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Children are encouraged to become independent learners and thinkers. 

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Children are encouraged to become independent learners and thinkers. 

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Children are motivated and engaged in science through practical ‘hands-on’ activities.

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Children are motivated and engaged in science through practical ‘hands-on’ activities.

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Adults use open ended questions to challenge and lead children’s thinking.

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Adults use open ended questions to challenge and lead children’s thinking.

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Children are amazed by science and say, “wow!” 

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Children are amazed by science and say, “wow!” 

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Children have a strong understanding of Science Capital (science is linked to everyday life experiences).

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Children have a strong understanding of Science Capital (science is linked to everyday life experiences).

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Teaching and learning builds on scientific vocabulary which is reflected in language and writing.

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Teaching and learning builds on scientific vocabulary which is reflected in language and writing.

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Children use appropriate and accurate vocabulary to explain their thinking.

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Children use appropriate and accurate vocabulary to explain their thinking.

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Children in EYFS are experimenting with the flow of water. 

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Year 2 investigated the absorbency of different materials.

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Year 2 investigated the absorbency of different materials.

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Year 2 explore their senses by describing the scent, texture and visuals of different messy mixtures.

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Year 2 explore their senses by describing the scent, texture and visuals of different messy mixtures.

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Year 3 are finding out the definitions for transparent, opaque and translucent. They are investigating different materials.

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Year 3 are investigating different materials and their ability to let light through.

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Year 3 are thinking about the importance of understanding how to eat healthily and to lead a healthy lifestyle. To understand what careers are linked to healthy food like a nutritionist.

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Year One investigated what conditions seeds need to be able to grow.

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The children investigated which materials would help protect their egg alien and stop it from cracking.

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The children were asked to decide where they wanted to put their pots of seeds. They were then asked to predict what would happen in each environment.

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During our topic on plants we went outside to explore what types of trees we had in school. We used our knowledge of different leaf shapes o help identify the trees, we then took bark rubbings to see if all bark had the same texture.

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Year 5 were investigating air resistance, and how we could reduce the amount of air resistance acting on a piece of foil. We had to see how quickly we could get the foil to fall!

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Year 5 had a go at making their very own compass by magnetising a metal needle and floating it in water - we were amazed when the needle began to spin and then pointed north!

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Year 6 dissected sheep hearts to identify the structures inside.

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Year 5 investigating friction using a Newton meter.

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Year 5 investigating friction using a Newton meter

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Year 5 were investigating dissolving in their properties and materials unit, with a focus on the understanding of reacting, solution, sink and floating.

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Understanding the language dissolve, solids and liquids. The children took part in an investigation to recognise when solids dissolve.

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Observing changes- solids dissolving Year 1/2 LH

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Observing changes- solids dissolving Year 1/2 LH

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Testing which solution would create the most bubbles- part of Muck, Mess and Mixtures topic. 

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Recording the results of our best bubble solution. Year 1 and 2 LHPS

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Recording the results of our best bubble solution. Year 1 and 2 LHPS

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Making predictions and recording our results for the dissolving investigation.

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Seasonal table top display Year 1/2 LHPS

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Seasonal table top display Year 1/2 LHPS

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Broadening the children's scientific language and understanding through interactive displays.

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Year 4 visited the Forest Schools area to find and identify different invertebrates.

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During our States of Matter unit, Year 4 described the properties of gases, liquids and solids through observations of balloons filled with ice, water and gas. 

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Why do you think this happens?
What do you think will happen? Why?
How can we find out?
What can we do?

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The children in 5/6 helped to consolidate their scientific language by making a model of the phases of the moon using Oreos. They were able to talk through the scientific process and label their models, having fun and learning at the same time

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The children observed a wide range of aquatic animals, such as sprats, plaice and octopus, and named any that they recognised. Each child was given one of the animals and asked to think of and write down relevant questions about it, answering any they knew the answer to. They identified and named their animal accurately using classification keys. The children then handled and examined their animal more closely using anatomical diagrams to identify its key parts. Children took notes as they worked and answered any of their remaining questions.

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The children were provided with five different items that Roman’s used as toilet rolls: a sponge, a leaf, pebbles, moss and their left hand. Working in pairs, they put each method to the test (not on their bottoms!) alongside a sample of a modern toilet roll. The children assessed the different methods for softness, durability, absorbency and ability to wipe. They learnt how to make comparisons by looking for similarities and differences, then used their results to decide which Roman method was the most effective and how they all compared to using a modern toilet roll.

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Iron filings over a magnet to show the magnetic field.

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The children in 5/6 will be making compasses. As part of this learning they have been finding out about the Earth's magnetic field. They were amazed at how by using iron filings and a magnet you could see a magnet's magnetic field.

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Children in Reception and Nursery were learning the story of The Three Little Pigs. To better understand the building materials used by the pigs the children had a chance to handle some sticks, straw and bricks. They were then able to make predictions before testing which was the strongest.