At Northway we aim to foster a science curriculum which gives our children a strong understanding of the world around them.  We want to provide opportunities to acquire specific skills and knowledge to help our children to think scientifically and gain an understanding of scientific processes.  Throughout the programmes of study, the children will acquire and develop key knowledge that has been identified within each unit and across each year group.  We will ensure that the working scientifically skills are built on and developed year on year.

Teachers create positive attitudes to teaching science within their classrooms.  High expectations are set to ensure there are high standards within science.  Our science curriculum is organised over a two-year cycle to meet the needs of our mixed age classes.  However, in Reception, it is taught yearly as we have two reception classes on roll each year.  Lessons are differentiated to meet the needs of individual learners ensuring that opportunities are planned for children to develop their own lines of enquiries.  Key concepts and knowledge that should be taught are mapped out across the school to ensure that teachers understand what has been learnt previously and to ensure progression across the individual strands of the science curriculum.

Working scientifically skills are embedded into lessons to ensure that these skills are being developed year on year.  Teachers demonstrate how to use scientific equipment and the various working scientific skills in order to embed scientific understanding.  Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning.



In EYFS, children learn prerequisite observational and investigational skills which lay the foundations for learning in Science.They are taught to ask questions about the world they live in and find simple ways to find the answers to these questions.  Children are taught about their own immediate environment, looking at seasonal changes, local wildlife and living things and how they can care for and protect them. Children develop observational skills as they study minibeasts and a range of plants that attract different animals.  Children are introduced to the concept of earth and beyond in relation to the planet that they live on. 

Children are encouraged to develop their ability to investigate as they work on a range of construction tasks. In the EYFS, children build a variety of structures, all with different purposes, and they are challenged to select the most suitable materials for the task. Children are exposed to a range of materials and take part in investigations to find out whether they are suitable for their purpose.


Key Stage One

Within Key Stage One, pupils will name and locate parts of the human body, including those related to the senses.  They will be able to describe the importance of exercise, a balanced diet and hygiene for humans.  When looking at animals including humans, children will be able to describe basic needs for survival and the main changes as young animals, including humans, grow into adults.  During the topic on plants, they will describe the basic needs of plants for survival and the impact of changing these as well as looking at the main changes as seeds and bulbs grow into mature plants.  They will be able to name different plants and animals and describe how they are suited to different habitats.  Children will identify whether things are alive, dead or have never lived.  They will distinguish objects from materials, describe their properties, identify and group everyday materials and compare their suitability for different uses.   Children will be familiar with and be able to describe seasonal changes.


Lower Key Stage Two

Within Lower Key Stage Two, pupils will learn the names and describe the functions of the main parts of the digestive and musculoskeletal system.  When learning about plants, they will be able to name, locate and describe the functions of the main parts of plants, including those involved in reproduction and transporting water and nutrients.  They will describe the requirements of plants for life and growth and explain how environmental changes may have an impact on living things.  They will learn to construct and interpret food chains. When studying states of matter, they will describe the characteristics of different states and group materials on this basis; and describe how materials change state at different temperatures, using this to explain everyday phenomena, including the water cycle.  Pupils will group and identify materials, including rocks, in different ways according to their properties, based on first-hand observation and they describe how fossils are formed. When exploring sound, they will use the idea that sounds are associated with vibrations, and that they require a medium to travel through and use this to explain how sounds are made and heard.  They will also describe the relationship between the pitch of a sound and the features of its source; and between the volume of a sound, the strength of the vibrations and the distance from its source.  Children will investigate the formation and size of shadows.  They will look at forces that act at a distance (magnetic forces, including those between like and unlike magnetic poles).


Upper Key Stage Two

In Upper Key Stage Two, pupils will learn the names and describe the functions of the main parts of the circulatory systems. They will describe the effects of diet, exercise, drugs and lifestyle on how the body functions.   They will describe and compare different reproductive processes and life cycles in animals.  They will become familiar with the names of the main parts of plants and locate and describe the functions including those involved in reproduction.  They will use the observable features of plants, animals and micro-organisms to group, classify and identify them into broad groups, using keys or other methods.  When studying evolution and inheritance, children will use the basic ideas of inheritance, variation and adaptation to describe how living things have changed over time and evolved as well as providing evidence for evolution.  They will group and identify materials and identify, with reasons, whether changes in materials are reversible or not.  They will also justify the use of different everyday materials for different uses, based on their properties and they will identify and describe what happens when dissolving occurs in everyday situations; and describe how to separate mixtures and solutions into their components.  They will use the idea that light from light sources, or reflected light, travels in straight lines and enters our eyes to explain how we see objects.  When looking at light, they will describe the shapes and relative movements of the Sun, Moon, Earth and other planets in the solar system; and explain the apparent movement of the sun across the sky in terms of the Earth’s rotation and that this results in day and night.  They will describe the effects of simple forces that involve contact and understand the importance of gravity.  They will identify simple mechanisms, including levers, gears and pulleys that increase the effect of a force.  When looking at electricity, children will use simple apparatus to construct and control a series circuit, and describe how the circuit may be affected when changes are made to it; and use recognised symbols to represent simple series circuit diagrams.

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Contact the School

Northway Primary School

Dodds Lane
L31 9AA

Main Contact: Mrs C Booth

Tel: 0151-526-2565
Fax: 0151-526-6303