Science at Lark Hill Primary School
At Lark Hill, we believe that a high-quality Science curriculum helps the children make sense of the natural world they live in today. Guided by the White Rose Science curriculum, our science lessons are designed to spark curiosity, ignite wonder, and inspire our children to think like scientists, critical thinkers, and practical investigators.
Our goal is to nurture curious, confident young scientists who have the core knowledge to explain the world around them, the practical skills to test out their own ideas and the perseverance to explore big scientific questions with wonder and understanding.
Our Core School Values in Science
Our science learning is deeply rooted in our four core school values:
- Respect: We look closely at living things, local habitats and the world around us. Children learn to care for all forms of life, value real evidence and celebrate the discoveries of diverse scientists from all backgrounds.
- Responsibility: By learning about ecology, sustainability, human impact and healthy living; children connect scientific knowledge directly to our golden school ethos: look after each other, look after our school, look after yourself. They see how their actions impact the planet today and in the future.
- Creativity: Children think creatively by designing experiments, making predictions, spotting patterns, creating classification keys and finding exciting ways to test their own ideas.
- Challenge: We hold high expectations for every child, encouraging them to step outside their comfort zones, learn from unexpected test results, address misconceptions and explain their ideas using precise scientific vocabulary.
How We Teach Science:
At Lark Hill, Science is delivered through a structured, small-step progression powered by White Rose Science. We recognise that linking conceptual knowledge with practical enquiry reduces cognitive load and embeds lasting learning. Each lesson sequence follows a clear, progressive I Do – We Do – You Do journey built around clear teacher modelling, guided exploration and independent enquiry:
The 3 Core Stages of Instruction (I Do, We Do, You Do)
1. I DO (Teacher Modelling & Explicit Instruction)
- Small Steps & Conceptual Clarity: Teachers introduce new concepts in small, manageable steps so no learner is overwhelmed. Teachers explicitly model scientific concepts, demonstrate equipment usage, address common misconceptions and introduce child-friendly definitions and technical vocabulary.
- My Turn, Your Turn: Teachers model accurate terminology and scientific stems (My Turn, Your Turn) before asking pupils to repeat, articulate or apply them in context.
2. We Do (Guided Enquiry & Co-Construction)
- Guided Practical Investigation: Teachers and pupils set up investigations, observe events and gather data together using concrete resources, visual models and structured recording templates.
- Checking for Understanding: Through targeted questioning, strategic pairing and live observations of practical tasks, teachers actively check that all pupils grasp the underlying scientific concepts before moving forward.
3. You Do (Independent Application & Evaluation)
- Independent Application: Pupils independently apply their scientific understanding to explain facts, evaluate evidence, complete small-step tasks and answer core enquiry questions.
- Scaffolding & Depth: Scaffolds, visual prompts and practical apparatus are provided to ensure full accessibility for all pupils, while deeper questioning challenges pupils to evaluate test fairness, analyse trends and draw evidence-based conclusions.
Benefits of Small-Step Learning & Practical Enquiry
- Reduces Cognitive Load: Breaking complex scientific topics into small steps allows pupils to focus on absorbing key concepts before applying them to complex experimental setups.
- Builds Scientific Literacy: Explicitly introducing specialist tier 3 vocabulary (see Oracy) at every step allows children to build a confident, precise scientific language bank.
- Integrates Working Scientifically: Skills such as observing over time, pattern seeking, identifying and classifying, comparative testing and research are embedded into every block rather than taught in isolation.
Substantive & Disciplinary Knowledge in Science
- Substantive Knowledge (Knowing the Science): Children build a deep, progressive body of core scientific knowledge about living things, plants, animals, the human body, habitats, materials, physical forces, electricity, light, sound and Earth/Space.
- Disciplinary Knowledge (Working Scientifically): Children learn the methods, processes and skills of science. They learn how to ask testable questions, select appropriate equipment, collect and measure data accurately, present findings in tables and graphs, identify trends and use evidence to justify conclusions or challenge ideas.
What Science Looks Like in the Classroom
We want our lessons to feel alive, interactive and inclusive for every child at Lark Hill. Science is taught in separate year groups not mixed classes across the school.
