Science teachers know that experiments are crucial in the teaching of science.

Practical Work helps students grasp scientific concepts more effectively by allowing them to see theories in action. A hands-on activity can make abstract ideas more concrete. Through experiments, students develop essential scientific skills such as following procedures, observation, measurement and data analysis. These skills are not only vital for science but also for problem solving in everyday life.

Experiments encourage students to think critically and independently. They learn to formulate hypotheses, design experiments, and interpret results, which are key components of scientific inquiry.

Most of all practical activities make science more engaging and enjoyable, sparking curiosity and motivating students to learn more about the subject.

In modern science, pedagogy risk assessments are crucial to ensure the safety of students and staff during experiments and activities. Before any activity is undertaken, teachers, with the support of Lab Technicians, are required to identify potential hazards associated with the materials, equipment and procedures used in the activity. They assess the likelihood and severity of harm caused by identified hazards and put in place control measures to minimise or eliminate risks.

Teachers have the duty of care and responsibility for the curriculum. Teachers are required to do a risk assessment for their work. This is separate from the risk assessment that a Lab Technician performs to ensure that their work is done.

So why is it that when it comes to the formation of practical classes in schools, we have not moved with the times; with little or no focus on the risk regarding the nature of the activities, the nature of the equipment used, the maturity and competence of the students and the capabilities of the teacher to provide expert supervision.

Two experienced Science teachers have shared their stories with the IEU Bargaining Team. We ask for your feedback here

Case Study 1: Addressing Practical Class Sizes and Safety in Year 10 Science

Introduction

A Year 10 Science teacher has faced significant challenges related to class size and safety during practical lessons.

Background

The teacher teaches a science class with 30 students. She raised concerns about the size of the class and the safety implications of this arrangement, noting that the practical components are comparable in complexity and risk to other subjects deemed practical. There was also a higher risk due to the maturity and inexperience of the students.

Despite these concerns, the class size was deemed by leadership as acceptable under the Enterprise Agreement (EA) guidelines, and no adjustments were made to the size of the class, nor a formal risk assessment undertaken.

The class had been formed by combining two Physical Education classes, and the teacher argued that the risks associated with science practicals were much higher due to the use of chemicals and specialised equipment.

Leadership Response

After extensive discussions it was finally agreed that an additional staff member would be assigned when practicals that posed a health and safety risk were being taught. Teachers were available during the double lesson, but were not science teachers and did not know the students.

Challenges and Impact

The response placed the responsibility on the teacher to plan and complete risk assessments for practicals and to coordinate with the daily organiser to arrange support. On the few occasions she requested assistance, the assigned staff were of limited help due to their unfamiliarity with the practical activities and the students. Consequently, the teacher reduced the number of practical experiments to ensure safety, which negatively impacted students’ learning.

The Teacher provided the following recommendations to the bargaining team

1. Recognition of Science as a Practical Subject: The Union should advocate for science to be recognised as a practical subject due to the inherent health and safety concerns.
2. Reduced Class Sizes for Practical Subjects: Class sizes for practical subjects should be reduced to create a safer learning environment and provide more opportunities for practicals.
3. Effective Support Staff: Assign staff who are familiar with the practical activities and the students to provide meaningful assistance during practical lessons.

Case Study 2: Addressing Safety and Practicality in Science Classes

Introduction

This case study examines the challenges and safety concerns associated with conducting practical science classes in a middle school setting. The feedback provided by a Science Curriculum Leader, highlights the need for smaller class sizes to ensure a safe and effective learning environment.

Background

Science classes from Years 7 to 10 are designed to include practical activities at least once a week. However, these classes have not traditionally been categorised as practical classes. The current class sizes, often reach up to 30 students, which poses a significant safety risk, especially given the behavioural and learning challenges some students present.

The Challenges

1. Safety Concerns:
   • Science labs are not built to accommodate 30 students safely. With large numbers of students, it is difficult to move around the laboratory, and not all students can have access to items such as fume cupboards.
   • Teachers face difficulties managing large groups, increasing the risk of accidents.
   • Specific practical activities involve hazardous materials and equipment, requiring close supervision.
2. Behavioural Issues:
   • Large class sizes exacerbate behavioural problems, making it difficult to maintain a safe environment.
   • Teachers struggle to monitor all students effectively, leading to potential safety breaches.
3. Infrastructure Limitations:
   • Existing science labs are not designed for large groups, limiting the ability to conduct practicals safely.

High-Risk Practical Activities

The following list outlines some of the higher-risk practical activities conducted across different year levels:

• Year 7: Bunsen burner practicals, dry ice experiments, use of corrosive and heavy metal solutions.
• Year 8: Heart dissections, burning food, burning magnesium, use of corrosive solutions, electricity experiments.
• Year 9: Eye and kidney dissections, burning steel wool, heating flammable liquids.
• Year 10: Flame tests, use of reactive metals, sodium in water experiments.
• Senior Science: Organic chemistry practicals, microbiological experiments.

Proposed Solutions

1. Reducing Class Sizes:
   • Smaller classes would allow for better supervision and safer practical sessions.
   • Teachers could provide more individualised attention, improving both safety and learning outcomes.
2. Enhanced Training for Teachers:
   • Providing additional training on managing practical classes and handling hazardous materials.
   • Implementing regular safety drills and protocols.
3. Infrastructure Improvements:
   • Upgrading science labs to better accommodate practical activities.
   • Ensuring that labs are equipped with necessary safety equipment and resources.
4. Curriculum Adjustments:
   • Aligning practical activities with the capabilities of the available infrastructure.

The Teacher Provided the Following Recommendations to the Bargaining Team

• A thorough review should be conducted of current Science class sizes and the type of practical activities being undertaken.
• Reduce science class sizes to reduce risks to health and safety
• Upgrade science labs.
• Provide ongoing professional development for science teachers.