A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. It is therefore our intention to develop in all young people a lifelong curiosity and interest in the sciences.


Science has changed our lives and is vital to the world’s future prosperity, and our children are taught the essential aspects of the knowledge, methods, processes and uses of science. As children progress through the year groups they build up a body of key foundational knowledge and concepts, children begin to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. Knowledge organisers are used to support and consolidate scientific knowledge and vocabulary, and clear planning ensures that children have a varied and progressive curriculum that builds on skills.


In ensuring high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school. Planning for science is a process in which all teachers are involved to ensure that the school gives full coverage of, ‘The National Curriculum programmes of study for Science 2014’ and, ‘Understanding of the World’ in the Early Years Foundation Stage. Science teaching at Pear Tree Primary School involves adapting and extending the curriculum to match all pupils’ needs. Where possible, Science is linked to class topics. Science is taught as units and/or lessons where needed to ensure coverage.

We ensure that all children are provided with rich learning experiences that aim to:

  • Prepare our children for life in an increasingly scientific and technological world today and in the future.
  • Help our children acquire a growing understanding of the nature, processes and methods of scientific ideas.
  • Help develop and extend our children’s scientific concept of their world. Build on our children’s natural curiosity and developing a scientific approach to problems.
  • Encouraging open-mindedness, self-assessment, perseverance and developing the skills of investigations – including: observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating.
  • Develop the use of scientific language, recording and techniques.
  • Develop the use of computing in investigating and recording.
  • Make links between science and other subjects.


The impact and measure of this is to ensure children not only acquire the appropriate age related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives.

All children will have:

  • A wider variety of skills linked to both scientific knowledge and understanding, and scientific enquiry/investigative skills.
  • Children will be able to question ideas and reflect on knowledge.
  • Children will work collaboratively and practically to investigate and experiment.
  • A richer vocabulary which will enable to articulate their understanding of taught concepts.
  • High aspirations, which will see them through to further study, work and a successful adult life


Level Expected at the End of EYFS

Understanding the World (The World)

To comment and ask questions about aspects of their familiar world, such as the place where they live or the natural world.

To talk about some of the things they have observed, such as plants, animals, natural and found objects.

To talk about why things happen and how things work.

To develop an understanding of growth, decay and changes over time.

To show care and concern for living things and the environment.

To look closely at similarities, differences, patterns and change.

To know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another.

Expressive Arts and Design (Exploring and Using Media and Materials)

To begin to be interested in and describe the texture of things.


Physical Development (Health

and Self-Care)

To eat a healthy range of foodstuffs and understand a need for variety in food.

To show some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.

To know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.


We have selected the Early Learning Goals that link most closely to the Science National Curriculum.


Key Stage 1 National Curriculum Expectations- Working Scientifically

Key Stage 2 National Curriculum Expectations - Working Scientifically

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  1. asking simple questions and recognising that they can be answered in different ways;
  2. observing closely, using simple equipment;
  3. performing simple tests;
  4. identifying and classifying;
  5. using their observations and ideas to suggest answers to questions;

gathering and recording data to help in answering questions.


During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  1. asking relevant questions and using different types of scientific enquiries to answer them;
  2. setting up simple practical enquiries, comparative and fair tests;
  3. making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers;
  4. gathering, recording, classifying and presenting data in a variety of ways to help in answering questions;
  5. recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables;
  6. reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions;
  7. using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions;
  8. identifying differences, similarities or changes related to simple scientific ideas and processes;

using straightforward scientific evidence to answer questions or to support their findings.


During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  1. planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary;
  2. taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate;
  3. recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs;
  4. using test results to make predictions to set up further comparative and fair tests;
  5. reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations;

identifying scientific evidence that has been used to support or refute ideas or arguments.



"Pear Tree School - Being our Best Selves..."

Do get in touch...

Please leave your name and email below along with message and please submit to us. Thank you.