Every student can take part: How microscale can make practical science more accessible

How small scale practical work and thoughtful resource design can help science departments remove barriers for learners

Practical science should allow students to engage with scientific thinking, not become limited by unnecessary barriers around equipment, instructions or classroom organisation.

For some students, the challenge is not understanding the science. It may be processing a long written method, managing several pieces of equipment, reading small measurements, moving around a busy laboratory or recording results while completing multiple tasks at once. Science departments can provide practical ways to make laboratory work more accessible for all students.

Microscale is one approach that can support this.

What is microscale science?

Microscale science uses smaller quantities of chemicals and compact apparatus to carry out practical investigations.

The scientific principles remain the same. Students can still observe changes, collect data, identify patterns and apply scientific understanding.

Microscale is not intended to replace all conventional practical science work, instead it should be used to complement it and help reinforce students understanding of the scientific principles being demonstrated. Thus, providing another way for science departments to deliver practical science where appropriate to groups of students that may find conventional practices overwhelming.

The Royal Society of Chemistry and the Association for Science Education both recognise microscale as a valuable approach that can support practical learning while reducing unnecessary resource use and logistical challenges.

How can microscale support inclusive practical science?

Student needs are varied, from extra nurture during transition from primary school, to SEND, and there is no single solution that will support every learner. However, many barriers in practical science come from the way activities are designed rather than the scientific concept itself.

Microscale can help by reducing some of the complexity students need to manage.

Fewer distractions, more focus on science

A practical lesson can require students to:

• Read instructions
• Identify equipment
• Measure accurately
• Follow several steps
• Handle apparatus
• Record observations
• Interpret results

For some students, managing all these demands at once can make it harder to focus on the scientific idea.

Smaller scale practicals can reduce the number of items involved and make activities easier to organise.

Providing equipment in individual trays can also reduce unnecessary movement around the laboratory and allow students to focus more directly on the practical task.

Clear instructions can improve confidence

The SEND workshop highlighted the value of image based methods, simple step by step instructions and prepared results tables.

A long written method can create an additional barrier when the learning objective is understanding a scientific process.

Clear visual instructions can help students understand:

• What equipment they need
• Which step they are completing
• What they should observe
• Where they should record results

These approaches can support students who need additional structure, while also benefiting many other learners.

Inclusive designed resources can keep learners focused, resulting in good classroom management.

Microscale is about more than chemistry

Although microscale is often associated with chemistry, the wider principles can apply across science.

Departments may consider whether practical activities could benefit from:

• Reduced quantities
• Simpler equipment arrangements
• More consistent preparation
• Easier organisation

The question is not simply "Can this practical be made smaller?"

A better question is:

Getting started with inclusive microscale design

Science departments do not need to redesign every practical immediately.

Start with one activity where students regularly experience difficulties.

The method

• Are instructions clear and manageable?
• Could images support the written steps?
• Is any information unnecessary?

The equipment

• Is everything easy to identify?
• Would microscale reduce the complexity?
• Could equipment be supplied as a prepared set?

The student experience

• Can students work independently?
• Are they spending time on the science or overcoming avoidable barriers?

Small changes can build confidence for students and reduce pressure on teachers and technicians.

How Philip Harris can support science departments

Choosing the right equipment for practical science involves balancing curriculum requirements, student needs, preparation time and budget.

Philip Harris supports science departments with practical equipment and technical expertise designed around the realities of UK school laboratories.

Whether you are exploring microscale approaches, reviewing SEND provision or looking for more accessible apparatus, our science specialists can help you consider:

• Which equipment is appropriate for your practical
• How to improve organisation and preparation
• Options for making practical activities more accessible
• Solutions that support students and technicians

Every student should have the opportunity to participate in practical science.

Sometimes that starts with a smaller practical, or a clearer method.