Priority 2

• Shared Explorify, PSTT website ad google clasroom with staff in twilight sessions to develop their science knowledge. This also allowed staff a chance to develop a knowledge of the types of investigations they could complete with their classes.

• Worked with staff to develop themes for science ensuring these are progressive for each year.

• Developed progression steps for investigations so that they can be taught appropriately in each year group.

• Developed vocabulary ladders for progression in each year group.

• An audit was conducted by AH on the resources for science.

Over the course of the development plan cycle, significant progress has been made in building staff confidence and consistency across the Science and Technology AoLE. Staff are increasingly familiar with the curriculum expectations and are engaging more deeply with its key principles. This has led to a more coherent and confident approach to planning and delivering science and technology lessons.A key development has been staff awareness of where to source high-quality ideas and information related to scientific enquiries and investigations. As a result, there is greater variety and creativity in how scientific concepts are introduced and explored across year groups. Collaborative work with staff has also resulted in the creation of localised and relatable thematic units. These themes draw on the unique features of our school, community, and surrounding area, making learning more meaningful and contextually relevant for pupils. In order to support the development of scientific literacy, staff have begun to construct vocabulary ladders. These tools are being designed to ensure progressive and consistent use of scientific language across year groups, helping pupils to build a deeper understanding of key terminology over time.Additionally, the recent audit of science resources has helped staff gain a clearer understanding of the equipment and materials available. This has enabled teachers to confidently plan and deliver a wider range of practical investigations and experiments, ensuring pupils have access to high-quality, hands-on learning experiences. Overall, this phase of development has strengthened the foundations for high-quality science and technology teaching and laid the groundwork for sustained progress in both staff pedagogy and pupil outcomes.

Good progress has been made in developing staff understanding of the Science and Technology Area of Learning and Experience (AoLE). Staff have begun to embed the principles of progression by collaboratively creating thematic approaches that support science investigations building year on year. This ensures continuity and depth in pupils’ scientific understanding across the key stages. The recent audit of resources has been instrumental in helping staff identify what is available to support high-quality teaching and learning. Overall, the school is on track with this priority, with clear foundations in place for continued development.

• DW met with Helen GWE Science advisor over 2 dates to discuss the current science situation and then to create an action plan on how we can progress the school.

• Reviewed science investigation across the school.

• Created an action plan in order to develop science across the school.

• Created 6 new science topics that link across the school with a final action aimed at year 6.

• Used the Science and Technology What Matters statements to create a variety of different science enquiries. 

• Analysed our enquiries to make sure we cover a range of enquires across the year, rather than fair test. 

• Created a bank of science vocabulary that develops and progresses throughout the year.

• WM6 was highlighted in a meeting as aspects of the curriculum that staff found the most difficult.

• Ideas document on how to achieve different skills in WM6 across the curriculum.

The process of highlighting curriculum themes has prompted staff to consider how science investigations can meaningfully link to their wider topics, ensuring greater coherence and relevance in lesson planning. Establishing a clear end goal for scientific enquiry in Year 6 has also provided a valuable framework for staff, helping them to plan backwards and ensure progression towards key outcomes. This clarity supports consistent skill development across year groups. In addition, the creation of a shared vocabulary bank is empowering pupils to become more independent learners, equipping them with the scientific language needed to articulate their understanding more confidently. By ensuring coverage of all enquiry types across the progression steps, pupils are now experiencing a broader and deeper range of scientific investigations. This will enable them to recognise, select, and apply appropriate enquiry methods in varying contexts, further strengthening their critical thinking and scientific reasoning.

Excellent progress has been made in embedding the planning of science enquiries across the school. Each class teacher will be able to deliver a broad range of investigations that align with agreed themes, ensuring consistency and progression. These enquiries are meaningfully linked to class topics and the local context, making learning more relevant and engaging for pupils. Areas for development have been effectively identified, with targeted support provided to address specific needs. The introduction of a science vocabulary bank has further strengthened pupil independence, promoting peer-to-peer support and enhancing the quality of scientific discussion in classrooms.

• Progressive 6 week plans created for Years 2 to 6 based on WM6 statement as this was highlighted as an area of development for most teachers.

• Beginning to develop vocabulary fans for classes to use based on GWE vocabulary fans. These will allow learners to become more independent scientists.

• Staff have started to implement the science themes and investigations into their plans with an aim to implement them in their plans fully from September '25.

The introduction of progressive six-week planning cycles has supported teachers in developing a clearer understanding of What Matters Statement 6. These structured plans have provided a framework for staff to explore how investigative skills can be embedded purposefully within topic-based learning. As a result, teachers have begun incorporating a range of science investigations into their summer term plans, trialling how these can be integrated naturally across the curriculum. This approach is fostering greater confidence and consistency in delivering enquiry-based science and aligning practice with the key principles of the Curriculum for Wales.

Steady progress has been made this term as staff continue to embed science investigations into their planning. A flexible six-week plan was developed, taking into account individual class timetables and current workload demands. While there is a clear intention from staff to implement new science enquiries, the full impact of this work will be monitored closely in September 2025 to ensure consistency, depth, and progression across all classes.