• Carry out pupil and staff voice surveys to gather information about successes and failures of past science fairs. 

• Research guidance from STEM Ambassadors and Association of Science Educators on running community events.

• Applied and recieved Grant funding from British Science Week.

• Look at school's development plan to identify focuses to incorporate within the event.   An emphasis on debate and global events were selected as a scaffold for the event. 

• Selected an overarching 'Big Question' with  sub-questions to encourage focused discussions and participation. 

• Emailed all pupils parents and contacts, requesting volunteers to share their experiences with the 'Big Question'. 

• Used experiences of volunteers to develop appropriate activities and events. 

• Equipment and advice was borrowed from a local secondary school. 

• Ran a campaign across the school to raise awareness of the 'Big Question',  setting challenges to be completed at home and school.   

• Displayed responses to challenges across the school community and gradually built up a buzz in anticipation of the final science day. 

• Information about the volunteers careers and experiences were displayed, with pupils encouraged to come up with questions for them. 

• Led an showpiece assembly to inspire awe and encourage debate, before setting pupils off on a day of activities which would be displayed at the end of the day for all parents to see. 

• Volunteers ran workshops in all year groups, with each year having a slightly different focus. 

• All classes participated in a debate, challenge and quiz.  Pupils then had time to create presentations of the results of their challenges and debates, these were then set up in the playground.  School gates were opened early, for family to engage with the pupils findings. 

• All tasks were directly linked to a STEM career. 

• Follow up reflection lesson taught the week after, to aid embedding of learning and engagement with STEM. 

• Themes over the years included;   How does Plastic impact our lives?  How can science bring stories alive?   How do careers in science effect us every day?

Enrolled the school up, each year to be judges for the Royal Society Young Person Book Prize.   This involved, having the 6 shortlisted books being sent for free to the school and then a panel - made up of handpicked pupils who teachers believed would benefit most from their involvement and received PPG or Special Educational Needs (SEN)  support.     The judging panel would get copies of the books and time to read and discuss each book  before introducing them to their classes. They would then complete their judgement forms and select their winner, which would be sent back to the Royal Society for collation.  

Carried out a series of questionnaires to both teachers and pupils to find out what worked well in science, what didn't and why. 

Undertook training from the Association of Science Education, used the  Primary Science Teacher Trust TAPS framework,  and read research articles on best practice taking particularly interest in 'Principles and Big Ideas of Science Education, 2010', Kings College's Science Capital Approach and Ofsted best practice reports. 

Wrote the curriculum which threaded through all year groups, with a clear build up of skills and knowledge around particular scientific topics.   

Developed a document for both pupils and teachers, which explicitly stated what prior learning they should have completed on a topic and what would come later.    This was to ensure pupils increased their ability to build connections and scaffold their knowledge, while teachers were confident that they were not repeating prior or future learning. 

Led training sessions for all teachers to introduce the new curriculum, support practical science skills and ensure all teachers knew how to access further support if needed.  The curriculum, included subject knowledge and skills for teachers, alongside links to quick, accessible development support.  For example, the ASE's PLAN documents and Imperials Reach Out CPD initiative. 

• Science became easier to monitor, as outcomes and expectations were clearer to all. external inspectors noted that 'planning was secure and coherent with clear differentiation'. 

• Teachers were less hesitant to try teaching practical science and knew were to get extra support.

• New staff were easily able to quickly pick up expectations for science 

• Subject specific vocabulary embedded within learning

• Pupils gradually built up a deeper understanding of their science topics, with external inspectors noting their 'enthusiasm and ability to talk about their learning ... with a strong understanding of vocabulary.' 

Sought out and obtained one-to-one mentoring from the Primary Science Teacher Trust (PSTT) on how to set up a dedicated science space and enhance teacher confidence.   Also engaged with the Ogden Trust's Phiz lab initiative, including visiting a lab to see what was needed and how resources and timetabling where managed. 

Collected and rearranged all science resources into the newly dedicated science room.  Converted the water fountain into a sink to allow for easy access to water and clearing of experiments.  Decorated the science room with a range of displays including from the IET, What On Earth Science timelines, inspirational people, science news and pupils questions. 

