Marlborough Primary School




Marlborough Primary School




Science develops and supports children as they learn to understand the world around them, which is a very important part of developing inquisitive minds and a sense of excitement and curiosity about nature. It helps to develop children’s critical-thinking skills, as well as life skills, which are closely linked as children learn to ask questions, make predictions, observe, test, then communicate their findings and begin to form their own opinions based on their observations of the world around them.


Science at Marlborough Primary School will provide children with a high-quality, rich and engaging Science education, which will follow National Curriculum Programmes of Study. These statutory and non-statutory requirements will provide the foundation for Science teaching across the school, which will be enhanced by engaging investigations to develop children’s ‘working scientifically’ skills.


Working scientifically at Marlborough Primary School.

Children across the school will learn to:

  • Identify similarities, differences and changes
  • Ask questions
  • Make predictions and conclusions
  • Observe closely, using simple equipment
  • Carry out tests
  • Identify and classify objects and animals
  • Use their observations and ideas to suggest answers to questions
  • Gather and record data to help in answering questions.


By the end of Reception, children will be able to:

  • Understand about similarities and differences between themselves and others, and among families, communities and traditions, places, objects, materials and living things.
  • Make observations of the world around them.

Key Stage 1

By the end of Key Stage 1, children will be able to:

  • Explore and compare things that are living, dead, and things that have never been alive, identifying that most living things live in habitats to which they are suited.
  • Describe how plants need water, light and a suitable temperature to grow and stay healthy and how seeds and bulbs grow into mature plants.
  • Describe the basic needs of animals, including humans, for survival (water, food and air) and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other.
  • Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
  • Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses and how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

Key Stage 2

By the end of Key Stage 2, children will be able to:

  • Explore everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets, describing solids, liquids and gases and how they can be separated, including through filtering, sieving and evaporating and know that some materials can dissolve.
  • Describe reversible changes.
  • Explain the movement of the Earth and other planets relative to the Sun and the movement of the Moon relative to Earth with links to gravity and forces.
  • Describe functions of the organs in our bodies and the impact of particular lifestyle choices on our organs.
  • Explain and discuss evolution.
  • Explain that light travel in straight lines and describe how we are able to see.
  • Compare and give reasons for variations in how electrical components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.


In order to implement a comprehensive Science curriculum across EYFS, KS1 and KS2, the actions are as follows:

  • Children have access to well-resourced science lessons.
  • Children are taught science for at least 1 hour per week.
  • Children are exposed to each of the 5 science enquiry skills at various points throughout the year.
  • Clear assessments in science at the beginning and end of each science topic.
  • Science parent workshops take place in every year group to enthuse and engage children and to inspire parents with science ideas and ideas for working scientifically at home with their child/children.
  • Science story teacher swaps take place to raise the awareness of science.
  • A yearly Science Fair takes place to inspire, engage and enthuse children to become scientists in the future.
  • Blakesley Hall Big Science Share takes place yearly to showcase science learning at Marlborough to other schools in the area.
  • Science Ambassadors work hard to raise the awareness of Science at Marlborough, plan and support the running of Science events in school, attend Science events and communicate pupils across the school would like to get involved in science.
  • Science homework is provided in the form of ‘Knowledge Organisers’.
  • Science events e.g. Trashion shows to raise awareness of science-related issues around the world.
  • Visits to The Big Bang Science Show at the NEC to engage children in science.


We will measure the impact and the effectiveness of the learning experiences that we provide for the children through:

  • Data and assessments to show that children are achieving the age-related expectations for science.
  • Evidence of a love and passion for science through pupil, staff and parent voice.
  • Looking at children’s books to demonstrate the quality of the teaching and learning of science.
  • Parental involvement and attendance at workshops.
  • Evidence of the teaching of the 5 science enquiry skills.
  • Learning walks to highlight high-quality teaching and learning.