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“Tell me and I forget. Teach me and I remember. Involve me and I learn.”

Benjamin Franklin


Children are naturally curious. Science at primary school should nurture this curiosity and allow them to ask questions and develop the skills they need to answer those questions.


Intent of our Science Provision

At Whitehouse Community Primary School, we aim to give our pupils an excellent first experience of science to develop their scientific knowledge as well as developing an understanding of why it matters and the skills needed to continue investigating and discovering science for themselves. We aim to provide our pupils with a broad range of scientific opportunities, both inside and outside of the classroom, whilst following the year group specific units set out in the national curriculum. Our school ensures our pupils take part in a wide variety of practical and interactive science investigations. We believe that it is imperative our pupils see the purpose of their scientific enquiries, within real-life contexts and think broadly about the world around them. Pupils must be able to explain how the processes they are investigating actually work. Therefore, our teachers’ subject knowledge and their depth of planning are critical for sequencing the knowledge and skills that pupils need to learn and for developing creative and thought-provoking lessons.


Implementation of our Science Provision

At Whitehouse our science curriculum has been developed to provide full coverage within the Science National Curriculum. It is taught in half termly unit blocks, allowing for a greater breadth of activities. The science curriculum has also been designed to be progressive, allowing our pupils to build upon their prior knowledge, understanding and skill development year on year as they move through the key stages. Lessons are planned using year-group specific targets and three-step differentiated learning objectives. Throughout the course of the year, all pupils will participate in at least one hour of science each week and will take part in a range of indoor and outdoor investigations, working both independently and collaboratively with their peers.


In Early Years and KS1, pupils will master basic scientific skills. Children will learn about similarities and differences in relation to places, objects, materials and living things. They will talk about the features of their own immediate environment and how environments might vary from one another. They will make observations of animals and plants and explain why some things occur, and talk about changes. In KS2, pupils will master these skills and move onto further topics including forces, electricity and evolution and inheritance. Pupils will take part in more complex investigations, ask more of their own questions and develop a greater understanding of variables and causal relationships. Children will develop the skills needed to plan their own investigations, including formulating an aim, hypothesis, method, results, conclusion and evaluation. This will help prepare them as they move on to secondary school.


Whole school science days are also used to provide the children inspiring hands on, practical activities and we offer opportunities outside of the school curriculum, such as science club, gardening club and forest schools club to extend our pupils’ experience of science.


Impact of our Science Provision

Our science provision equips the children with the scientific knowledge required to understand the uses and implications of science today and for the future.

  • Pupils have highly developed transferable knowledge, skills and understanding of nature, processes and methods of science and are able to answer questions and make connections between what they’re learning, their own lives and the wider world.
  • High quality work is evidenced within learning journals and other topic based work. Sequences of lessons show progress of skills and knowledge.
  • A selection of children’s work is displayed around the school promoting the subject and increasing motivation, confidence and engagement.
  • Our pupils’ confidence in their science knowledge and enquiry skills is evident through their excitement about science, they are actively curious to learn more and see the relevance of what they learn in science lessons to real-life situations and the importance of science in the real world.
  • Teacher assessment, peer assessment and pupils’ self-assessment are used to track progress and attainment. Assessments are recorded and monitored on classroom monitor and analysed through pupil-progress meetings termly.