Teaching Science at Over Hall Community School

'Be supported, feel supported - make a difference'

Science lead: Mrs Edgeley


Together we take our children on a journey that is engaging, exciting and empowering for all. 

As a school we have adopted the White Rose Education Science Scheme of work.


It is important to determine the importance of science in our lives - the teaching of science gives our children a stronger understanding of our world whilst developing scientific knowledge, skills and enquiry. In the teaching of science we develop both disciplinary and substantive knowledge.

Disciplinary knowledge (methods of scientific investigation / enquiry & fact finding) includes fair & comparative testing; identifying, classifying & grouping; pattern seeking; observing over time. These 'working scientifically' skills are broken down into eight key areas, including: asking questions; planning; making observations; taking measurements; gathering, recording & classifying data; presenting findings; answering questions & making conclusions; and evaluating.

Substantive knowledge  (established facts) includes matter; ecology; organisation of organisms; Earth & space; light & sound (waves); reproduction & genetics; forces & motion; electricity & magnetism; classification & evolution; and working scientifically. 

Children are given the opportunities to develop

  • a positive attitude towards Science and an awareness of its relevance;

  • an understanding of Science through a process of enquiry and investigation;

  • confidence and competence in scientific knowledge, concepts and skills;

  • an ability to reason, predict, think logically and to work systematically and accurately;

  • an ability to communicate scientifically;

  • the initiative to work both independently and in co-operation with others;

  • the ability to apply science across the curriculum and in real life.

  • an enquiry based approach to learning for some units of work.



Science is taught using the National Curriculum objectives. The Science curriculum follows a discrete teaching approach, however, to support the development of key concepts, science is also used as a driver in English, with cross curricular units completed in every year group.

Progression is clearly mapped out to  ensure concepts are built upon over time.  Knowledge Organisers support pupils with the key knowledge within each topic area alongside well mapped out vocabulary.

Equal Opportunities: All children have equal access to the Science curriculum and where children are in receipt of additional support for core subjects they do not 'miss out'. They are given sufficient time to learn the key scientific concepts.

Planning the Progressive model: the long term plan is progressive both through 'working scientifically' and the variety of programmes of study. The programmes of study build upon previous learning and are year group specific. 'Working scientifically' specifies the understanding of the nature, processes and methods of Science for each year group. Children are taught through the teaching sequence of revisiting, teaching, practising and applying.

In reaction to the effects of Covid 19 national lockdowns and the ensuing gaps in learning, staff are also ensuring that planning takes into consideration gaps and offers opportunities to close them before beginning their current expected objectives.

Breadth and depth: High quality Science lessons provide children with essential foundations for understanding the world through biology, chemistry and physics. Children are given opportunity to develop the scientific knowledge required to understand the uses and implications of Science, today and for the future. Links are made across the curriculum but specifically to topic when appropriate. Extra-curricular activities are offered to promote unique scientific experiences and meet local scientists.

Assessment: Subject Leaders monitor the progress of Science through work scrutiny of topic books, pupil voice, work displayed and entry and exit quiz results. The low-stakes quizzes support staff in adapting planning to meet the needs of pupils - especially given recovery from lockdowns - and also ensures that progress can be montiored from the comparison of entry and exit results. Children's achievements and their next steps for the subject then become evident.

Pupils are taught to understand and use correct scientific and technical vocabulary based on the objectives and skills being taught. This vocabulary is displayed in all classrooms as it is being introduced and taught.


Through our teaching and learning of science, all children have a confident view of the subject and are able to enthusiastically demonstrate their scientific understanding using a variety of approaches to answer relevant scientific questions using scientific enquiry, skills and processes. Our children are motivated, young scientists keen to question and explore the world further.



Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Plants P1-2

Plants P3-4 

Plants P5-9




Animals including humans AIH1-4

Animals including humans AIH5-7

Animals including humans AIH8-10

Animals including humans AIH11-13

Animals including humans AIH14-16

Animals including humans AIH17-22 



Rocks R1-3




Materials & properties EM1-3 

Materials & properties EM4-5



Materials & properties EM6-13 





States of matter       SM1-4





Forces & magnets FM1-6


Forces FM7-12


Seasonal changes   SC1-2








Light L1-5



Light L6-11




Electricity E1-8


Electricity E9-13 





Earth & space ES1-6



Living things & their habitats LH1-5


Living things & their habitats LH6-8

Living things & their habitats LH9-13

Living things & their habitats LH14-18






Evolution & inheritance EI1-6




Sound S1-5































Files to Download