Resource 2: Practical Work

Teacher resource to support teaching approaches

Practical work


Practical work is an important part of learning about science and learning to be a scientist.

The TESSA materials consider practical work in science involves pupils finding out, learning and verifying through observation and experiment, using skills and methods that are used by scientists in the real world. There are different types of practical work, which serve different purposes. Over time, a good teacher will make sure that their students experience different types of practical work.

Purposes of practical work

Different types of practical work and particular experiments will meet different objectives, but the benefits of practical work include:

  • Developing practical skills and techniques such as how to use a microscope.
  • Gaining first hand experience of materials and processes that may increase their understanding of science and help the retention of knowledge.
  • Developing inquiry skills, such as control of variables, analysis and recording of data and looking for patterns.
  • Motivation and enjoyment.
  • Encouraging and promoting higher levels of thinking. Pupils can be asked to predict and explain when presented with problems and phenomena.
  • Communication skills. Practical work may provide a context for the development of communication skills. The link to shared experiences and real objects may be very helpful for learners with limited proficiency in English.

Types of practical work

  • Demonstrations – A teacher may decide to do a demonstration for reasons of safety or due to lack of time or resources. They may also be the most suitable method for consolidating understanding or providing challenge. Try to actively involve pupils through questioning or through participating in conducting the experiment or activities before or during the demonstration (e.g. predicting if statements are true or false and then using observations to confirm or change their decision).
  • Structured practical – Pupils do an experiment in groups. The teacher may give them instructions to follow, advice on recording and analysis and questions to help them relate their observations to theory. These may be suitable for practising skills and techniques, supporting particular inquiry skills, and gaining experiences.
  • Rotating (circus) practical – Pupils in groups move from one experiment to the next at ‘stations’ in the classroom. The experiments should be related and instructions should be brief. Similar questions at each experiment will help pupils gradually build their understanding of a key concept, e.g. particle theory of matter or adaptation. Some of the stations may include a card sort or problem to solve rather than an experiment.
  • Investigation –Pupils plan, carry out and analyse their own experiment. They may have freedom to choose what they investigate or the teacher may limit the materials available or specify a topic to investigate. The teacher has a role as a facilitator rather than teacher. They will usually give pupils guidance on ‘the scientific method’ or carrying out a ‘fair test’.
  • Problem solving – this is similar to an investigation, but pupils have more freedom of approach. It may be a practical problem, such as dropping an egg from the top of a building without breaking it, which can be solved in a number of ways. This can be motivating and a good vehicle for the promotion of communication skills.

Organising practical work

Whenever you are planning an experiment, you should try it out yourself before the lesson. Simple experiments are often more complicated than you might think. You will also need to do a risk assessment. This means thinking about the potential hazards and taking steps to reduce them.

When dealing with chemicals other than water, students should wear safety goggles. If safety goggles are not available, you need to use very dilute solutions (0.1 M). The chemical that is most likely to cause permanent eye damage is sodium hydroxide (above a concentration of 0.4 M).

You will need to think about how your students will get the apparatus they need. The things you might consider could include:

  • Give them an activity to do at their desks and, while they are doing it, you distribute the apparatus they will need.
  • Spread out the different items around the room and ask one person from each group to collect what they need. By spreading it out, you will avoid the potentially dangerous situation of lots of people gathering in the same place.
  • Give out the chemicals yourself with a teaspoon on to small pieces of paper that they can take back to their place. This will ensure that they get the right amount and will avoid a lot of mess!

Resource 1: Differentiating Work

Resource 3: Questions to ask about measurement