ABSTRACT
An inclusive science education implies that all pupils, not least those with learning or communication difficulties, should be given the opportunity of some sort of 'scientific experience'. The main thrust of the Every Child Matters (ECM) programme was to create inter-agency cooperation to ensure children's 'well-being'. The important point for teachers is that these 'alternative conceptions' have served children in their life outside of the science classroom and are strongly held on to. There will be a wide range of physical differences between pupils in any secondary class. In 2007 the Department for Education and Science published guidance on the implementation of Social and Emotional Aspects of Learning (SEAL) within secondary schools. This chapter shows an example of a word bank with a collection of about 300 words. This is a list formed from examining the science curriculum and a sample of recent science textbooks and from talking and listening to pupils and teachers.
