GUIDANCE

CURRICULUM

TEN

TEACHING SCIENCE
TO PUPILS WITH
SPECIAL
EDUCATIONAL
NEEDS

NATIONAL
CURRICULUM
COUNCIL

1111~li'llljlillllllll~I~~II"1
N16640

NCC is grateful for the help of a team of teachers and advisers in producing this book. All
of the classroom material included in the book is drawn from their experience of teaching
pupils with a wide range of special educational needs.

6 rrp
ISBN 1 872676 88 X
First published 1992
Copyright 1992 National Curriculum

Council

Reproduction, storage, adaptation or translation in any form or by any means of this publication is prohibited without prior written permission of the publisher, or within the terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for the
purposes of research, private study, criticism or review, or by educational institutions solely for educational purposes without
permission providing full acknowledgement is given.
Printed in Great Britain
The National Curriculum
National Curriculum
Chairman:

Council is an exempt charity under the Charities

Council, Albion Wharf, 25 Skeldergate,

David L Pascall

Act 1960.

York Y01 2XL.

~
I

CONTENTS
Foreword
1

1 Introduction
2 Science and pupils with special educational
3 Planning
4

for differentiation

Examples

of activities

and case studies

needs

2
4
6

KS1

Properties of materials
Reflection of light
Case study: Shushma

7
12
17

KS2

Recording the weather

Growing plants
Case study: Angharad

19
23
28

KS3

Salt
Food science
Insulation
Case study: Sean

29
34
38
43

KS4

Electricity
Metals
Case study: Gordon

44
49
54

5 Planning
6 Evaluation

checklist

55
57

FOREWORD
The National Curriculum Council acknowledges its responsibilities
to
ensure that the National Curriculum is available to all pupils including
those with special educational needs. Now that the statutory framework
for the foundation subjects and Religious Education is largely in place,
Council has identified as part of our ongoing programme of keeping the
National Curriculum under review, a particular priority to review how
accessible the National Curriculum is in practice for pupils with special
needs.
This book supports Council's objective. It draws on good practice in
schools with pupils with special educational
needs and shows how
teachers can use a variety of approaches to involve those pupils in science
work. NCC is grateful to all those who have contributed to the development of this project.
NCC is also particularly
concerned to ensure that all our guidance is
helpful and meets specific needs. I should, therefore, be interested to
receive your comments on this new publication.
David PascalI
Chairman, National
March 1992

Curriculum

Council

All pupils are entitled to a broad and balanced science curriculum. The
pupil with special educational needs (SEN) can participate in science
activities which are appropriately planned. This book gives examples of
such planning for all four key stages and for a range of SEN. It does not
cover all possible combinations of SEN at all key stages but the planning
process used in the book can be applied to all areas of the science Order for
all key stages.
The book is for teachers of pupils with SEN in mainstream and special
schools. Some teachers in mainstream schools will be seeking guidance on
how to help pupils with a range of SEN to participate in science activities.
Through reading the planned activities, commentaries and case studies
teachers can consider their strategies for helping different pupils. Each
case study demonstrates how a particular pupil is helped by the approach
taken in one of the science activities shown. Some teachers in special
schools will be seeking guidance on how to plan from science programmes
of study (PoS). They may find the information and activities linked to
particular sections of PoS useful in developing their own planning for
science teaching.
The science activities described in this book can be modified to alter the
demands made on the pupil in terms of complexity of ideas, knowledge
and skills. Teachers can take opportunities to present pupils with
challenges which bring about progression. Progression in skills is
described by the PoS and statements of attainment (SoA) in attainment
target (AT) 1 and that in knowledge and understanding by the PoS and
SoA attainment in ATs 2-4. Activities should be differentiated to match
the needs of pupils. A full description of the differentiation possible in
AT1 is beyond the scope of this book. Further information and advice on
differentiation and other planning issues is given in Science Non-Statutory
Guidance (Nee, June 1989 and December 1991), Science and Pupils
with Special Educational Needs (Nee INSET Resources, 1991) and
Science Explorations (Nee INSET Resources, 1991).
Nee has also published Curriculum Guidance 9: The National Curriculum and Pupils with Severe Learning Difficulties. Section 5 of this book
contains details of planning science work for these pupils. It states that:
'Although pupils with severe learning difficulties may not understand the
more complex concepts underlying scientific activities, they must not be
denied the opportunity of scientific experience'.

