., 2017) found strong evidence of a link between socio-economic status and science attainment. This science attainment gap becomes apparent at Key Stage 1 and gets wider throughout the rest of primary and secondary education. As part of the Dixons Trust, where our mission is to ‘challenge educational and social disadvantage in the North’ and where our primaries are predominantly in some of the most deprived areas in the UK, it was vital that we created and devised a primary science curriculum that would address this attainment gap early, and boost attainment for disadvantaged students in primary science. To boost attainment and address this gap, we decided that our key aim for our science curriculum was that all students would know and retain the fundamental scientific knowledge from biology, chemistry and physics, provi
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Brilliant article. Clear and concise with excellent worked examples, applying the cognitive science principles to curriculum design. Will be sharing with colleagues, as best practice. Thank you.