Our aim for Science at Newburgh is that all children

•Be curious in finding out why things happen in the way they do

•Enquire, explore and observe so that they can ask questions about themselves and the world around them

•Develop confidence and competence in the full range of practical skills, taking the initiative in, for example, sorting, classifying, planning, predicting and carrying out scientific investigations.

•To work collaboratively, safely and carefully when using materials and equipment.

•To introduce pupils to the language and vocabulary of science

•Gain secure scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.

•Acquire a progressive understanding of scientific ideas through enquiry.

•Foster concern about and appreciation of our environment


To provide adequate time for developing scientific knowledge, skills and understanding, each teacher will provide regular Science lessons. These may vary in length based on the objectives being explored. Teachers will base their planning on the programmes of study for their relevant year groups and will identify the most appropriate teaching strategy to suit the purpose of each learning situation.

Our school aims to encourage learning through investigation and theoretical lessons, with an emphasis on first-hand experience. Science lessons typically contain some of the following elements: discussion; whole class, group or individual learning; practical, investigative tasks; recording; communicating.


It is the responsibility of the class teacher/ year group teachers to undertake the Science planning for their class.

In the foundation stage Science is an integral part of topic learning and should be embedded by providing a wide range of activities including: indoor and outdoor learning, adult-focused tasks, child-initiated tasks and independent play.

Science is taught through the strand of ‘Understanding the World’. Science teaching and learning is also linked to the other strands of The EYFS framework for learning 2014.

For each year group 1-6, the Science Long Term Plan includes, the topic and national curriculum objectives for each term, as well as the main investigation and skill to be taught.

All Science lessons have focused learning objectives that meet the national curriculum targets, clear differentiation and success criteria to ensure that pupils make good progress. All Science objectives are evidenced in books – this may be in the form of a picture, simple sentences if needs be.

For each Science unit taught a topic front cover is created that includes a title and the science skill and investigative question that is covered. A copy of the front cover and place on science display board.

In addition, the Science skill, knowledge and key question that is taught is sent to the parents as part of the Year group’s MTP.


Scientific enquiry is at the heart of our Science teaching at Newburgh. To stimulate pupil talk and thinking we include opportunities to discuss Scientific questions.

To support the pupils working scientifically, investigation posters can be used by teachers when planning, carrying out or evaluating investigations. There are posters for Key Stage 1 and planning boards for KS2. For each year group the main investigation and skill for the Science unit being covered is on the Long-Term Plan.

In addition, so that pupils learn a variety pf approaches to answer scientific questions, observations of all types of enquiry are evident over the year and are referenced on the Long-Term plan. These 5 areas of Scientific Enquiry are

  •        observing over time
  •        noticing patterns
  •        grouping and classifying things
  •        carrying out fair-tests
  •        finding things out using a wide range of secondary sources of information


To ensure that curriculum planning is informed both by an assessment of pupils’ starting points and gaps in their knowledge children complete at the start of the topic children complete an initial assessment.

At the end of each Science unit the children carry out a summative assessment activity using Headstart or Plymouth Science as a quick guide.

Informal assessment is made through observations of the children, marking their work and questioning children to identify what they have understood.

Judgements are made from both summative and formative assessments on the children’s knowledge and skills at the end of each unit. The children will be assessed against the objectives in the Programmes of Study and as stated in the LTP.

The teachers will give them a teacher assessed judgment as emerging, developing or secure in knowledge. In the case of scientific skills, they will be assessed as emerging, developing, secure or greater depth. Data is then added to INSIGHT.

Exercise books

Floor books are used in Reception and green Science books are used from Year 1 upwards.

The learning objective must be clear on every piece of work but at an appropriate length for children to record.

Science Policy  

We have a Science policy that provides an overview of science teaching. Which can be found on the Curriculum polices page.


Science displays are visible in each classrooms. There is an up to date Science display showing the current Science unit being taught. This includes key vocabulary and a topic front cover that includes a title and the science skill and investigative question that is covered.


The school holds a central bank of resources. These are organised in boxes in alphabetical order. The Science coordinator(s) are responsible for maintaining this area and ordering any necessary items that have been identified as a need. All staff members have a shared responsibility for collecting and returning necessary items to the correct place to ensure that resources are easy for all staff to access.


All work must be marked in green pen and all children’s editing done in purple pen.