Skip to content ↓
Glenfield Primary School

Glenfield
Primary School

Science

Science at Glenfield

Science has changed our lives and is vital to the world’s future prosperity. All pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. At Glenfield Primary 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. Practical, enquiry-based learning is key to our science curriculum. The children experience a wide variety of topics which promote their natural curiosity for learning and broaden their scientific view of the world around them. We always endeavour to make links across curriculum areas to deepen understanding and demonstrate the relevance of science to everyday life. Trips, visitors and focused ‘Science Days’ further enrich and enliven our curriculum.

Below you will find an overview of what your child will be expected to learn in each of the Key Stages.

Early Years Foundation Stage 

In the Early Years Foundation Stage, activities are planned in relation to the “Understanding the World” area of the foundation stage curriculum. Children’s progress and achievements are assessed against the Early Learning Goals at the end of reception. The activities are planned in a cross curricular way through topic areas that are interesting and enjoyable.

Key Stage 1

Pupils will experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They are encouraged to be curious and ask questions about what they notice. They will develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using appropriate secondary sources of information, such as books, photographs and videos. They will begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways.

Lower Key Stage 2 – Years 3-4

Pupils will broaden their scientific view of the world around them. They will do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments. They will develop their ideas about functions, relationships and interactions. They will ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out. 

Upper Key Stage 2 – Years 5-6

Pupils will develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. They will encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.