In Queen’s Crescent School we recognise that children have a natural curiosity for everything which happens in the world around them and through science we hope to make a valuable contribution to their scientific knowledge and conceptual understanding.

Aims and objectives

In our school we want our children to:-


  • Look at the world as a scientist. That means we want them to develop curiosity about natural phenomena by asking questions about the world they live in and make simple predictions about what might happen if…?


  • Look carefully at the world around them and to use their 5 senses to say what is like.


  • Use observations to sort and measure things.


  • Record their finds in drawings, words, diagrams, tables and charts.


  • Say what has happened, why it has happened and explain trends in their results.


  • Have an everyday working knowledge of science and for pupils to read and write key scientific vocabulary accurately and with confidence.



  • Understand the link between science and everyday life, jobs and technologies and how science can have an impact on their own lives.

We also aim to foster the following attitudes:

  • A sense of excitement and enjoyment


  • Getting the pupils to understand that producing their best is important (high expectations)


  • Develop independence and confidence


  • Treat each other with respect (sharing, listening to each other, listening to the teacher)


  • Co-operate with others


  • Curiosity


  • Imagination


  • Treat the world around them with respect (being aware that living things are alive and need care and that the place we live in is important).

 Approaches to teaching

  • We use a combination of the Wiltshire Scheme of Work written by Tom Robson and Hamilton Trust to deliver the National Curriculum for science. We feel it is important to be able to step out of the framework to allow the pupils to bring in objects and talk about what interests them


  • We use ‘Discovery Dog’ in KS1 to structure children’s investigations and understanding of the plan, do, evaluate process.


  • We do ‘quick science’ activities to consolidate taught skills.


  • Teachers use the scheme of work to identify what they have to teach and when.


  • We teach science skills within the context of an investigation. Skills are taught in a structured and progressive manner. We identify and focus upon key science skills within a given topic and share these with the children as part of the focussed teaching within a session. Teachers regularly track pupils progress in demonstrating and applying the skills using the online school pupil tracker.


  • We ask the children to observe, listen, talk to each other, make drawings, write reports, and talk about what they have done (evaluate). We get them to think by asking questions, and we get them to ask questions.  We apply mathematical skills to science (e.g. measuring and bar charts).  We encourage the children to read science-based texts. We encourage children to develop research skills. Science is also being used to support other curriculum areas, such as English.


  • We use visits to places of scientific interest and invite visitors into school e.g. @Bristol, School Nurse, Parents with scientific professions, links with secondary schools and their specialist teachers to show the children how science is applied in real-life situations.



  • Science resources are stored in the corridor in labelled drawers. Large resources are stored in the stock cupboard.


  • Teacher’s support texts in science are available (in offices and classrooms). Children’s science books are kept in the library. Wiltshire Resource Centre is used to supplement our in-school resources.


  • Some resources are kept in classrooms: simple measuring equipment – e.g. metre sticks, cm rulers, measuring cylinders (large capacity – 250 cm3), simple balances to measure mass, force meters, magnifying glasses, containers to put things into.


The school’s assessment policy gives a detailed account of how assessment is carried out in the school.  Assessments are carried out through teacher-set tasks, focused observations, questioning of the children and reviews of the children’s work. Teachers record their assessments in their planning documents as +/-. Staff inform parents at parents’ evenings and through the annual reports.  Teachers use science APP to track progression and achievement for their year group/s. This is recorded on the School Pupil Tracker Online (SPTO), three times a year (terms 2, 4 and 6).

Curriculum links

This policy is supported by a range of whole school policies on, for example, learning, assessment and special needs that will guide and support the work described in this policy.


  • Science/Technology weeks are planned to enable the children to fully appreciate the breadth of science.


  • Opportunities are also given in Y5/Y6 for able and gifted children to attend an after school club at Sheldon designed to enrich the primary curriculum.

Equal opportunities

All children will have an equal opportunity to work within this policy area. Account will be taken of their needs and where appropriate support for them will be accessed through the special needs policy.

Roles and responsibilities

This policy has been developed through consultation between staff and between the Subject Leaders, Headteacher and governing body. The Headteacher, Deputy and Subject Leaders monitor and evaluate the work achieved by the children in this area. The Subject Leaders identify areas for development, resource needs and help in the moderation of standards across the school. The Leaders work with the linked Subject Governor so that they are aware of such issues. The Leaders also liaise with the Link Governor about their visits to school. The Linked Governor will also keep the governing body informed about developments in this area.  

Monitoring and evaluation

The monitoring and evaluation of the achievements made in this area of the curriculum is carried out through the guidelines on monitoring and evaluation. These set out how the head teacher, deputy head and subject leader use a range of strategies to assess the quality of achievements.  The class teachers however, have a key role in monitoring and evaluation of their work and that of the children in their class.  The Headteacher works with the governing body to inform them about the work carried out within the school. The periodic reports either through the Wiltshire School Improvement programme’ or OFSTED inspections give independent and outside views on the standards achieved within the subject area.