Learning  »  Curriculum  »  Subjects  »  Science


Here at Pool, we believe that science is an essential part of our curriculum that enables each pupil to learn about the world around them. Through our cornerstone Christian values, we aim to:


Nurture pupils who are excited and curious about how and why things happen. We aim to foster this by learning through first-hand practical experiences wherever possible so that all our children can consider themselves ‘scientists’.

We want our children to understand the issues that the world faces and have a deep awareness and understanding of the sustainable global goals. Essentially, we want our children to be global citizens of the future

Develop the children’s confidence to question ‘how?’ and ‘why?’ We encourage children to use scientific methods and develop their skills of enquiry by investigating ideas, making predictions, and analysing their findings. We create a safe space to make mistakes and learn how to try again.

Develop reflective scientists. We encourage children to follow a methodical and rational way of thinking, where evidence is required to validate an idea. This is an essential skill that can be applied throughout life.

Plan opportunities to stimulate and excite pupils’ curiosity about phenomena and events in the world around them. We promote an understanding of care and respect for our world and highlight how each pupil can impact their future by the actions they make every day.


Our vision and principles for Science
Pool C of E Science News 2024
We love Science at Pool C of E School!

Have a look at our super science skills in action.

We love working with Wildlife Friendly Otley which helps us explore spirituality and develop compassion.


Why is Science important?

Science is an important and valued subject because it is highly relevant; an integral part of daily life, from cooking and checking the weather, to recycling and nature walks.

Through science, our lives are changed for the better. We believe all pupils should be taught about the role that science plays in positive advancements, as well as scientific knowledge, methods and processes.

Advances in science are continuing to transform our world at lightning speed and we need to do our best to prepare our pupils for a future we can only imagine.

When is Science taught?

Science is taught through thematic units throughout the year. 


How is Science taught?

Science is taught through working scientifically (involving practical investigation, observation and application skills, enquiry and research) alongside specific taught subject knowledge. Learning takes place both inside and outside the classroom.


What do we learn about in Science?

We learn about:-

Animals, including humans
Seasonal changes
Living things and their habitats
Light and heat
Forces and magnets
Earth and space
Evolution and inheritance
In all lessons, children are encouraged to be scientists, and to learn and develop their skills for working scientifically. Children are encouraged to find ways to answer questions through the use of the different types of scientific enquiry. Teachers help them to work through these by using the following symbols, which help to signpost the type of enquiry to answer different types of questions.

How do you know the National Curriculum is covered?
By using a rigorous matrix approach, the objectives of the National Curriculum are cross-referenced to the Pool Creative Curriculum and identified gaps are taught through NC specific science units.

We believe that learning in science develops through the experience and development of scientific concepts in incremental steps in each phase. For this reason, we have made the following changes to the Programme of Study within the Science National Curriculum, in line with statutory requirements*, to support children’s learning. Exploratory units of Light, Electricity, Sound and Forces have been included in Key Stage 1 to ensure that children gain initial experience of a range of ‘Physical’ science before Key Stage 2, as outlined below.

Forces – Land Ahoy!
Physical movement is a natural process and pupils develop basic locomotion and manipulative skills from an early age. By building understanding of the basic concept of push and pull as part of this suite of movements, pupils can better access the concepts of magnetism in LKS2 and the principles of levers and pulleys in UKS2. Comparing how things move, such as different animals, links biology to this strand and also enables pupils to develop comparisons.

Light – Light Up the World
Having already learnt about sight as one of the five senses in Early Years, pupils learn about day and night, with reference to the sun as a light source which enables us to see. On a practical level, they are also taught that we need to protect our eyes from it, as it is so strong. This naturally leads to a recognition that we need light to see things and that dark is the absence of light. The concept of shadow is also introduced at a basic level before it is re-visited and built on in LKS2.

Sound – Land Ahoy!
Having already learnt about hearing as one of the five senses in Early Years, pupils explore sound sources and the relationship between the volume and distance. Also, as pupils learn about sound in music, and the element of dynamics (loud and quiet), this complements their understanding.

Electricity – Zero to Hero
As part of their everyday experience, pupils are continually interacting with common appliances that run on electricity, both mains and battery. Because of this, there are safety issues that need to be addressed at an early age which we believe is best done in the context of science. Pupils use switches every day and by introducing them to the basic exploration of electrical circuits, this not only develops pupils’ confidence in safe handling but helps them connect their actions to consequences e.g. energy conservation. This learning is then re-visited and built on in LKS2 and UKS2.

In addition, environmental change is first taught in KS1 and not LKS2, linked to Living Things and Their Habitats:-

Living Things and Their Habitats - Going Wild
Pupils learn about how changes in environment can result in animal species becoming endangered, when they begin to look at biodiversity.

Similarly, teaching about Evolution and Inheritance begins in LKS2 not UKS2, as it connects well with learning in history about prehistoric man and contextual evidence.

The overall changes to the science curriculum structure enable children to build on their learning through a spiral model, encouraging the development of concepts as they visit each area of science over time.

*“The programmes of study for science are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for science on a year-by-year basis and make this information available online.”
National Curriculum in England: Science Programme of Study
Pool-in-Wharfedale CE Primary School Arthington Lane, Pool-in-Wharfedale, Otley, LS21 1LG