Every pupil should have the opportunity to learn science. Activities in

science have characteristics which will help pupils with SEN achieve
success.

They are about first hand experience.

Knowledge and skills can be developed in small steps through practical activity, so helping concentration.

Science activities can capture the imagination and may help reduce
behavioural problems.

Working in groups can encourage participation and interpersonal

communication.

Working on a variety of activities allows pupils to share their

strengths and help each other.

Teachers should be aware ofthe physical, sensory, cognitive and emotional

development and needs of their pupils. On the basis of this assessment
they can set objectives and plan appropriate science activities. Teachers
should be aware of safety demands of science activities. Reference should
be made to such publications as Be Safe (ASE), and Safety in Science
Laboratories (DES Safety Series No.2). In constructing schemes of work a
variety of activities should be incorporated to match pupils' needs. Different activities will make different demands on time, e.g. open-ended
investigation provides the opportunity for motivating pupils and differentiating tasks and outcomes but they may require much more time to
complete.
Planning for pupils with SEN needs to be addressed at three levels:

whole school policy;

class schemes of work;

group and individual activity plans.

The science curriculum should be planned initially for the whole school.
Particular schemes of work can then be designed to incorporate a range of
curriculum areas. Putting science into everyday contexts can help pupils
to understand scientific ideas. The cross-curricular themes and dimensions provide many opportunities for doing this, e.g. work involving
economic and industrial understanding (EIU) of a science-based industry
can promote understanding of science concepts; cooking activities can
stimulate discussion of environmental issues such as those related to food
production and the use of agrochemicals.
Choosing familiar contexts and providing appropriate activities motivates and stimulates pupils and may help them gain a better knowledge
and understanding of the world around them. Some pupils can be isolated
from their environment and their peers, not only by sensory and physical

problems, but also by intellectual

and behavioural
difficulties. Wellplanned science activities can help reduce this isolation by providing
regular opportunities for children to work in groups.

Figure 1. The planning

sequence used in this book

Programme of study
(PoS)

The PoS provide the basis of what is to be

taught. A scheme of work should be
planned with regard to progression,
continuity and differentiation. The SoA
and examples should be used to help plan
schemes of work.

Schemes of work

Schemes of work should set out the

activities planned for pupils, making
reference to the skills, understanding
and knowledge to be used and developed.
Ways of developing and using schemes of
work are discussed in the non-statutory
guidance for Science Non-Statutory
Guidance (NSG) (Nee, 1989).

Specific scientific
activities

Attainment targets (ATs)

and statements of
attainment (SoA)

When planning specific scientific

activities, teachers should take account
of relevance of content, materials and
methods of teaching to the pupil with
SEN. These points are described in
Section 4 of this book. The Nee INSET
pack Science Explorations (1991) gives
more information on planning
investigations.

When the skills and concepts in the

schemes of work have been taught,
teachers will need to consider the pupils'
levels of achievement. Teachers will need
to record pupils' achievement in terms of
the ATs and SoA. For some pupils
progression will be within level one, and
this should be reflected in the scheme of
work.

Section 5 on page 55 includes more detailed guidance on planning science

for pupils with SEN.

There is a wide range of methods that teachers can use to provide

differentiation for pupils with SEN. Effective teaching is supported by:

defining the objectives, including the knowledge, understanding and

skills;

planning activities appropriate to class, group and individuals.

