National curriculum limits practical science lessons - report

Titled ‘School report: Barriers to practical science’, the study found that the demands of the curriculum are the biggest barrier to delivering a practical science lesson (44 per cent) followed by time constraints (37 per cent) and student behaviour (33 per cent). In total, 27 per cent said their school did not have enough money to purchase the equipment needed for practical lessons, or they did not have enough equipment (26 per cent).  

A total of 800 STEM UK teachers were surveyed for the EngineeringUK School report series. This third EngineeringUK briefing questioned 398 UK science teachers on the difficulties they faced in delivering hands-on practical science lessons. 

Becca Gooch, head of research, EngineeringUK, said, “We know the frequency of hands-on practical science has dropped. Our Science Education Tracker research in partnership with the Royal Society highlighted this, as well as how critically vital practical science is as a motivating factor for learning science for years seven to nine.

“Hands-on practicals help bring science to life for young people and boost interest in science as well as developing important skills. We need more young people, especially girls, choosing to continue with science and progress into engineering and technology careers. So, we need school students to have many more opportunities to get hands-on in their science lessons.”