Greater depth


I have been asked to deliver a short inset session in school on Greater Depth in Science.  Any suggestions of activities that have worked well in school or approaches would be most appreciated.



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Tim Pool

The first thing I always say in training is do the staff know who their G&T scientists are.  Staff often assume these are the G&T writers.

I might have a section where you focus on how staff can extend children's thinking through the same task that other pupils are completing but with higher order questioning e.g.

Do plants really need leaves to survive?

Can the tallest people really jump the furthest?

Are expensive paper towels worth the money?

How can you test how strong a magnet is?

The Brain Academy Science books work really well in our school but I'm not sure if you can still get them.

Hope that helps!

Rob Fishwick

Writers? It seems to be the GD mathematicians in my school (they’re good at maths so they must be good at science, right...)

Totally agree with questioning, especially applying understanding or using it for a different area of science.

End of lesson Y2 lesson on rigid/flexible materials: “Why do we have bones?”

”I’m designing a garden for my sister and she’d like some shade in the summer as well as autumn colour. Can you recommend some plants for her?”

Explorify is a fantastic website for generating whole class discussions - you soon spot your GD children. The odd one out activities are my favourite.


I always enjoyed the ice & salt experiment - perhaps setting the challenge along the lines of 'How cold can you make the water before it returns to being ice?' will make them really think about what they are trying to do and how to control the conditions under which they are carrying out the experiment - How do I insulate the experiment and/or does insulation really help in this case? Is it best to stir/shake/leave? Is it better to add the salt to the ice or the ice to the salt? Is it more effective if the ice is cubed or crushed? Good luck