Through our teaching of science at Amesbury Primary School we aim to stimulate children’s enquiry into the world around them by encouraging them to ask questions and then develop their own lines of investigation . We encourage children to describe and evaluate scientific ideas using a range of higher level vocabulary, observe 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


“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. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.”

(National Curriculum 2014)


We follow the content of the national curriculum and find ways of linking the science objectives into our whole school creative topics. Our aims include:

  • Ensuring that children maintain an enthusiasm and curiosity in science through practical, hands-on, engaging lessons
  • Ensuring that children develop a secure knowledge
  • Enabling children to work scientifically through practical work using the different types of enquiry
  • Ensuring that children recognise and understand how scientific knowledge and understanding has changed the world around them and will continue to in the future



‘Working scientifically’ is the term used to describe the key skills which support the science knowledge base the children learn in each year group.

The principal focus of science teaching in Key Stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They should be encouraged to ask questions about what they notice.

The principal focus of science teaching in lower Key Stage 2 is to enable pupils to broaden their scientific view of the world around them.  They should do this through exploring, talking about, testing and developing ideas about everyday phenomenon and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions.

The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas.  They should add to this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically.  They should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates.

At present, our curriculum provides a rich variety of topics that cover all the core scientific disciplines and contexts that the children can relate to their everyday lives. Each week the children are posed a key question or context from which they generate their own scientific lines of enquiry. They will then explore this question using a variety of investigative skills, engaging and becoming more familiar with each of the elements of the scientific method as they progress through the school. These include skills such as generating their own lines of enquiry, making predictions, analysing results, observing changes over time, collecting results in a variety of ways, drawing conclusions from their observations and evaluating their own method and the reliability of their results.

Underpinning this is an emphasis on children actively participating in their own practical investigations and experiments, utilizing the classroom, wider school environment and the local environment and community.