Aspin Park Academy

Welcome to

Aspin Park Academy

  1. Curriculum
  2. Science



Our Science Flow Chart outlines key aspects of Science teaching and learning in EYFS, KS1 and KS2 at Aspin Park Academy.

Our science progression document.

Pedagogical Approach

We sow the seed by introducing the topic and revisiting prior knowledge and vocabulary.  We engage the children through a balance of investigations and knowledge-based learning. Lessons include a mixture of practical experiments and opportunities for researching using secondary sources. We develop the skills by building on prior knowledge. Where possible, lessons are linked to the five types of scientific enquiry to build on the working scientifically skills. We harvest work in Science by carrying out end of topic assessments. Evidence is recorded in a variety of ways for example: written work, videos, photographs stuck into Science books. 


Our intent

Aspin Park Academy aims to give all children a clear understanding of the world around them developing their curiosity and enjoyment of Science. Teachers will ensure full coverage of the National Curriculum so all children can build on their working memory and acquire key skills and knowledge to help them think scientifically. Throughout our school children are encouraged to develop and use a range of skills including questioning, planning, using equipment and carrying out investigations, observing and drawing conclusions to become independent learners.

In their own work, children will:


  • ask simple questions and recognise that they can be answered in different ways.
  • observe closely, using simple equipment.
  • perform simple tests.
  • identify and classify.
  • use their observations and ideas to suggest answers to questions.
  • gather and record data to help in answering questions.


  • be encouraged to be curious and ask questions about what they notice.
  • be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information.
  • begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways.
  • read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge at key stage 1.


At Lower Key stage 2

  • ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information.
  • draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.
  • read and spell scientific vocabulary correctly and with confidence, using their growing word reading and spelling knowledge.

At Upper key stage 2

  • encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates.
  • begin to recognise that scientific ideas change and develop over time.
  • select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing 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. 
  • draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.
  • read, spell and pronounce scientific vocabulary correctly.


Our Implementation

We follow the National Curriculum (2014) and Early Years Foundation Stage Framework ‘Understanding of the World’ (March 2017). From Year One to Year Six, National Curriculum objectives are followed in order to have clear progression and coverage across each year group. Switched on Science is used to enhance teaching and planning. Scientific enquiry skills are embedded into every lesson to ensure that these skills are developed.

Children will be taught to:


Know 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. They make observations of animals and plants and explain why some things occur, and talk about changes.

Key stage 1

The principle 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. Most of the learning about science will be done through the use of first-hand practical experiences, but there will also be some use of appropriate secondary sources, such as books, photographs and videos.

Key stage 2

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

The principle 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 will do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically.


What is the impact?

Throughout the school, teachers will assess whether children are working at or towards the expected level for their age based on their understanding and application of the content of the National Curriculum 2014. Progress and attainment is reported to parents through parents’ evenings and end of year reports.

  • Opportunities for assessment of knowledge and skills are planned for as part of the teaching process. These assessments will be in line with our assessment policy and assessed at the end of each topic.
  • Achievements are recorded using a wide variety of methods providing all children with an opportunity to demonstrate their knowledge and understanding.
  • Teachers will formally assess each child at the end of each unit. Teachers will make judgements based on a variety of methods:
  • Observing children at work, individually, in pairs, in a group and in classes.
  • Questioning, talking and listening to children
  • Considering work/materials/investigations produced by the children together with discussion about this with them.
  • All teachers have been provided with possible end of unit assessment tasks for all programs of study from Switched on Science.
  • Lessons and books are observed by the Science subject leader and feedback is given to teachers at an appropriate time.


Classroom Environment

Every classroom has a working wall/surface to display and support current Scientific learning. All of these areas display the five scientific enquiry types, the work that is being covered and key vocabulary so that it is accessible for the children during the lessons.


Here’s what our children say:

“There are lots of practical and fun experiments and interesting things.”

“I love Science because we get to explore lots of different things.”


Suggested Books

Everything Human Body by National Geographic Kids      

The Good Germ Hotel by Kim Sung-hwa and Kwon Su-jin    

Invisible Nature by Catherine Barr   

Space Oddity by Christopher Edge     

June 29, 1999 by David Wiesner