Home Page

Science Lessons

As a school, we follow the Hampshire Model for Science teaching. In this approach the curriculum is broken down into six different areas which are covered across the year groups. The six areas of science are further broken down into 'Key Ideas' which the children will learn about through lessons. As children progress through their units of work they are continually assessed to ensure they understand the work covered and where they have not. Where a children does not have a secure understanding teachers will adapt and change the next lesson/s to recover ideas and continue to build on further ideas.

Where appropriate children will develop not only their science understanding but also how they can work scientifically. Children's skills of working scientifically are broken down in the following ways:


Year 1 and 2

Pupils are taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • Asking simple questions and recognising that they can be answered in different ways
  • Observing closely, using simple equipment
  • Performing simple tests
  • Identifying and classifying
  • Using their observations and ideas to suggest answers to questions
  • Gathering and recording data to help in answering questions

Year 3 and 4

Pupils are taught to:

  • Recognise that factors other than that we are changing may have an effect and seek to control these factors (what changes and what is measured and what to keep the same).
  • Gather evidence to describe and classify patterns of behaviour, characteristics and properties of materials, and make generalisations from data samples.


Year 5 and 6

Pupils are taught to:

  • Recognise that conclusions may be uncertain due to difficulties controlling and measuring variables accurately and that measurement always introduces some error. Understand that repeating experiments helps to identify what the true value is and that data points far from the mean are likely to be inaccurate and should be discounted when averaging.
  • Adapt experiments to produce more precise conclusions when the question requires, especially when seeking to find a maximum, minimum or specific values.