Patronage to the UK National Commission for UNESCO for 2026

For the 3rd year running Great Science Share for Schools has been awarded Patronage to the UK National Commission for UNESCO for 2026.

This patronage is a formal endorsement by a National Commission for UNESCO for an external activity that aligns with UNESCO's mission, acting as a recognised mark of quality.

The encouragement and acknowledgement that UNESCO provide this flourishing campaign spurs on the team, based in the Faculty of Science & Engineering (The University of Manchester). With the prime aim to engage young people in asking, investigating and sharing scientific questions, the campaign has over 800,000 young people registered in 50 countries across the world.

The current strategy seeks to continue to build international engagement, with significant inroads made in training teachers and engaging schools in Malta, Spain and Slovenia. With shared vision, and curriculum plans, to improve opportunities for practical work from an early age, we find collaborations catapulting the message of Great Science Share far and wide.

"We're delighted and humbled to continue to gain such fantastic support from UNESCO. Their patronage has taken the campaign up a level and working collaboratively with them across the EU is leading to strategic collaborations. This ultimately means more 5-14 year olds getting more quality opportunities to work scientifically - a crucial skill for all young people, wherever they are!"

Professor Lynne Bianchi (Founder and Director of GSSfS)

Thank you to all sponsors, advocates, supporters and participants who really make each year's Great Science Share for Schools even greater!

Great Guided Enquiries in School: Great Observation Share

What’s in a drawing? Scientific or not? 

Spot the difference between the two drawings to the left. 

When you ask your pupils to draw in science, how confident are you in what they produce? Would you know whether it is accurate and that it would be considered a scientific drawing? 

“My drawing has got better and I’m using the scientific colours of the actual flowers. ”

(Evie, Year 1) 

The images show the change in a 6-year-old's scientific drawings after learning about how to observe closely and represent what they see in a scientific way when her class took part in the Great Observation Share. By including a sense of size, colour, proportion and labelling, this pupil has begun to learn how scientists use drawings to communicate observations, identify, sort and classify different species of plants.  

During science lessons, how do you support pupils to draw when they work scientifically? Whether drawing a body part, a flower, an object or an insect:

• do you have the resources to support them with becoming more accurate?  

• are you able to support other teachers in your school to teach the necessary skills of observation and drawing skills in an age-appropriate way?   

Within the Great Science Share for Schools campaign, we recognise how important it is to enhance every opportunity to ask, investigate and share scientific questions. Drawing can be a key disciplinary skill to this.  

Why is it important? 

Devoting time to direct instruction is recommended by the Education Endowment Foundation in the new Improving Primary Science Report.  We also see this supported in the Ofsted Finding the Optimum Report which encourages teachers to embed disciplinary knowledge within pupil learning opportunities.   

Taking this into account, #GSSfS2025 has provided support to teachers to guide pupils when observing and drawing in science. Through piloting the Great Observation Share, we’ve already seen the difference that can be made through some short interventions, enabling pupils to be increasingly independent and proficient when working scientifically 

What can you do to develop observation and drawing skills?  

Take a look at how the Great Observation Share and Great Science Toolkit resources can support you to: 

• explicitly teach the knowledge, skills, and processes to work scientifically; 

• guide pupils to apply this in practice; and  

• incorporate opportunities for discussion and reflection. 

What is the Great Observation Share?  

Three age-related, curriculum linked lesson outlines to enable you to guide pupils for 5-7, 7-11 and 11-14 year-olds. Everything you need including teacher notes, pupil resources and supporting videos.

Learning outcomes: 

5-7: Observe flowering plants closely, using simple equipment and begin to use simple scientific language. 

7-11: describe common observable characteristics of insects and make careful observations and accurate measurements using scientific diagrams  

11-14: make systematic and careful observations and pay attention to accuracy and precision 

The resources enable you to inspire pupils to initially break the activity of observing down.

5 stages are outlined that include involving pupils to: 

1. Look at the shapes of the object – what shapes can they see? 

2. Focus on the different parts – how many different parts has the object got? 

3. Closely observe the size of the parts - which are the biggest and smallest parts? 

4. Look at the colours – which parts have which colours? 

5. Labels – do you know the different names for each of the parts? 

Inspiring your pupils with real world botanists and entomologists 

Use the Great Plant and Insect Draw videos below and support them with their observational drawings. From Manchester Museum, Curator of Botany, Rachel Webster and Curator of Entomology, Diana Arzuza guide pupils to carefully draw plants and insects by following the step-by-step guide in the Great Observe and Draw Prompt. Use these videos in class to support pupils before they start drawing but also use whilst they’re drawing and pause the video after each step to scaffold. 

