What ideas underpin the Science ~ Physical approach?
The Science~Physical approach is based on straightforward ideas that can help children learn, retain and understand scientific concepts.

• Using a multi-sensory approach: most of us have a preferred learning style - visual, auditory or kinaesthetic/tactile.
• Structuring lessons on 'Accelerated Learning' principles: a structured, cyclical approach that facilitates learning through a variety of methods and stimuli.

Multi- sensory approaches to learning
We all learn through several senses – principally sight, hearing and touch/movement – and most of us have a preferred learning style. A teaching approach that uses visual, auditory and physical methods is likely to keep more children engaged – and for more of the time – than one that just relies on one approach.

Visual and auditory activities are relatively easy to include in learning experiences, for example:

• Discussions
• Raps and mnemonics
• Scientific exploration
• Word cards
• Visual displays
• Music
• Games

However, physical activities are sometimes harder to include. This CPDU shows how you can create dynamic and varied lessons that address every type of learning preference by adding:

• Warm ups
• Movement-led games
• Exploration (improvisation) through movement and movement tasks
• Teacher/pupil demonstration

Accelerated learning
Accelerated Learning principles provide a structured cyclical approach that facilitates learning through a range of stimuli enabling the learner to acquire, explore, and recall knowledge and understanding which, in turn, should allow them to retain knowledge for longer.

These principles refer to Howard Gardner’s theory of multiple intelligences and ensure that activities used within the learning experience cater for all learning preferences: visual, auditory and kinaesthetic/tactile. Central to the Accelerated Learning approach is a learning cycle. This cyclic approach frames the teaching and makes sure each lesson includes the ‘big picture’, the aims of the activity, an ‘exploration and discovery’ phase, and ‘review and recall’ activities.



It generates activities and resources that can be used to enliven and enhance conventional classroom teaching – for example raps, rhymes, word cards, movement sequences (use them as ‘brain gym’ and for recall or revision) and ‘mind maps’.

Does it work?
The Science~Physical approach was developed out of a two-year action research project called Dancing the Words. Extensive evaluation of this project showed that some pupils took a while to understand the nature of the multi-sensory sessions, but once pupils had become accustomed to this approach they displayed a new enthusiasm for science.



During the course of the multi-sensory sessions teachers recognised that pupils displayed a greater understanding of science concepts in pupils and saw a measurable growth in confidence in a number of children. Teachers noticed children who would not usually offer to answer questions in class putting up their hand to offer an answer in reference to concepts explored during multi-sensory sessions. Overall it was noticed that pupils’ retention of knowledge was greater.



Accounts from teachers suggest that the project particularly benefited kinaesthetic learners and those with musical intelligence. Statistical evidence suggests that interpersonal learners benefited, whereas intrapersonal learners may have been less receptive to the approaches used. Pupils with poor literacy skills appeared to benefit, according to teachers and statistical evidence. There have been several independent remarks suggesting that those pupils with auditory difficulties have shown improvement in attainment in science due to the project.

In addition to raising pupils’ scientific knowledge and understanding the Science~Physical approach has enabled teachers to reflect upon their practice: