What We Do

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I am among those who think that science has great beauty. A scientist in his laboratory is not only a technician: he is also a child placed before natural phenomena which impress him like a fairytale.

Marie Curie


We believe that great scientists are great thinkers; full of imagination and curiosity to seek answers to questions seen around them. We aim through our science teaching to build on our pupils natural curiosity and wonder of the world around them, enabling them to build skills in posing questions , investigating with increased understanding of correct technique and a knowledge of how to analyse their results. Through purposeful, imaginative and accurate lessons pupils will have exposure to scientific knowledge to understand both the uses and implications of science, today and in the future.

Science is taught throughout all year groups. The aims and objectives from the National Curriculum have been taken and covered through our four year rolling long term plan which aims, whenever possible, to derive and relate to other curriculum areas to provide pupils with a more in depth and cohesive view of their areas of learning.

Pupils are taught to understand and use correct scientific vocabulary based on the objectives and skills being taught and practical ‘hands on’ learning is encouraged whenever possible. Teaching allows for a wide range of scientific enquiry, including pattern seeking, observation over time, classifying and grouping, undertaking comparative and fair testing, and researching using secondary sources.

Opportunities for outdoor learning will be provided when possible.

Developing skills such as questioning, observing, gathering and recording data, and drawing conclusions are encouraged in every learning area in every year group.

Ralph science

The Big Ideas

The Big Ideas of Science are recurring themes that appear throughout the curriculum. Each learning area that is taught will link to a ‘Big Idea’. The ‘Big Ideas’ focus on the 4 main components of scientific knowledge: Physics, Chemistry, Biology and Earth Science.

Main Elements of Teaching

Every area investigated has a medium term template below it that teachers are to refer to throughout planning and teaching.  We have, as a school, decided to adopt these to base on our planning due to the clarity of the overview that supports our mixed age classes with the focus on questioning and enquiry.

The medium term overviews reference:

  • Sticky knowledge (what are key areas to remember)
  • Prior learning (to check before commencing area)
  • Future learning
  • Vocabulary
  • Key scientists
  • Key Questions
  • Enquiry Questions
  • Big question (can be used as assessment to check on knowledge gained)

Science in EYFS

Understanding of the world educational programme (taken from the EYFS Framework 2024)

Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.

Early learning goals that link to science:

EYFS – Understanding the world

ELG The natural world

  • Explore the natural world around them, making observations and drawing pictures of animals and plants.
  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
  • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter

In Robins (reception year)  pupils will:

  • Explore their own bodies and their senses
  • Learn to name the parts of the body and what we use them for.
  • Learn about animals and their homes, including pets, farm animals and wild animals.
  • Observe changes such as chicks hatching and caterpillars turning into butterflies, the seasons changing, plants and flowers growing. They are supported to notice and talk about what is happening and why.
  • Learn about being healthy, including eating a range of foods and taking part in exercise.
  • Develop a sense of curiosity and exploration through a range of resources relating to our topics, eg magnets, magnifying glasses, colour paddles, things to smell and taste etc, and through the continuous provision areas such as sand, water, small world, construction etc.