Case study 3: Using Have You Ever? activities so that science starts with children’s experiences

Identified need: Ryan wanted to support all the children, especially those with SEND, to be able to contribute more to discussions within their science lessons. He felt that Explorify could be a tool to help teachers identify all the children who were strong science learners. This would mean that science ability was identified more accurately rather than being reliant on a child’s writing ability. 

The Approach: Ryan mapped out the Have You Ever? questions that linked to the topics and lessons being taught across the school. Because these simple questions were designed to highlight everyday science experiences which all the children could draw on, Ryan suggested that teachers use these questions at the very start of lessons. He thought that this would open up the conversation to everyone and give teachers a better idea of the science knowledge of all the children.  

Ryan suggested that after posing the Have You Ever? question, children were given thinking time. Then children were given time to discuss their ideas and experiences with a partner in ‘pair- share’. After circulating and listening to ideas during the ‘pair- share’ time, teachers used ‘cold calling’ to select children to feedback to the class. Ryan asked teachers to make sure they heard from children who were less confident in science and to ensure that those children with SEND were actively included. Ryan suggested that teachers revisit the Have You Ever? question at the end of their lesson and ask, “How do our experiences help explain our science learning today?” 

The Have You Ever? activities are based on the Primary Science Capital Teaching Approach. As well as starting with the children’s experiences, another technique suggested in this equity-based approach is to localise and personalise science learning. Ryan used our editable resource to present photographs of the local area alongside the simple Have You Ever? questions. 

Ryan’s reflections: I feel that the approach has been successful in enabling all our children to make links to their own experiences. The questions provide a positive start to our science lessons and give all children a base to work from when learning new science knowledge.  For example, in Year 5 we used ‘Have you ever tried running through water?’ when we were learning about water resistance. The children in my class made links to their experiences of being at the seaside and going to swimming pools. As we investigated water resistance within the lesson, we continued to refer to their experiences.

Teachers throughout the school have given me positive feedback about this strategy. One teacher explained that they found the approach inclusive, “Using the Have You Ever? meant that some of my children with lower levels of confidence felt like they could participate and offer a meaningful idea.”  

Another teacher felt the using the Have You Ever? questions has enabled them to make secure judgements about who their strong science learners are in a way that includes children who are not necessarily academically strong in English or maths. 

When I localised the Have You Ever? activities I felt that the children’s engagement increased. For example, I took a photo of our local park to accompany the question Have you ever seen an animal searching for food?  and the children immediately recognised it and were excited. They were then able to make stronger links to their experiences and draw on multiple examples to use in their responses to the question.