Scientific literacy and oracy in primary school education - a review from The Royal Society

In order to apply scientific thinking to everyday situations, children need to see science as something they can engage with and that is ‘for them’. Opportunities to discuss and debate science-related issues can help scientific content to be meaningfully related to children’s lives. Oracy can also support learning of science, providing opportunities to use and apply scientific vocabulary and knowledge. The Royal Society commissioned a rapid literature review to map the current landscape of scientific literacy and oracy in UK primary science, the aim being to identify challenges, gaps and opportunities for oracy-rich primary science (age 5-11). Please come along to discover the key messages and findings