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First hand experiences are one of the most powerful learning tools we have available to us as teachers. Our science curriculum uses this approach to inspire, guide and motivate pupils to achieve their best, have an enquiring mind and develop their scientific knowledge of the world around them. Science at All Saints helps foster the awe and wonder of the natural phenomena of the world around us, and allow us to fully appreciate the complexity of God’s creation.

science web 1(2)
science web 2(2)

Problem Solving

At All Saints, it is part of our curriculum mission that children become active agents of their own learning.  Our problem solving approach to scientific enquiry is just one example of this.  Led by a rich, open question, that fosters curiosity and new learning, our children use the triangular method to plan their scientific lines of enquiry.

This method involves children being immersed in a science topic story where children are taught ideas and skills which they embed and apply through problem solving and critical thinking.  Our ‘science stories’ are shared through chapter planning – always ensuring that our chosen questions stimulate natural curiosity and the ability to ‘puzzle out’ as the children think and solve.  

The triangular diagram features three variables central to scientific enquiry: same, change, measure.  What stays the same?  What will we change?  What will we measure?  Led by an overarching investigation question, following the teaching of key skills, our children are encouraged to create their own lines of enquiry – recorded as a focused question within the triangle.  The triangular diagram can also be used to form a table of results – tying together their enquiry, analysis and interpretation.  Other recording systems include concept cartoons, sketch graphs, diagrams, annotated doodles, observation notes and reasoning questions.


Triangle science

British Science Week 2019 - Journeys

The theme for this year’s British Science Week was Journeys and what a journey the children had! 

Our Year 3 children have been all aboard (literally!) exploring how the shape of a train affects the speed of travel, how steam engines work and how trains move round bends. 

Our Year 4 children, having visited the historic dockyards, have been fully submerged in their hovercraft enquiries and wave investigations. 

Year 5 have been out analysing pollution, making and investigating balloon powered vehicles whilst also testing the impact of different sized wheels.

Year 6, up in the skies, have explored how the weight of an insect affects how well it flies whilst also conducting air pressure experiments, skyping a pilot and getting up close to birds of prey!

British Science Week 2018: Exploration and Discovery

Our Year 3 ocean based topic saw the children exploring how sharks swim and how submarines work. 

Our Year 4 children, based in the artic, considered how best they would survive – investigating foods with the most energy (involving burning experiments!) and investigated the best sledges to travel the snow and ice! 

Year 5, out in the Sahara, explored how dirty water can be made clean, how ice-cream can be kept cold and more burning was also been a key feature! 

Year 6, up in the mountains, explored air pressure – they investigated what happens to different foods under low and high pressure.  And of course - burning has remained a key highlight with the children exploring best foods for hikers to take on expedition. 

Wow – what a week!

Long Term Study


Many of the challenges facing humanity now and in the future are about humans affecting the environment. Therefore, pupils in Lower Key stage 2 are given the opportunity to think about the environment in which they live, experience the slow and subtle changes as the seasons go by and see that nature changes as a result of what we do. By exploring their own environment they develop an appreciation of the importance of the planet.

Currently, our Year 4 classes have been investigating the question ‘How does the flora and fauna of the pond area change throughout the year?’. Within this study, they have been exploring the variations of weather, observing the changes in vegetation and monitoring the abundance of wildlife. At the end of the academic year, they are hoping to report back to the governors to advise on whether the pond should be developed.  

Since starting the study, the children have developed a greater sense of awareness and respect for their world.

Curriculum Aims

  • Foster natural curiosity in children and develop their ability to ask and answer important questions. 
  • Enhance their community spirit through a deep understanding of their local environment. 
  • Allow EVERY child to experience genuine awe and wonder about the world around them and appreciate natural phenomena. 
  • Ensure children enjoy working scientifically and logical exploring unknown ideas. 
  • Foster perseverance and determination when developing their enquiry and problem solving skills. 
  • Encourage children to think critically in order to continually excel themselves. 

The Planned Curriculum

At All Saints, our planned curriculum places children’s need to ask and answer questions that motivate and inspire them at its core. Through careful consideration of a clear and defined purpose behind each question, children will have the opportunity to develop their scientific abilities, problem solving and mastery of concepts. 

Children will have opportunities to explore science in action, to witness natural phenomena for themselves and develop different ways in which they can discover this in a way that is meaningful to them. 

Children in lower KS2 will observe changes that happen in the environment throughout the year through Long Term Studies. 

Children will equip themselves with the necessary thinking skills and approaches needed to predict, design, carry out and evaluate investigations of different types and be able to take this forward and apply it to different areas of their learning. 

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