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For my action plan, I would like to develop Space Week as a whole-school initiative. We have previoulsy done creative week and wellbeing week to great success. Each class level would explore a different aspect of space through age-appropriate, inquiry-based activities while integrating Science, Maths, English, Art and STEM. Infant classes/ Frist and Seceond could focus on the planets, stars and astronauts through stories, songs and art. 3rd and 4th classes could investigate rockets, gravity and simple engineering challenges, while senior classes could explore space exploration and the Solar System.
Throughout the week, each class would complete practical experiments and create displays of their work. We then could invite parents in to see the projects in the school hall. In addition, pupils could keep Space Week journals, record predictions and observations, and use digital technology to document their learning through photographs, videos or presentations. We could reach out to parents working in science or engineering could be invited to speak about their careers if possible. This could also be run alongside engineering week where there are lots of events taking place for schools.
To conclude the week, the school could turn the school hall into a ll things space. Parents and classes could be invited to visit, Older pupils could also support younger classes by helping with activities, promoting leadership and collaboration across the school. We have previoulsy run science week in the school and older classes workign with the younger class has worked really well in the past.
A whole-school Space Week would foster curiosity, creativity and teamwork while promoting a positive culture around STEM. I think there would be huge benefits to holding a space week in our school next year.I really enjoyed reading your post Kevin. I like how you begin with The Way Back Home to spark children’s imagination before moving into a practical science lesson. Starting with a story provides context and encourages children to think creatively about space travel before exploring the science behind rockets.
I also like that you’ve structured the activity to allow pupils to autonomy to design their own rockets and allow for redesign to improve the first attempt. Best of luck with your lesson
The dancing raisin lesson always works a treat. I have done this with pupils previously and they have loved it. So simple yet very easy for the children to understand
I would choose to focus on science skills and SSE as I feel it is important for improving STEM teaching across our school. It is not a subject I feel overly confident in but if there was a whole school approach to focusing on science in SSE there would be great opportunities for learning for everyone and great support and focus on science throughout the school.
In my classroom, I would place a stronger emphasis on explicitly teaching and assessing key scientific skills such as observing, questioning, predicting, investigating, and recording. Rather than treating these as one-off activities, I would aim to revisit them regularly across different science strands. For example, pupils could use simple investigation templates or science journals to record experiments, their observations during the task, and their reflections afterwards. Digital tools such as our chromebooks could be used to photograph investigations and create short explanations or presentations of their findings.
From an SSE perspective, I think the next step would be to select one or two core scientific skills as a whole-school focus, such as “questioning” and “observing”. We could gather evidence through pupil voice, classroom observations, and samples of children’s work to track progression over time. It is important that SSE in STEM moves beyond teacher reflection alone and includes children’s perspectives. This will ensure learning is the focus not just teachers’ observations and tests. This would make SSE more collaborative and involves pupils more directly in evaluating their learning.
I really enjoyed reading your reflection Laura. I agree that SSE can sometimes be viewed too narrowly as teacher reflection on practice, and your arguement about placing greater emphasis on children’s voices is particularly relevant today. Involving pupils in evaluating their own learning not only improves engagement but also provides much richer evidence of impact than teacher observation alone.
I would choose the Sun and Shadows Activity Set as I think it would best suit my first class next September. This activity encourages pupils to predict, observe changes, and promotes lots of class discussion.
I would begin by asking pupils what they already know about shadows and when they notice them. We would then go outside at different times during the school day to observe and measure our shadows using chalk or string. We are lucky to have a large yard space in our school, and we can compare shadow spaces within our school grounds. Before each lesson, I would encourage pupils to predict whether their shadow would be longer, shorter, or in a different position. On return to the classroom, we would compare our results and discuss why the shadows changed throughout the day, introducing the idea that the Earth’s rotation causes the Sun to appear to move across the sky. Which space showed greater shadows at different times?
We could create shadow drawings in art, or use our chromebooks to photograph and compare the shadows at different times. This activity easily lends itself to collaborative learning, class discussion and lot of fun.I really love your ideas Ellen and the way you have integrated the theme across subject areas. I like your idea of introducing the planets through discussion and visuals before using The Planet Song to reinforce learning in a fun and memorable way. Your ideas would keep pupils actively involved while making learning about space enjoyable and meaningful.
I like how you’ve connected the concept of day and night to the children’s own daily routines Fiona, as this makes the learning meaningful and relevant to their experiences. Using the balloon globe and torch is such a practical and visual way to demonstrate how the Earth’s rotation. I think the children will really enjoy this lesson. Best of luck Fiona
I would use the Moon Activity Set to help pupils investigate why the Moon appears to change shape. Instead of beginning with an explanation, I would ask pupils to share what they already know and what they wonder about the Moon. We would observe photographs of the Moon at different phases and encourage pupils to predict why it looks different throughout the month. We would then read story books with the moon for example Papa, Please get the Moon for me by Eric Carle.
Pupils would then keep a simple Moon diary by observing the Moon at home or by using photographs if weather conditions make observation difficult. In class, we would compare our observations, identify patterns, and discuss possible explanations before introducing the concept of the Moon’s phases. This inquiry-based approach encourages pupils to ask questions, gather evidence, and build their own understanding. This activity could be easily integrated into art, storytelling, and other curricular areas
Activity
One inquiry-based activity I would use in my classroom is a Moon Observation Journal. Over several weeks, students would observe the Moon, record its shape, draw what they see, and note any patterns they notice. Rather than providing answers straight away, I would encourage students to ask questions such as, “Why does the Moon change shape?” and “Does it appear in the same place every night?”
This activity allows students to investigate a real-world data by collecting evidence, identifying patterns, and developing explanations based on their observations. It encourages curiosity, critical thinking, and scientific reasoning while also integrating literacy through journaling and mathematics through sequencing and pattern recognition. We could also read lots of books about the moon to spark their interest and curiosity futher.My name is Siobhan and I had first class in September. I previously had third class for the past eight years. I am looking forward to the new challenge of a junior class. One of my favourite space facts Footprints on the Moon will last forever: Without any wind or water to erode them, the footprints left by the Apollo astronauts will remain pristine for millions of years.
Hi Rachel. Beginning with a nature walk around the school grounds is a great way to make learning meaningful, as it allows children to observe biodiversity firsthand before introducing the concept of light pollution. I also like how you’ve linked the lesson to the changing seasons, encouraging pupils to notice how habitats change throughout the year. Having the children work together to suggest ways of reducing light pollution is a lovely way to promote environmental responsibility. Sharing their learning at assembly is an excellent idea too, as it gives pupils a real audience and helps spread awareness across the whole school.
I really like your idea of using the Pringle boxes to create the planets. It gives every child a role within the group and makes the activity very hands-on and collaborative. Having the pupils teach a younger class is an excellent idea as it reinforces their own understanding while building confidence and communication skills. It sounds like a fun and engaging STEM lesson that encourages creativity, teamwork, and enquiry-based learning.