This thesis examines the extent to which the key skills of working with others and communication can be integrated, developed and monitored within the science classroom while also developing student’s scientific planning skills. The ability to communicate, to work as part of a team or independently are prerequisites for life and for the workplace in the 21st century as well as developing investigative skills that allow students to work like scientists. This research presents a new approach to the development and monitoring of the key skills of communication, working with others and scientific planning skills with Junior Cycle Science students through the use of a skills passport which monitors the development of the key skills and provides timely feedback. The researcher believes that students need to be proficient in the skills of COM and WWO in order to engage with and be successful at inquiry science which is the pedagogical method that underpins the junior cycle science specification and that these skills can enhance the development of scientific planning skills that are developed through inquiry science. This research study which lasted three years employed a case study design and was undertaken in an Irish secondary school and involved a sample of one hundred and nine participants split between six class groups over three phases. One group completed two years of the project and four groups completed one year of the project. One second year group didn’t take part in the project but their EEI and interviews on their EEI projects were analysed. The outcomes of this study indicate that the key skills of communication and working with others can be developed and supported alongside scientific planning skills in the junior cycle science classroom and students who undertook two years of project showed clear development in the skills over this time and the benefits of engaging in the project were evident in the interviews at the end of year 1 and 2. Due to time constraints it was not possible to follow students for the 3 years of the junior cycle science programme, however future work could focus on the monitoring the development of skills and students interaction with the skills over three years and any implications on the students second CBA in third year.