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Primary School


Co -ordinator      Mr Kershaw/ Mrs Kendal

Science at Netherthong Primary School intends to answer questions children have about the world around them and encourage curiosity and a thirst for knowledge. The National Curriculum states that children should be ‘equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future’. At Netherthong Primary School, we would like to ensure we are creating a generation of learners who ask the important questions and seek to discover the answers.

Science in Netherthong follows the National Curriculum in that it repeats topics throughout the different years, each time deepening the children’s understanding of concepts and processes. For example, children look at plants in Key Stage One which is then studied again in further detail on two occasions in Key Stage Two. This way, the children aren’t just exposed to one concept once in 7 years across primary school and they can develop a more consistent understanding of the science we teach. We use specialist vocabulary in every topic that is built upon each time it is revisited.

An important part of science in Netherthong, one that will help create a new generation of scientists, is the development of scientific enquiry skills. Skills which lead to children asking why, creating an enquiry to address the ‘why’ and then making conclusions to answer the ‘why’. These skills are vital for processing the knowledge that is presented to children in science, and we are passionate about developing those skills at Netherthong. We intend to provide all children regardless of ethnic origin, gender, class, aptitude or disability, with a broad and balanced science curriculum.

Planning is an integral part of ensuring we provide full coverage from the National Curriculum and ‘Understanding of the World’ in Early Years. Science has been used as a key driver for a cross-curricular learning experience in each year group. Science has been the starting point for many of our topics in each year group, with other subjects using the science curriculum as a key connector. With this in mind, science is taught as part of a broader topic and children will be exposed to it at different times of the day, week, term and year. We feel this will give the children the opportunity to make connections between science and the world around them and be able to answer questions such as ‘how are science and geography related?’. Teachers plan to suit their children’s interests, current events, their own teaching style, the use of any support staff and the resources available.

To help deliver a broad and balanced science curriculum teachers are expected to:

  • Constantly develop children’s scientific enquiry skills through practical applications.

  • Ensure that knowledge of a new concept/process is embedded in their understanding of the topic.

  • Make links between science and other curriculum areas.

  • Careful progression within topics and across year groups.

  • Deliver lessons that are engaging, varied and cater for the needs of all children.

  • Link trips and learning outside the classroom to science where possible.

We expect all children, through the teaching of science, to have:

  • A richer vocabulary

  • Investigative skills

  • Questioning skills

  • High aspirations and a natural curiosity.

  • Increased knowledge of topics taught to them in specific year groups.


We monitor the impact of science through a combination of quantitative and qualitative approaches. All teachers will assess pupils against curriculum standards in each topic area, including scientific enquiry. The science coordinator will also spend time having conversations with pupils to gauge their knowledge and skills in science as well as their enjoyment of it. Impact will be reviewed on a yearly basis, with the continued desire to increase the positive impact that science can have on a child’s life.