Know what the words actually mean.
Scientific terms become useful when pupils can connect them to a clear mental model — not just a translation.
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SCIENCE SUPPORT FOR TURKISH-SPEAKING PUPILS IN THE UK
Science clicks when the language does.
Personalised one-to-one support that helps pupils understand scientific ideas, make sense of classroom English and explain what they know with confidence.
English stays at the centre of learning. Turkish can be used strategically when it helps a difficult idea become clear.
WHERE SCIENCE + LANGUAGE MEET
P
SCIENTIFIC VOCABULARYevaporation
From knowing the word to understanding the process.
QUESTION LANGUAGE“Explain why…”
causeevidence
CONCEPT → EXPLANATIONUnderstand it. Say it. Apply it.
Building confidence step by step, not memorising a script.
WORKING SCIENTIFICALLYobserve · ask · test
predictcompare
A more human route into science.
One-to-oneLessons shaped around the individual learner.
Language-awareScientific English made clearer, without replacing it.
Curiosity-ledUnderstanding first. Confidence grows from there.
THE REAL CHALLENGE
Sometimes the problem isn’t the science.
A pupil may understand an idea but still struggle with the vocabulary, the wording of a question, or how to express an answer in English. Pera works at that intersection.
Decode what the question is asking.
Words such as describe, explain, compare and predict can change the entire task. We make that language explicit and practise responding to it.
describe ≠ explainevidencereasoning
Move beyond memorising the page.
We use questions, examples and simple investigations to help learners connect causes, patterns and evidence.
why?how?what if?
Say the science with confidence.
Once an idea is understood, pupils practise explaining it clearly in the English they need at school.
sentence buildingkey terms
INSIDE A LESSON
Understand first. Then make it usable.
There is no fixed script. A lesson can slow down, revisit an idea or go deeper depending on what the learner needs that day.
A simple learning loopConcept → Language → Application
Make the idea clear
Break the concept into understandable pieces, use everyday examples and check that the learner can see how the pieces connect.
Build the language
Identify the scientific vocabulary and question language that pupils need to recognise, understand and use naturally.
Apply & explain
Use questions, problems and explanations to turn understanding into something the learner can confidently use at school.
Not a translation service. A bridge into confident scientific English.Personalised to age, pace and current needs.
YOUNGER SCIENTISTS
Keep the “why?” alive.
Science at a younger age should feel like discovery, not a list to memorise. Sessions can use simple experiments, observations, real-life examples and conversation to turn curiosity into understanding.
Why does it float?→ investigate
How do shadows change?→ observe
What happens if…?→ predict
Notice patterns
Look closely. Compare. Ask what changed.
∿Explore big ideas
Turn everyday moments into science questions.
Try something
Simple, age-appropriate investigations can make ideas memorable.
Find the words
Give new ideas the language children need to talk about them.
AaWHY PERA IS PERSONAL
No two learners arrive with the same questions.
Lessons are shaped around the pupil’s age, current school topics, confidence and learning pace. The goal is not to rush through a pre-set course, but to find the point where understanding becomes clear and build from there.
Meet them where they areStart from the learner’s real understanding, not assumptions.
Make thinking visibleAsk pupils to explain, connect and question ideas.
Build independenceSupport should gradually make school science feel more manageable.
A simple start for parents.
01
Tell us what feels difficult
Share the pupil’s age, current school stage, topics and where confidence is getting stuck.
02
Clarify the learning need
We identify whether the priority is concept understanding, scientific English, question interpretation, problem solving — or a combination.
03
Shape the support
Lessons are planned around that learner, with room to revisit school topics and strengthen the language needed to use them.
04
Build from understanding
Progress is about more than finishing worksheets: clearer reasoning, better explanations and growing independence matter too.
PARENT QUESTIONS
Useful things to know.
Primarily Turkish-speaking pupils studying in the UK who would benefit from extra support with Science, scientific English or both. Younger children who want to explore science through curiosity-led learning are also welcome.
English remains central because it is the language pupils need to understand and use at school. Turkish can be used strategically to clarify a difficult idea or remove a language barrier when helpful.
Homework can reveal where support is needed, but the aim goes deeper: to strengthen conceptual understanding, scientific vocabulary, reasoning and confidence so the pupil can work more independently.
Support can be shaped around the topics a pupil is currently studying and the skills their school expects them to use. Specific curriculum or exam-board needs can be discussed during the initial enquiry.
No. Some pupils need help closing gaps; others need more confidence using English; younger learners may simply be ready to ask bigger questions and explore science further.
Start with the question your child is asking now.
Tell us a little about the learner and what you would like support with. We can then decide what kind of Science support would be most useful.
Start an enquiry