Science

Science @ Whitley Lodge First School

Statement of Intent

At Whitley Lodge First School, we believe that a high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry, and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. (NC 2013)

We aim to develop and deliver a science curriculum that meets the national curriculum requirements, inspires enthusiasm for science, and fosters awareness of its relevance in everyday life.

Our objectives in the teaching of science are for all children to:

• Ask and answer scientific questions
• Plan and carry out scientific investigations using appropriate equipment
• Understand life processes
• Know about materials, electricity, light, sound, and natural forces
• Evaluate evidence and present conclusions clearly and accurately

Teaching Approaches

EYFS

In the Early Years (Nursery and Reception), science is delivered through the area of Understanding the World. Our bespoke curriculum reflects our locality, children’s interests, and skill progression.

Children are encouraged to explore the natural world through practical experiences with tools, plants, creatures, and materials. They are supported in asking questions, making observations, and conducting self-led investigations. These activities contribute to their development of scientific understanding and curiosity.

By the end of Key Stage 1, pupils will:

• Gather and record data to help answer questions
• Observe and describe how seeds and bulbs grow
• Understand what plants need to grow and stay healthy
• Identify common plants and trees
• Observe seasonal changes and related weather
• Describe structures of flowering plants and trees
• Explore differences between living, dead, and never-living things
• Describe habitats and how they meet the needs of living things
• Identify and name a variety of plants and animals in habitats
• Explain food chains and identify food sources
• Identify and name materials like wood, plastic, glass, metal, etc.
• Describe properties of materials
• Compare materials based on physical properties
• Identify suitable materials for different purposes
• Explore how materials can be changed (squashing, bending, etc.)
• Identify and name common animals (fish, birds, mammals, etc.)
• Identify animals as carnivores, herbivores, or omnivores
• Compare structures of common animals
• Label parts of the human body and identify associated senses
• Understand that animals (including humans) grow from offspring
• Ask and answer simple questions
• Use observations to suggest answers
• Carry out simple tests and use simple equipment
• Identify and classify objects
• Understand the importance of exercise, diet, and hygiene

By the end of Key Stage 2 (Year 4), pupils will:

• Use scientific evidence to support findings
• Describe digestive system functions in humans
• Identify and describe different types of human teeth
• Construct and interpret food chains (producers, predators, prey)
• Group living things in different ways
• Use classification keys for grouping and identifying
• Recognise how environments can change and affect living things
• Understand nutrition and food sources for animals (including humans)
• Identify skeletons and muscles for support and movement
• Identify appliances that use electricity
• Build simple circuits and identify components (cells, wires, bulbs, etc.)
• Understand how switches affect circuits
• Recognise conductors and insulators
• Explore motion and surface friction
• Understand magnetic forces and poles
• Group materials based on magnetism
• Predict magnet behaviour based on poles
• Group solids, liquids, and gases
• Observe materials changing state (melting, freezing, etc.)
• Explain evaporation and condensation in the water cycle
• Compare rocks and understand fossil formation
• Recognise that soil is made from rocks and organic matter
• Ask relevant questions and plan scientific enquiries
• Set up comparative and fair tests
• Make systematic observations and measurements
• Gather and present data in various formats
• Record findings using diagrams, keys, charts, and tables
• Communicate results through explanations and presentations

Curriculum

The school follows a two-year rolling programme that ensures full coverage of the National Curriculum. Practical, investigative science is highly encouraged. Science Week is celebrated annually, involving local universities, parents, and the wider STEM community.

Teachers are expected to accommodate pupils with SEN or EAL by planning differentiated and inclusive activities that allow full participation. This is aligned with our school inclusion policy.

Purpose of Study

The National Curriculum for science aims to ensure that pupils:

• Develop scientific knowledge and conceptual understanding in biology, chemistry, and physics
• Understand scientific enquiry methods to answer questions about the world
• Gain knowledge to understand the uses and implications of science today and in the future

The Role of the Subject Leader

The science subject leader is responsible for:

• Providing strategic direction for science
• Supporting staff with science planning and delivery
• Monitoring pupil progress in science
• Attending relevant training
• Managing science resources and budgeting

Leaders are given non-contact time to fulfil these duties. Monitoring (including pupil voice), reviewing planning, and ensuring curriculum coverage and progression feed into annual action planning.

Inclusion

All children work within the same scientific context but at levels suited to their abilities. Open-ended tasks are matched to individual needs. Additional support is provided where needed, and higher-ability pupils are challenged through questioning and problem-solving to deepen their understanding.

Assessment

Assessment is informal and formative, embedded in tasks and activities. It allows reflection against agreed success criteria and informs future planning.

Teachers assess pupil work during lessons and use this to adapt instruction. Feedback is given verbally or in writing. Older pupils are encouraged to self-assess and reflect on improvements. In EYFS, assessment is based on practitioner observations. In KS1 and LKS2, progress is tracked using Sonar and linked to National Curriculum objectives and Early Learning Goals.