For a year I was to became the dedicated science teacher for all pupils in years 4-6 and one class in year 3 and 2.  Unfortunately, due to timetable constraints I could not teach year 1 as well.    Class teachers had to also attend all of my lessons, so that they could learn how to deliver practical lessons and increase their own confidence to teach science.   Any classes that I did not teach, I would meet frequently to assist with their planning and mentor their science development.  

• Science became a focal point of learning for pupils with continual enthusiasm and science dialogues happening across the school.   

• Pupils interests were sparked leading to pupils engaging with national competitions, running eco-initiatives, setting up class science ambassadors, utilising the room during break times to either read the science books and magazines or help set up for younger years learning. 

• Teachers found they had more time for their own development and looked forward to taking part alongside their class, helping to develop their class bonds and increase their confidence in teaching science.  When told to teach independently from me, they did so enthusiastically and with increasing creativity. 

• While the project was cut short, due to Covid, the expectation among pupils and parents of high quality engaging science remained.  With frequent remarks and even emails about pupils engaging in science outside of school or in their secondary schools. 

• Teachers maintained their openness to embrace science and continually sought me out to continue supporting them with their science knowledge and teaching. 

Impact on my own development: That there are always incredible people and organisations that are wiling to support educational initiatives and to turn to for advice. The help I got from the PSTT mentorship and Ogden Trust was incredible.       That showing your authentic enthusiasm for a topic and being willing to embrace creative solutions can encourage others to create a real 'buzz' that is long-lasting.    Through continually demonstrating my teaching to others, I honed my own teaching and learnt a great deal about the approaches different teachers have to their classes.   It also, greatly improved other teachers willingness to try something new and openly admit what they struggled with. 

Applied to the London Mayor's Young Ambassador Programme, which worked alongside WE to provide workshops for pupils on how to present persuasively and publicly. 

Pupils carried out research on how much recycling was missed each week, by collecting class rubbish, counting and categorising.  We also had a local charity come into the school to install an air pollution monitor. 

I invited parents who could offer ideas to improve the school to come in and be interviewed by the pupils to help them find potential solutions to the schools pollution.  This included, which plants absorb pollutants and free recycling schemes run by local businesses. 

Pupils created a presentation which they took to City Hall to request a £1000 grant to enact their plan. 

• The school was awarded an £1000 grant from the London Mayor to create a garden and run the pupils initiative to get the local community involved by running 'educational' stalls at the local station and market.   This was increased by the PTA allocating some of their annual funding to the cause as well. 

• Pupils were invited to attend a celebration of young activists at Wembley Arena

• Pupils gained ownership and belief that their ideas can translate into real world changes. 

• A reduction and recycling scheme was set up, including taking pens to the local Rymans each half term. 

• Plants were acquired for all classrooms and a small garden was produced in the playground. 

Impact on my own development:   It was fantastic seeing the interest in the environment and community that I had sparked among pupils be taken over by them and through researching and providing the opportunities seeing them succeed.  

After an initial trial in one year group,  I scrapped the workbooks and made science homework be fortnightly rather than weekly.  In place of the workbooks, each pupil was given a blank exercise book to complete projects within.    At the start of the term they were given a list of what their upcoming projects would be, so they could plan ahead if wanted.  Then, each fortnight they were given a project which they they could present anyway they wished within their book or online if completed digitally.  If pupils preferred to draw, sing, record or write their results they were encouraged to do so.   Projects, would link with either their learning that week, recap prior learning , encourage individual interests or link with a whole school project.   The projects would require a variety of practical skills, often encouraging engaging other family members or friends.   

• Nearly 100% of pupils handing in homework each fortnight

• Increased buzz around science with positive feedback from questionnaire on status of science

• Pupils, parents and teachers enjoying science, with outcomes often shared by pupils in whole school assemblies. 

• Teachers able to adapt projects to link with wider learning and pupil interests

• Marking of homework, based on engagement and effort rather than undifferentiated knowledge recall.  Any issues with knowledge could be addressed appropriately in class. 

Impact on my  own educational beliefs:   Importance of creativity when differentiating and embedding flexibility to adjust topically and by pupil interests.