Planning for differentiation can involve:

ensuring that pupils' strengths are used to build their confidence and
maintain motivation, e.g. involving a tetraplegic pupil in observation
and recording of results while others carry out manipulation of
equipment;

using a multi-sensory approach to give pupils the opportunity to learn

effectively in a way suited to their abilities;

helping pupils overcome learning difficulties, e.g. by simplifying the

language of instructions for pupils with reading difficulties;

including the possibility of pupils' work and reports being recorded in

different ways to suit their capabilities, e.g. on computers, in written
form, video and audio tapes;

providing opportunities for the assessment of pupils' progress and

responses and giving feedback to individual pupils;

employing active learning strategies giving pupils first

experience selected from or reinforced by everyday examples;

matching the demands of the activity to pupil's level of attainment;

providing a range of activities which will ensure the participation of

all pupils (differentiated by task); and/or

providing similar work for the whole group but allowing different outcomes for different individuals (differentiation by outcome);

using a clearly defined, step by step approach which promotes a

gradual development of concepts and skills;

allowing sufficient repetition to consolidate skills;

using jargon-free, simple, unambiguous language starting from the

pupils' own language and introducing words as needed, especially to
express a concept, e.g. dissolving as opposed to melting;

explaining new words to pupils regularly to ensure they understand

them and can then use them;

allowing time for pupils to reflect on their work;

ensuring that the pace of the lesson takes account of the differing work
rates of individual pupils;

using visits as stimuli for work and to reinforce concepts taught in

school;

hand

using material which is free of gender bias and uses the different
cultural and ethnic background of pupils to enrich teaching and
learning;

using a range of communication

picture/diagrams, writing;

using adaptations of communications for the particular special educational need, e.g. enlarged print, simple and consistent language, clear
uncl uttered illustrations;

having a consistent presentation for written material and a format for

practical work which will avoid anxiety and encourage confidence and
participation;

ensuring safe working conditions and the use of appropriate equipment and aids;

making effective use of classroom helpers and technical support whilst

maintaining pupil control of the work;

organising some work to be done in groups or pairs so that pupils are

able to demonstrate to each other what they can do.

methods,

including

speech,

This section gives a series of activities planned from PoS for each of the
four key stages. Each key stage has the activities set out in the same way;
starting with a section from the PoS, four different activities are
described. For each key stage parts of the PoS have been selected as
examples. They are reprinted in the book and signalled by the logo:
PoS

KS

AT ...
The same logo is used on the pages which follow each section ofPoS. These
pages contain an activity which is an example of how the part of the PoS
might be taught.
The examples of investigations and experimental work in the activities
have been selected to show how planning can improve learning and
participation for pupils with different SEN. Each example consists of two
parts:

a description of the activity which may include pupil material,

methods, questions posed and equipment used;

a commentary on the choice of methods, use of language, rationale of

the activity and a consideration of the needs of individual pupils.
Particular activities may be more suited to pupils with particular
SEN. In some cases alternative communication and recording techniques have been suggested. After each set of activities for a key stage,
a case study is provided to demonstrate how participation in one of the
science activities has been improved for pupils with particular SEN.

At the end of the examples for each key stage a case study is outlined
which shows how one pupil can be helped to take part in and learn from
a particular activity. Teachers can discuss how the pupil described in the
case study can benefit from approaches used in other examples given.

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KEY STAGE 1

CASE STUDY: SUSHMA

Sushma is 7 years old; she is a lively member of her class, enjoying school
life.
In class the teacher discusses any changes to the layout of learning areas
in the classroom with Sushma, to ensure her safe mobility as she has
limited vision. This half-term the class is involved with work on reflection. Sushma has been collecting reflective materials to bring into school
for a display. Display material is clearly marked using a thick black felt
tip on yellow paper. School staff and Sushma's parents encourage Sushma
to look at any displayed material from more than a metre away.
When working on reflections with a friend, Sushma (see page 16) had
large luminescent yellow shapes placed on the back of her head. Sushma
had little difficulty in seeing them using large mirrors in a well-lit area;
she reinforced her vision by touching the shapes as well as describing
them. On occasions Sushma uses large print books, a computer with a
'pen down' program, and an opticon is also available for her use. The highlight of the term was a visit to a hall of mirrors. Sushma enjoyed the trip
immensely and the school practice of walking in pairs with linked arms
ensured she experienced no mobility problems.
Sushma works in a tidy classroom. All pupils take responsibility to return
furniture and equipment to its correct place. This practice helps Sushma
and ensures all the class enjoy a well-organised and visually uncluttered
learning environment.

