Inclusive teaching in science - the what, the why and the how!

This session has been designed to cover an introduction linked to what does inclusion mean and what does inclusion look like in science. We will also look at why inclusive science teaching is important and then introduce 4 threads of inclusion and provide links to the evidence base behind creating ‘an inclusive science classroom’. Case studies with practical ideas of what this looks like in the Science classroom that have been implemented by Teach First ECT’s will then be shared. There will also be opportunities to discuss ideas and share best practice. Outcomes: As a result of attending this session, the aim is for participants to be empowered to make small changes in their classroom practice to promote inclusion. They will come away with practical ideas for developing ‘an inclusive science classroom’ and have time to reflect on what their vision is, and what is important to them in terms of inclusion in Science. Summary of Outcomes: 1. Further develop understanding of what it means to be an inclusive teacher of Science 2. Examine different 'threads' of inclusion 3. Consider practical strategies for developing an inclusive science classroom. 4. Reflect on own vision for inclusive science teaching I work as a Subject Development Lead (Science). One of our focus areas of the curriculum for ECT's who are on Year 2 of the training programme is Inclusion, with a primary focus on 'What does it mean to be an inclusive teacher of my subject'. Within this we consider four main threads of inclusion: access, aspiration, representation and community and belonging. This is then developed further by ECT’s when they focus on teaching and curriculum practices in science that enable them to develop an inclusive classroom. My inspiration for the delivery of this session firstly comes from the ECT’s themselves and their work in the classroom. The variety of high-quality evidence informed approaches that the trainees have embedded into their classroom practice is incredible and could lead to a wider impact if shared. Secondly, as science practitioners we need an awareness that we should continue to work hard to remove barriers for pupils, encourage more young people from diverse backgrounds to choose Science, and create that inclusive classroom environment.