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Use storytelling to plot primary science lessons

When pupils encounter new knowledge through storytelling, they are more likely to commit it to memory, says Jules Pottle

Not long ago, I was teaching a Year 5 lesson on irreversible changes. We had looked at a lit match and discussed how the smoke particles and gases were lost in the burning process, making this an irreversible change. Next, we discussed a kettle boiling.

“Irreversible,” the pupils decided, as the gases were lost to the air.

But then I mimed the action of scooping up water and, instantly, the class began to recall something we’d learned the previous year.

“Evaporation!” someone called out.

“Is it reversible?” I asked.

“Yes. Con…condensation,” they replied.

Where did this revelation come ...

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