Which GSSfS Toolkit resource can help you? 

The new Great Observe and Draw Prompt is part of the #GSSfSToolkit and provides a self-help guide to encourage pupils to go through a series of stages by themselves.

Giving them autonomy to develop and improve is what makes them take more ownership and be more independent and confident in working scientifically.

Top tips are useful verbal and visual reminders that can become touch points for plenaries and up-levelling the drawings. Display in the classroom or use as table-top reference guide whenever you do science.

Top tips include: 

• Just use lines, not arrows 

• Use a ruler to draw a straight line 

• The ends of the line should meet the part of the object exactly 

• All labels should be on one side of the drawing 

• Keyword is used 

• Drawings should be made with accurate proportions

What resources enable pupils to look closely?  

Using hand lenses, magnifiers and microscopes pupils begin to look closely and with precision. There are a wide range of digital microscopes that are useful for this purpose, as well as the traditional types. We’d love to know which resources and apps you use in your setting! Email greatscishare@manchester.ac.uk to let us know.

Image credits: TTS group (hand lenses, small microsc6opes and egg microscope) and Phillip Harris (large microscope) 

What difference can this make?  

“The improvements the children made by observing closely is amazing, not only is it amazing artwork but it is factually accurate too.” (Mrs Gardner, Assistant Headteacher) 

Springfield Primary School trialled this enquiry and teachers and pupils commented on the difference made to pupils’ observation and scientific drawing skills.  

Teachers used examples of drawings from actual botanists from the past (Charles Darwin) to help build understanding. They taught the flower drawing with 5-6 year olds across 3 classes.

 In this KS2 picture, the pupil has vastly improved on the factual accuracy of the insect, really noticing the shape of the different bdy parts. They have used the correct colours and patterns and shapes in the body. They have used accurate detail on the wings and have included key vocabulary correctly labelled using the ‘Top tips’ guide.  

“I liked learning about the real names of the flowers.” (Ollie, 6 years old) 

“I liked my second drawing because I can see I have improved and I want to be an entomologist when I am older.” (Gracie, 9 years old) 

Call to action: what’s in this for you? 

Next time you ask pupils to draw in science, these resources could be for you. Download, print and/or display the Great Observe and Draw Prompt, and jump into the Great Observation Share to capitalise on the range of extra resources…

Inspire your pupils by exploring careers in STEM using the Careers Chat resources. Download profile cards for Rachel and Diana and watch the accompanying videos. 

Share the learning!

Be part of #GSSfS2025 and share your pupils’ enquiries and drawings at any time using X @GreatSciShare and on the school social media platforms. Remember to schedule the GSSfS celebration date in your school diary – 17th June 2025, or an another day that best suits your school calendar. 

Acknowledgements 

With thanks to Manchester Museum and The Worshipful Company of Glass Sellers for supporting this GSSfS Guided Enquiry. With their support pupils consider the work of real-life botanists and entomologists and explore the connection between glass and observing closely. Links to other organisations including the Royal Microscopical Society are also useful connections to make. 

The Royal Society of Chemistry’s Team Prize for Excellence in Primary Education

GSSfS named award winner of the Royal Society of Chemistry's Team Prize for Excellence in Primary Education! We are so proud! Thank you for your support!

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GSSfS named award winner of the Royal Society of Chemistry's Team Prize for Excellence in Primary Education! We are so proud! Thank you for your support! 〰️

The Great Science Share for Schools has been named winner of the Royal Society of Chemistry’s Team Prize for Excellence in Primary Education in recognition of brilliance in chemistry education. The award recognises the campaign’s work inspiring 5-14 years olds in practical science, focused on pupils asking, investigating and sharing their scientific questions. Supported by a great many teachers, pupils and collaborators across the UK and reaching across the globe we have inspired so many opportunities for pupils to work scientifically asking, investigating and sharing scientific questions.

“This award is the first ‘whole team’ prize awarded to Great Science Share for Schools acknowledging our wider partners and supporters. It is significant in the way it recognises how so many people come together in supporting its growth and success. It’s a huge thank you to all of them. It is wonderful to receive recognition from the RSC and it acts as further inspiration for us to continue to make a difference to primary and secondary pupils’ learning of chemistry and other science disciplines.”

