A solid foundation in science enables children to appreciate and be curious about the world around them.  Through high-quality science teaching, children learn to ask questions and find answers that are built upon an understanding of biology, chemistry and physics.  What does this look like in the classroom?  Children in both key stages are expected to use scientific vocabulary precisely as they develop a bank of knowledge and conceptual understanding.  As children progress through the key stages, they learn a range of ways to work scientifically: to observe over time, to look for patterns or anomalies, to identify and group, to compare data and results, and to carry out fair tests within investigations.  All children are expected and encouraged to carry out and present investigations with increasing independence.  Investigative work includes opportunities for children to generate their own questions and to develop their ability to interrogate data, recognise anomalies or unexpected results and consider further points to explore.

At Wateringbury, we follow the Kent Science Scheme which contains 28 units of work, each one specifically designed to address the Primary National Curriculum, which began in September 2014. The scheme was written by Andrew Berry who taught and held the position of science leader for 9 years in primary schools in Kent. Andrew then worked for a further 7 years as the primary science adviser for the 475 primary schools in Kent. During this time he worked in over 250 schools and wrote two schemes of work for science for the county.

Children in Reception and Keystage One explore the world around them, starting with their own school grounds and environment.  They use measurements and equipment accurately to gather and record and they learn to carry out simple tests.  We expect children to begin to record what they’ve discovered in a variety of ways, encouraging independence and creative thinking.

In Years 3 and 4, children are exposed to a range of scientific experiences and investigations that enable them to ask their own questions and work out how to find answers.  They learn to use more complex equipment and make decisions about how to record and analyse their data.  Children are encouraged to research areas that cannot be answered in practical investigations.

In Years 5 and 6, children are able to plan different types of scientific enquiry, using a range of equipment.  They understand the importance of accuracy and repetition during investigations, The children are taught to make sound predictions based on scientific knowledge and they draw conclusions from real data and evidence.

This is our science topic timetable for this year 










Materials, Wind Experiment, Seasonal Change, Plants and animals Weather, Seasonal Change, Mini-beasts, Plants and animals Space, Seasonal Change, Plants and animals


Materials/Seasonal change, Autumn Plants/Seasonal change, Winter Animals/Seasonal change, Spring


All living things and their habitats Use of everyday materials Animals including humans, Plants


Rocks & soils Light, Forces and magnets Animals including humans, Nutrition, Skeleton & muscles, Plants


Sound, Electricity Animals including humans, Teeth and the digestive system, Food chains States of matter, Living things: animals and habitats


Forces, Earth and space Properties and changes of materials Living things: lifecycles, Aniamals including humans, Human development from birth to old age (inc. puberty)


Animals including humans: the heart and diet and exercise, Electricity Light, Living things: classification and microorganisms Evolution & Inheritance, Sex and relationships