Early Years (EYFS)
In EYFS, Science is embedded through 'Understanding the World' in a rich blend of continuous provision and adult-led exploration. Children develop foundational scientific habits by exploring natural materials, observing seasonal changes, investigating floating/ sinking and noticing living creatures in outdoor spaces. Play-based activities and guided sensory sessions spark a wonder for discovery from their very first days in school.
Key Stage 1
In Key Stage 1, children explore key units of science using concrete experiences and simple scientific equipment. Guided by White Rose Science small steps, children learn to group materials, identify body parts and animal groups, measure plant growth and observe weather patterns over time. Lessons build vocabulary through an I Do – We Do – You Do structure and structured talk partners.
Key Stage 2
In Key Stage 2, scientific study expands into detailed conceptual knowledge and formal working scientifically skills. Pupils plan fair tests, identify variables, record findings using data tables and line graphs and evaluate experimental accuracy. Modules exploring forces, electricity, properties of materials, states of matter and evolutionary biology utilise White Rose Science resources and practical investigations to deepen critical thinking and scientific reasoning.
Inclusive & Multi-Sensory
Our science lessons are visual, practical and multi-sensory. Real-world objects, visual word banks, physical models, stem sentences and adaptive equipment ensure that all learners, including those with SEND or EAL, can fully participate in practical enquiries and access high-level concepts.
British Values Statement
British values, including democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs, are promoted throughout the Science curriculum and wider school life. These concepts are explored progressively as pupils investigate ecological responsibility, debate ethical scientific advances, evaluate environmental impacts, analyse unbiased data and work collaboratively in investigative teams where every contribution and idea is respected.
Oracy & Voice 21 Integration
In Science, talk is essential for articulating hypotheses, reasoning through observations, and explaining theoretical ideas. Using the Voice 21 Oracy Framework alongside White Rose Science, we develop scientific talk through four strands:
- Cognitive (Linguistic Reasoning): Students use talk to form hypotheses, analyse experimental outcomes, weigh evidence and construct clear scientific explanations.
- Linguistic (Disciplinary Vocabulary): Students actively practice using academic, topic-specific tier 3 vocabulary (e.g., photosynthesis, evaporation, conductor, variable, friction) and talk stems during practical tasks and group discussions.
- Physical (Rhetoric & Delivery): Students learn to present their scientific investigations, explain diagrams clearly to peers and present data using confident voice projection and demonstration.
- Social & Emotional (Empathy & Collaboration): Practical group work fosters teamwork, turn-taking with equipment, active listening and respectful discussion when results or interpretations differ.
Assessment & Measuring Impact
The impact of the science curriculum is measured in a number of ways:
1. Formative Assessment & In-Unit Progress
Throughout every topic, assessment is continuous and dynamic:
- Working Walls & Key Vocabulary: Classrooms feature live working displays containing focus vocabulary, definitions, visual diagrams, unit stem sentences and step-by-step enquiry prompts.
- Short Retrieval Warm-ups: Daily or regular retrieval activities review past small steps to lock scientific facts into long-term memory.
- Guided Practice & Practical Observation: Teachers model investigations and question pupils during the We Do phase, providing immediate guidance on equipment use and conceptual understanding.
- Live Feedback & Misconception Checks: Teachers address misconceptions in the moment during practical tasks and written work, allowing children to adjust their scientific reasoning immediately.
2. Evaluative Assessment: End-of-Block Tasks
At the conclusion of each White Rose Science block, children complete an independent end-of-unit assessment.
- Purpose: To evaluate conceptual mastery and working scientifically skills across the completed unit.
- How it Works: Pupils apply their understanding to fresh contexts, diagnostic questions, data-interpretation tasks and real-world scenarios.
- Measuring Impact: Teachers compare end-of-unit performance against baseline diagnostic checks to measure progress and identify any concepts requiring further consolidation.
3. Overall Assessment & Moderation
- Teacher Professional Judgement: Teachers evaluate overall scientific attainment against National Curriculum age-related expectations using evidence from practical enquiries, bookwork and end-of-block assessments.
- Moderation & Pupil Voice: Regular internal moderation ensures consistent standards across year groups. Pupils regularly participate in 'pupil voice' interviews to share their science books, discuss their experiments and explain what they have learned as young scientists.