Founder of the GSSfS Professor Lynne Bianchi, Director of SEERIH at The University of Manchester”

The Excellence in Education Prizes celebrate inspirational, innovative, and dedicated people working in primary, secondary, further education and higher education – including teachers, technicians and more.

Thank you to all the teachers, pupils, partners and supporters taking part in GSSfS. We are delighted to share this news with you. Read more here: https://www.manchester.ac.uk/about/news/great-science-share-for-schools-wins-prestigious-royal-society-of-chemistry-prize/

Primary Science Skills and How to Teach Them!

The Great Science Share for Schools annual share day on 11th June is fast approaching; curiosity and excitement are building! In preparation for your pupils asking, investigating and sharing their scientific questions, why not use these fabulous new resources from our friends at The Association for Science Education (ASE)?

The eight units supporting the development of enquiry skills (Image credit: ASE)

Primary Science Skills and How to Teach Them: Getting to grips with enquiry is a series of 8 units to support teachers to explicitly teach the fundamental working scientifically and enquiry skills, to help pupils apply these to their own enquiries.

These resources have been developed through a collaboration between ASE and PSTT (Primary Science Teaching Trust) and are free to ASE members.

Read on to discover how you could use the resources to support pupils’ enquiry in your Great Science Share for Schools 2024.

Building on the more open-ended, exploratory approach of lower primary, Primary Science Skills and How to Teach Them provides you with simple strategies and short activities to support upper primary pupils (aged 7-11) to develop a range of disciplinary knowledge and skills, which can subsequently be applied in their own scientific investigations.

Planning and Predicting (Image credit: ASE) Unit 3

Unit 3, all about planning and predicting, has been made open access and is freely available to all for The Great Science Share for Schools.

Let’s take a look at Unit 3: Planning and Predictions which will particularly be of value as children begin to consider their own Great Science Share. 

These resources support children to clarify what an enquiry is before they get too engrossed in planning details. Carefully considered predictions can encourage children to focus on the key variables of an enquiry. Unit 3 also helps children to make connections with their knowledge and everyday experiences in order to make informed predictions.

The resources include learning objectives, background information, teachers’ notes and pupils’ activity sheets – so they are really simple to just pick up and use.

The other units support different stages of the enquiry process, from explorations and questions, collecting data and explaining results.

Planning and Predicting example learning objectives, teachers’ notes and pupils’ activity sheet (Image credit: ASE)

• Unit 1: Encouraging Exploration

• Unit 2: From Questions to Enquiry

• Unit 3: Planning and Predicting

• Unit 4: Gathering Useful Evidence

• Unit 5: Collecting and Recording Results

• Unit 6 Presenting Results

• Unit 7: Describing and Explaining Results

• Unit 8: Evaluating Investigations

“Using Primary Science Skills and How to Teach Them has really supported pupils developing robust skills and experiences which they can then confidently use and apply in their enquiries.”

— Teacher

You could use alongside the GSSfS Skills starter videos, which can be played direct to classrooms to help pupils develop essential skills of asking – investigating and sharing. New for GSSfS 2024, the Prediction Prompts provide age-appropriate scaffolds to support pupils.

Prediction Prompts for 5-7, 7-11 and 11-14 year olds (Image credit: GSSfS)

Leading up to your Great Science Share

The Primary Science Skills and How to Teach Them activities are designed to be used flexibly, to support skill development and can be dipped in and out of as needed. Unit 3 (Planning and Predictions) can help pupils focus on the key variables of an enquiry in order to investigate and answer their own questions.

Professional Development for Teachers

Used as CPD, these Primary Science Skills and How to Teach Them resources support professional development and understanding of skill development and the role this plays in science teaching and learning.

How to get the Primary Science Skills resources

Unit 3 is open access at https://www.ase.org.uk/resources/pss-unit-3-planning-and-predicting

ASE members can access all 8 units of Primary Science Skills and How to teach Them at https://www.ase.org.uk/primary-science-skills and they are also available to purchase at https://www.millgatehouse.co.uk/product/primary-science-skills/ at £5.99 each (or ASE membership is just £45 per year).

