Science
At Greenlands Primary School all children, including SEND and disadvantaged children learn subject specific concepts through studying different scientific topics.Somewhere, something incredible is waiting to be known.
- Carl Sagan
What Science Looks Like at Greenlands Primary School
The teaching of Science at Greenlands Primary School is firmly grounded in the National Curriculum, Plymouth and support by Oak National and enriched by the Greenlands Knowledge and Skills Progression Document. Knowledge and skills are thoughtfully arranged within subject-specific themes, with vocabulary for each topic explicitly taught to address the recognised 'word gap' affecting many of our pupils. Regular revisiting of prior learning ensures that children can know more and remember more over time.
Our science curriculum fosters a profound understanding of fundamental scientific principles while igniting curiosity and enthusiasm for exploration. From their earliest years, children engage with concepts that connect to their everyday experiences—such as the properties of materials and seasonal changes—before progressing to more complex topics like forces and electricity. Through this approach, we aim to nurture independent thinkers equipped with the tools to think and work scientifically, cultivating a lifelong passion for inquiry and discovery.
Themes and concepts running through science
- Animals including humans
- Evolution and inheritance
- Living things and their habitats
- Plants
- Materials states of matter
- Seasonal changes
- Electricity
- Forces and magnets
- Light
- Sound
- Rocks
- Earth and space
Scientific enquiry will be taught through all of these themes, including:
- asking questions
- making predictions
- setting up tests
- observing and measuring
- recording data
- interpreting and communicating results
- evaluating
Whole school overview
Progression in Scientific Knowledge and Skills
Throughout their journey, our children are encouraged to approach learning with curiosity and resilience, actively participating in scientific investigations, posing questions, making predictions, and seeking answers. We empower them to become independent thinkers, equipped with the skills to tackle unfamiliar scientific concepts with confidence and determination.
We ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, carry out comparative and fair tests and investigations, identifying and classifying, observing over time, drawing conclusions and noticing patterns and, most importantly, to continue to ask questions and be curious about their surroundings.
EYFS
Science in the reception class is introduced indirectly through activities that encourage the children to explore, problem solve, observe, predict, think, make decisions and talk about the world around them. Children explore creatures, people, plants and objects in their natural environments. They observe and manipulate objects and materials to identify differences and similarities.
For example, they may look at an egg whisk, sand, paper and water to learn about things that are natural and manmade and their different functions. Children also learn to use their senses, feeling dough or listening to sounds in the environment, such as sirens or farm animals. Children show that they are scientists by knowing about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another.
