Creativity in Primary Science

Creativity in Primary Science

Creativity in Primary Science

Creativity in Primary Science


• How do primary teachers incorporate all the facets of science in their teaching?

• How do primary teachers plan and replan their science teaching in the light of how children are learning?

• How do primary teachers retain lively and imaginative science teaching within the constraints of a specified curriculum?

This book is about the very best of primary classroom practice in science; six teachers, six schools, six science topics, with children from ages five to eleven years. The teaching and children's learning are described in a straightforward style, richly illustrated by pen and ink drawings made from photographs, and by examples of children's work.

The author has provided a commentary on the particular classroom examples by linking them to a wider discussion of science in primary schools and by sharing the teachers' own rationale for their decisions.

The book was written initially for beginning teachers, but experienced teachers who reviewed the drafts, welcomed the combination of 'real' classroom examples coupled with a more theoretical commentary. Above all, they welcomed the essence of the book which, as the opening sentence indicates, is "about creativity in teaching and a celebration of the skills and expertise of primary teachers in the area of science."

The book will be invaluable reading for both trainee and practising primary school teachers.


One of the great achievements in the educational system of England and Wales over the last decade has been the growth of science and technology teaching in the primary school. Previously this had been weak and spasmodic, often centring on the nature table and craft work; now it is well established in the curriculum of all children from the age of 5. Primary school teachers are to be congratulated on this achievement, building their science work on often uncertain foundations. This is therefore an appropriate time for this series of books which looks in detail at what has been achieved, and seeks to develop the fundamental principles that underlie the ways in which children learn and teachers teach science and technology in primary schools.

Two approaches to primary school science had been developing prior to the introduction of a National Curriculum. The first saw investigations as the focus of the children's work, studying aspects of their natural environment to develop both an insight into the underlying science and the way that scientists work. The second approach was modelled more on the way in which science had . . .

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