This digital download resource, written by Tracy Tyrrell, is based on two books written by Anne Goldsworthy, Rod Watson and Valerie Wood-Robinson. Originally created for children aged 9-13, Getting to Grips with Graphs (1999) and Developing Understanding (2000), were the outcomes of the AKSIS project: a three-year research collaboration between the ASE and King’s College London, funded by the Wellcome Trust.

The Association for Science Education (ASE) is an active membership body that has been supporting all those involved in science education from pre-school to higher education for over 100 years. Members include teachers, technicians, tutors and advisers. 

We value the partnership between ASE and the #GSSfS2024.

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Jumping into the Great Sports Share

A choice of sports-linked enquiry questions - which will your pupils ask, investigate and share?

Feedback from teachers has been overwhelmingly encouraging as they leapt into asking and investigating scientific questions focused on sports and fitness as part of this year’s Great Sports Share.

This guided enquiry is a little different in that it provides teachers with an overarching framework for progression in working scientifically. Recognising how tricky it can be to support all learners to make progress in disciplinary knowledge, this framework is a go-to resource for all teachers.

The enquiry provides an open-ended question of What affects our performance during sport? As sport and fitness are already high priority in our curriculum timetable, this resource capitalises on cross-curricular opportunities linked to Physical Education, Maths and Computing. Pupils have chance to ask different types of questions, providing the right ingredients for an inclusive and inspirational set of investigations.

The enquiry is structured to enhance opportunities for pupils to gather and interpret evidence that they have collected and to share this in a range of ways.

During the trials of this enquiry, pupils asked, ‘Do taller people run faster?’, ‘Do longer arms throw further?’ - the choice and options are yours!

“The range of enquiry questions really allowed me to give the pupils more choice and ownership over their science learning. It was great that they selected different enquiry types and were able to recognise why each question was linked to a particular enquiry type”

— Lauren, St Margaret Mary's RC Primary School

The Great Sports Share Ideas for Questions resource provides a range of scientific questions linked to each enquiry type:
Pattern Seeking
Research by Secondary Sources
Comparative Fair Testing
Observation over Time
Identifying & Classifying

Harnessing SPORT To foster curiosity

Teachers explained that they were surprised at how invested and enthusiastic the pupils became in their own investigations. They explained that more time was given to practical learning and that working scientifically skills were improved due to the dedicated focus the enquiry provided. The collaborative nature of the task meant there was lots of opportunity to talk about planning, gathering evidence and how patterns were being found in the data.

“Pupils were really engaged from the start - it’s amazing what a timer and a meter stick can do! They were interested to see results and how this differed to the experiences of playing races on the playground!”

— Hannah, Vernon Park Primary School

Melissa, a teacher at Springfield Primary School, completed the Great Sports Share with her class of pupils, aged 5-6 years.

“By deciding on just one question to investigate as a whole class, I could really focus on the opportunities to model working scientifically. As my pupils were wholly invested in the practical activity they couldn’t wait to have a try on their own!”

Exploring equipment - “It is better to use quoits than balls because balls bounce and keep on rolling but quoits stop and stay where they land.” - Pupil, aged 6 years

“The pupils were really pleased when they realised this, we knew we had started to create aspirations early on in their lives.” - Teacher

Embracing cross-curricular links

Opportunities for cross-curricular links were purposeful and enhanced the level of practical work that took place usually.

“Are we doing science and PE together this afternoon? That is so cool - this is the best science lesson ever!” - Pupil, aged 11

Lots of the enquiry questions lent themselves to numerical data collection so teachers exploited the opportunity to put a real focus on different ways to present data the pupils had collected. From pictograms (5-7 year olds) to scattergraphs (10-11 year olds), their maths skills were applied to a real context with some choosing to use computers to create graphs.

what if…?

Christian, a teacher at Park View Community School, shared how impressed he was by the curiosity that this investigation created. His pupils were asking incredible questions and suggesting further investigations they could go on to complete to see if results could be improved. Questions included:

“How do athletes pick the shoes they wear? Do they try them all and see which ones help them to run the fastest?”

“I never thought about the size of someone’s hand and whether they are better at catching. Is that why some people are really good at rounders?”

“People with longer arms don’t always throw further… I wonder if they might have bigger muscles instead?”

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Been inspired? try out the Great SPORTS Share for your #GSSfS2024

Link your annual sports day with #GSSfS2024
An opportunity to have pupils playing sport and gathering data all at the same time!

