2. Starting pointResearch strategiesImpact What are you doing now ? We are.......  Teaching science through our key topics where possible  Teaching science topics discretely where necessary  Each year group timetables science differently  Children are encouraged to actively participate in science lessons What aspects of your practice will you develop and how?  Providing opportunities for wonder  How to move wonder to questions and lines of enquiry  The importance of dialogue in scientific enquiry  Ensuring children experience and understand all forms of scientific enquiry and their purpose.  Children understanding the purpose of recording and engaging critically with the evidence.  Considering the relevance of recording to ensure it is required  Science as a springboard for higher order thinking skills – more creative and cognitively challenging science What will your practice be like? I will....  Model enquiry skills and questioning – provide time to wonder and explore their ideas  Ensure consistency in the frequency of science lessons taught  Develop children’s understanding of the different forms of scientific enquiry and how their questions relate to these  Give children the freedom to choose how they want to investigate their questions and record their data (model and range of different options for recording) What are the children are feeling/doing/saying? Children....  Like science – boys are more passionate about science  Want to do less writing in science lessons  Not sure about all of the different types of scientific enquiry  Want more practical work in science  Want more challenge in science lessons  Don’t feel like they make the decisions in science lessons What evidence will you collect to know you are making a difference?  Baseline data  Evidence of recordings made during scientific enquiries  Planning documents  Pupil questionnaires  Staff questionnaires  Photographs of science lessons What will children be feeling, doing, saying? Children will be…….  Excited about science  Developing their own questions to investigate  Choosing the type of enquiry they will conduct and demonstrate an understanding of why this form of enquiry is appropriate for their question  Deciding how to record their results and then using these results to argue their findings  Regularly engaging in scientific enquiry lessons

5. "I prefer to have choice about what my experiments are going to be, because I get to discover what I want rather than being told what to do. Also when I have the chance to present my data how I want it makes more sense to me rather than Miss telling me what do.” (Inan) "It is better when we get given our own opportunities; the class get to find out their own findings rather than all having the same results. It makes science more interesting; Its hard when we have to present our results on our own but its teaching us to learn science in a different way.” (Amaan) " We get to do what we want, sometimes people do not like Science but when we get to create our own opportunities it makes it more exciting, because everyone has their own opinions about what is exciting. If we are allowed to do our own experiments we can think differently about the world and maybe make even more scientific discoveries!” (Safa A) "It is good that we get to do experiments we have not done before, we get to choose and find out what happens. We don't usually get to test what we want with different types of equipment; it makes science more exciting.” (Rahul)

7. Developed to encourage children to think about the type of enquiry they are conducting