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Subject Definition

The process of science starts with a question, but science is more than just being curious about how things happen; it's a system of observations and experiments used to ask and answer questions about the natural world. Science is a way for us to gain knowledge about how and why things happen the way they do by using our senses to observe the world and experiments to investigate how it works.

Broadly speaking, Science is split into three main areas:

Biology: This is the study of the living organisms on our planet, from the smallest microbe through to the largest animal in existence, the blue whale. At Southville, the experiments that children take part in helps them understand that almost nothing to do with organisms is an accident; everything has a purpose and gives an advantage in some way to the organism. From understanding the shared features of different groups of animals, through to discovering the complex way our amazing hearts pump blood around our body, Primary Biology will help instil a curiosity and love of discovery in your child.

Physics: This is the study of how the natural forces of our universe interact with each other and how they shape the world around us. At Southville, children will find answers to some of the questions that all children have: Why don’t we float into space? How does electricity work? Why can’t I see in the dark? By carrying our experiments over their time with us, children will leave with a solid understanding of the ‘unseen’ forces of our universe which will allow them to draw their own links and conclusions.

Chemistry: This is the study of how different chemicals and substances react with each other when mixed together and how this helps us in our daily lives. At Southville, children will draw conclusions as to why things around them happen the way they do. For example, why combining bicarbonate of soda with buttermilk allows Soda bread to rise; why certain reactions can be reversed and others can’t; and what is causing climate change and how can we reverse it.


At Southville, our vision is for children to:

  • Be skilled and confident at planning tests, as well as being methodical in their approach to life.
  • Develop a natural and ongoing curiosity for the world around them.
  • Feel a sense of excitement and awe when engaging with Science.
  • To understand the relevance of Science in today’s world, as well as its implications in the wider world of the future.
  • Develop their scientific literacy and cognitive ability to explain observations, conclusions and predictions.
  • Apply and develop their observational skills to notice trends, decide upon an approach, and predict what is going to happen as a result of something.
  • To develop skills in classification, observation, discussion and evaluation – skills that are used throughout life.
  • Become confident scientists, regardless of their academic and social backgrounds – never being afraid to ask ‘ What if….?’.

By the time our children leave us, we hope that they:

  • Will have developed a deep and ongoing curiosity in the world around them, as this will help out in many other social and academic areas.
  • Will be able to apply the skills (that have been developed through high-quality Science education) to the world around them, and other situations as they arise.
  • Will be equipped to use their scientific knowledge and curiosity to solve that problems that arise in their life now, as well as those that may come up in the world of tomorrow.
  • Will be confident in using evidence and justification to back up their opinions and findings – not only in Science, but also in everyday situations.
  • Will put thought and consideration into their actions, and understand the concept of ‘Cause and effect’
  • Will be confident so that when things to not go to plan or fit in with their predicted outcomes, they will not view this as a failure but as a chance to build on their findings, further their knowledge and to discover something new!


  Autumn Spring Summer


Exploring natural objects

How does your garden grow?

Understanding of the life cycle – growth and decay


Exploring our seasons- Autumn walk. Changes in winter. Hibernating animals.

Traditional Tales- Cooking Porridge for The Three Bears- Looking at the changes that occur during cooking. 

Animals- Making Observations of animals and their features, in the local environment and animals around the world.


Everyday Materials

Using our Senses and Sensing Seasons

Our Changing Worlds - Plants and Animal antics

Looking at animals

Everyday Materials

Our Changing Worlds - Plants and Animal antics Sensing Seasons

Plant Detectives and Our Changing World - Plants

Looking at animals Sensing seasons


What is your habotat

Our Changing world 

Good Choices

Materials - Shaping Up

The apprentice Gardener

Our Changing World

Growing Up and Our Changing World

Take care

The apprentice Gardener


Amazing Bodies

Can you see me?

Our Changing World

The power of forces

How does your garden grow?

Our Changing World

How does your garden grow?

Rock detectives

Our Changing World


Where does all that food go?

Good vibrations

Our Changing World

In a state

Switched on

Our Changing world

Where does all that food go and Who am I

Human impact and In a state

Our Changing world


The Earth and beyond

 Get sorted and Everyday materials

Feel the force

Circle of life

Reproduction in plants and animals


Reproduction in plants and animals

Marvellous mixtures and  Materials : All change

Our Changing World


Everything changes

Light up your world

Our Changing World

Body Pump

Danger! Low Voltage

Our Changing world

Nature library

Body Health

 Our Changing World

At Southville, we base our Science teaching on the principles of ‘Snap Science’, as use this forms our basis for delivering the curriculum. The ‘big ideas in science’ have been used to structure the content both within each topic, from year to year and within each year group and module, and to identify any conceptual gaps. This will ensure that children are continually building on their prior learning as they systematically develop their understanding of key ideas and their scientific skills.

We recognise that asking questions and testing ideas against evidence, is the most effective way for children to learn about science. Therefore each lesson has a clear science enquiry focus. This starts at

Each lesson that is delivered is carefully planned around a question for children to answer, either inside the classroom or outside. By ensuring that these questions spark children’s curiosity and that they want to find out the answer, lessons are purposeful and result in children gaining a new understanding of the world around them.

The learning intention is designed so that children have a powerful understanding of the skills and understanding they are developing in the lesson. Success criteria define the features of the learning intention in the context of the activity so that children can identify what they are aiming for and how well they are doing.

Our Science teaching has been designed to ensure that all children in a class can access and master the lesson’s learning intention with each session offering either a varying level of scaffolding or varying activities. Each session includes Assessment for Learning strategies which enable teachers to find out what children have learned and to use that information formatively.

In response to the wealth of evidence that exists about the benefits of children experiencing the natural world first hand, children learning science outdoors is a key feature of our science curriculum. For each year group there is a module called Our Changing World which is designed to be taught in every term, offering children regular opportunities to explore all aspects of their outdoor environment and build up a rich understanding of how it changes over the year.

Early Years

− A clear learning intention linked to the big science idea

− An Explore session which begins the activity for the whole class, using the Story slideshow and hands on exploration to introduce the scientific ideas, spark curiosity and give children the chance to share previous understanding and raise questions

− Enquire activities where a group of children work with an adult on a Focus activity to investigate the enquiry question

 − Enquire activities for children to investigate the enquiry question independently

− A Reflect and review activity which provides the opportunity for children to consolidate the key learning from the activities


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