With thanks to teachers Melissa, Lauren, Hannah, Christian, Rachael and their pupils.

Get in touch if you’d like to share your experiences, email greatscishare@manchester.ac.uk

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A QuBuild approach to improving the way pupils ask scientific questions

QuBuild: A guided approach to asking better scientific questions in primary schools, by Professor Lynne Bianchi and Tina Whittaker is a brand new book that will support the #GSSfS community!

Jenny Watson, Primary Science Education Specialist reviews…

Questioning is a fundamental part of both scientific research and also teaching and learning science – where, in both these cases, asking ‘good’ questions can stimulate thinking, enquiry and learning. Improving scientific questions, defined as ones that lead to evidence being gathered and analysed, results in more precise and valid investigations.

What’s the book about?

The premise of this book is that asking good scientific questions is a skill that, alongside other scientific skills such as measuring, recording and analysing data, reaching conclusions etc, should be explicitly taught to children in primary school. This will steer them to be better, more independent scientists – asking and answering their own questions about the world around them. This book will help teachers who want to empower their classes through child-led learning, yet recognise that asking and evaluating questions, is a tricky skill for children to acquire.

The ‘QuBuild Process’ provides a systematic 3-step approach to enable teachers to improve the scientific questions children ask. The first QuBuild step, ‘Question Producing’, encourages children to generate as many questions as possible to capture their curiosity about a particular topic. Step 2 involves the children collaboratively ‘Question handling’ – discussing, sorting and organising questions in different ways, so that all questions are valued, and children understand that different types of questions serve different purposes.

The third and final step of the QuBuild process involves children tweaking their questions - using ‘peer review’ to shape and improve the questions, that they now feel co-owners of, into ones suited to being answered by collecting evidence. They can then choose which question to take forward to answer themselves using an enquiry.

What does the book contain?

For each of the three QuBuild steps, the book provides classroom-ready resources – including introductory activities, learning tools that enable children to practise the skills, and finally, visual prompts to support children, now familiar with the approach, to recall what each of the QuBuild steps involve. For example, when producing a collection of questions, the introductory activities enable children to recognise the differences between questions and statements, and consider ways in which different types of scientist produce questions; the learning tools include various question makers (e.g. spinners, frames, ‘wonder bubbles’ and a teller); and the visual-prompt icon represents different children’s questions resulting from a stimulus provided by their teacher.

In addition to explaining the ‘QuBuild Process’ and providing tools that teachers can use to develop their class’s questions, the book also contains reflections from four teachers who have used the approach in different contexts, illustrating the impact it can have on teachers and children.

This book is a straightforward, yet important, read. It should help you empower your class to come up with better questions for purposeful enquiries which support not only the substantive and disciplinary parts of the national curriculum, but also the children’s curiosity as developing scientists and learners.

If you’re interested in QuBuild, click here

Welcome to the Great Science Share for Schools

It’s that exciting time of year again!

Download and access brand new resources to inspire your pupils to ask-investigate and share a scientific question. GSSfS is a unique campaign placing pupils at the heart of communicating science.

There are no boundaries to the wonderings and questions your pupils may have. Go with their own ideas for scientific questions to investigate, or be inspired by the Great Guided Enquiries which have been curated to inspire learning linked to real-world contexts and research.

Working scientifically is a skill.

GSSfS is an opportunity to review how we teach pupils the skills to work scientifically. This is an ideal time to plan for skills development in context, and use the Skills Starters and Great Science Toolkit to support high-quality learning in your classroom, and go on to inspire pupils with inspirational role models in Great Science People.

4 Great Enrichment Activities also give you resources to extend science learning into other subject areas. Link to literacy with poetry and letter writing, ponder on science and engage families and the community in club time.

What’s a science share like?

We encourage you to get started now and celebrate on the main sharing day on 11th June 2024. A science share can be anything where 2 or more pupils come together to show their enquiry to other people.

It has no limits to the amount of people who can take part. There is no defined time it should last for.

If the 11th June doesn’t work for you, simply move it to when it does! We are an inclusive campaign - you can flex the date to best suit your school timetable and commitments. More information about sharing will following in the coming weeks.

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“We look forward to finding out all about your GSSfS activities over social media. It’s a year to make the greatest difference yet and we’re so pleased to have you on board.”

— Grace Marson & Lynne Bianchi (Campaign Team)