Discussion
Which of the activities in the 'Properties of Materials'
would best provide for Sushma's needs and abilities?

section (pp. 7-11)

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KEY STAGE 2

CASE STUDY: ANGHARAD

Angharad is 10 years old and attends her local primary school. She is
happier when working on practical tasks than she is when reading or
working on written exercises. She has difficulty in learning and using
language and shows discomfort in unfamiliar surroundings. During this
term's project on weather she has been involved in all class activities. She
responded well to recording weather on the large frieze. This activity
provided her with opportunities to use a camera, to paint pictures and to
assist another child with making a collage in order to record the weather
of the previous week. She has also been encouraged to observe the
weather and take part in whole class and small group discussion before
recording these observations on the chart.
When faced with tasks which restrict Angharad's movement and require
her to sit for extended periods at a table, she becomes restless and at times
disruptive. This activity has provided her with opportunities to undertake
a variety of tasks in different locations. By working alongside her peers,
Angharad has made a full contribution to the class activity. In discussion
she was able to describe her own part in the making of the chart, and the
visual and practical nature of the tasks have provided her with an immediate record of what she has done.
Discussion
Which of the activities in the 'Growing Plants' section (pp. 23-27) would
best provide for Angharad's needs and abilities?

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KEY STAGE 3

CASE STUDY: SEAN

Sean is 12 years old and attends a school for pupils with a physical disability. He has a deteriorating condition which is making him progressively
weaker. He is no longer able to walk and uses an electric wheelchair. He
has daily physiotherapy sessions and uses a standing frame for an hour
each day. Though his arms lack strength and he is unable to reach or lift,
he retains excellent finger control. He is able to write, colour, and uses a
compu ter/word -processor competently.
Sean has a moderate learning difficulty and poor general knowledge
resulting from his lack of early experiences rather than any intellectual
impairment.
He enjoys science but much prefers the practical
keeping and written work.

sessions to the record

To ensure that Sean is able to work effectively in science it is necessary to

make sure all experiments are able to either fit on the table he carries on
his wheelchair or on the adjustable height table he uses when in his
standing frame. Wherever possible the practical work is related to Sean's
experience. On those occasions when it has proved impossible for Sean to
do the practical work, he has always been given a responsibility
in
another aspect of the group or class work.
With support from both teacher and classroom assistant he makes contributions to all his lessons, though if asked he will always affirm that he
would like to be even more involved in science than he is at present. The
greatest barrier to participation
is finding appropriate apparatus and
materials which he can use safely and easily.
Sean has been working recently on a project about 'Heat' with the rest of
his class. He successfully completed the insulation experiment involving
gloves as described on page 40 and when questioned afterwards it was
clear that he had not only enjoyed the work but had understood most of
the underlying concepts. Though he could not make the tea when the class
did the tea making activity, he made an effective contribution to the
discussion based on the knowledge of insulation he gained from the glove
investigation.

Discussion
Which of the activities in the 'Salt' and 'Food Science' sections (pp. 29-37)
would provide for Sean's needs and abilities?

