Bringing back concept mapping to develop vocabulary and meaning in science

Although concept mapping has been around for some time, literature and research about this pedagogical tool is either dated or aimed at secondary schools. Anecdotal evidence suggests that they are under-utilised in the primary classroom. We will present research conducted in a range of schools across different year groups where teachers have trialled the use of concept maps and reflected on this experience. We will give delegates the opportunity to create their own concept maps.   Finally, we will showcase the resources that we have created to support teachers to use concept maps in their science lessons. Using concept maps can be used i) to help to develop vocabulary and move children's understanding beyond definitions learnt from knowledge organisers ii) as a retrieval practice activity and iii) as an assessment tool.