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KEY STAGE 4

CASE STUDY: GORDON

Gordon, who is a 16-year-old pupil, has had a moderate hearing loss in
both ears since he was 5. His speech is intelligible to the trained ear. His
limited access to language has significantly affected his reading ability.
He is an enthusiastic member of his class and is more than willing to take
an active part in all practical activities. He is a sociable and amenable
pupil, who has developed good relationships with many of his peers.
The class has worked on the topic electricity. They have looked at domestic
supply and power generation. Gordon's group investigated the amounts of
electricity used by different appliances.
The appliances were brought in by the pupils from home as 'real'
examples. Each group made labelled diagrams of each, which were displayed on the wall as sources of reference.
An employee of the electricity board was invited to talk to the class. She
brought in several different types of electricity meters which the pupils
were able to examine. She also provided the class with posters and photographs which were referred to during later class discussions.
Working in small groups the class followed the worksheets
easily read and understood helped by instructive diagrams.

which were

Fully aware of how the meter worked, Gordon took an active and constructive part in the accurate recording of each tested appliance. He
recorded his results on video, and also drew graphics and tables. He later
entered all the class results onto a database, from which further work and
ideas were generated.
During end-of-lesson class discussion, Gordon referred to his results using
the work he had produced. His report of the experiment included the video
recordings of his work with the meter. The reports of other groups helped
Gordon's understanding.

Discussion
Which of the activities in the 'Metals'
for Gordon's needs and abilities?

section (pp. 49-53) would provide

The purpose of this section is to provide a list of ways of assisting pupils

with special needs to participate in science. It reinforces the strategies
recommended in earlier chapters. Good practice for pupils with special
needs is good practice for all pupils.
When addressing the needs of pupils in science activities, teachers should
consider the layout of rooms, communication and learning needs.

ROOM LAYOUT

Ensure clear access to the room with a straightforward

will not impede pupils with poor mobility.

layout which

Avoid unnecessary

Store equipment in a logical way in clearly labelled locations which

are regularly described to pupils.

Help the pupil with a visual impairment to become familiar

room by exploring it and by use of a tactile plan.

Check the lighting conditions in the room to ensure that pupils with
visual impairment are seated in the optimum position.

Investigate the acoustics of the classroom and check that the hearingimpaired pupil is seated in an appropriate position.

Ensure good access to work surfaces, and make sure that wheelchairs
can be put into position under tables and other surfaces.

Do not work with a bright light or window behind the teacher.

room changes which can confuse pupils.

with a

COMMUNICATION

Ensure that all diagrams and illustrations,

OHPs, are clear and uncluttered.

For the visually impaired pupil, reinforce materials on a blackboard or

screen with clear diagrams (tactile where needed) or large print text.

Try to use the pupil's own medium of communication,

Makaton, Bliss symbols, signing.

Avoid walking around the room when talking, as some pupils may be
unable to see or hear what is being said.

Be aware that hearing-aid

cause loss of vision.

Look directly at pupils when speaking to them; this is essential

pupils with hearing impairment.

Keep sentences and langage as simple as possible and avoid jargon.

When introducing
pupils understand

batteries

including

deteriorate

those used on

e.g. Braille,

and dirty spectacles

for

technical words explain them several times until

their meaning.

Ensure displays are lively and stimulating but uncluttered and that
they are not overpowering in their provision of information.

Where necessary, use non-written forms of recording, e.g. photogra phs/tapes/videos.

LEARNING

Avoid introducing several concepts at the same time.

Do not assume that concepts have been understood and provide opportunities for repetition and reinforcement.

Plan work in small steps to ensure success at every level.

Check the work of pupils with special needs regularly to ensure that
they understand the work, developing skills and are remaining on
task.

Ensure consistency of classroom routines to avoid anxiety.

Be aware that pupils with special needs can take on school and class
responsibilities and that this can improve their self image.

Nee would be pleased to receive feedback from teachers on the usefulness

of the material presented in this book. Photocopies of these pages or

letters with your comments may be sent to Curriculum Guidance 10,
Nee, Albion Wharf, 25 Skeldergate, York YOl 2XL.
Chapter 2: Science and pupils with special educational needs

Chapter 3: Planning for differentiation

Chapter 4: Examples of activities and case studies

Chapter 5: Planning checklist

How was the material used?

How many teachers were involved?

What was the general reaction to the package?

Any other comments?

NCC would also be pleased to receive other examples of ~ork which

illustrate different approaches to teaching science to phpils with
special educational needs.