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Fox Hill

Primary School

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At Fox Hill, we encourage our pupils to be curious and to have a desire for finding out why things happen in the way they do.  Through our Science lessons, children are inspired to ask scientific questions and to investigate ways to answer those questions.  They begin to appreciate the way in which science will affect the future on a personal, national and global scale.




Science Subject Leader: Melanie Filisetti


As Science lead at Fox Hill, my role is to lead, develop and support Science across the school, to ensure all teachers have the subject knowledge, skills and confidence to deliver interesting and challenging lessons. This high quality teaching enables children to experience invaluable science opportunities. 

I feel it is essential that children understand the relevance of science to the wider world and their own experiences. Where possible, Science is linked to other curriculum areas to demonstrate links across the subject areas but still retaining its importance as a core subject.

Science at Fox Hill is taught through practical lessons wherever possible, developing the skills of working scientifically and enquiry-based learning, supported by subject specific knowledge and vocabulary, all of which become increasingly challenging as pupil progress through the school.  We also celebrate National Science Week every year, with a whole-school program of Science assemblies and activities - the children become immersed in Science for the week and have responded with undeniable enthusiasm to the experiments we have carried out.


At Fox Hill Primary School, we:

  • All staff use careful planning, sequencing and teaching of the Science curriculum to encourage a child’s natural curiosity for the world around them.
  • We encourage children to ask questions and develop the confidence and self-belief required to answer these questions through an enquiry based approach.
  • Where possible, science lessons are linked to our existing topics throughout the year in addition to enrichment opportunities provided to enhance the learning that takes place. 
  • By the end of each Key Stage, we expect children to have met the objectives set out in the National Curriculum. A progression of scientific knowledge and skills is taught throughout a child’s time at Fox Hill, preparing them for the next step in their education.



What might you typically see?

  • All children will develop scientific knowledge and conceptual understanding through a balance of practical activities and knowledge-based lessons.  The concepts required will be taught in small steps as detailed in progression maps.
  • All children will develop understanding of the nature, processes and methods of science through the five different types of enquiries (research using secondary sources; observation over time; pattern seeking; identifying, classifying and grouping; and comparative and fair testing) that help them answer scientific questions about the world around them.
  • Teachers plan and deliver lessons to ensure that children are equipped with scientific knowledge and skills required to understand the uses and implication of science today and for the future.
  • Enrichment opportunities (whole school Science Week, educational visits, participation in national competitions and also visitors) help to develop children’s science capital and aim to offer aspirational experiences.


Impact (Assessment used to improve both pupil subject knowledge and historical skills)

  • All ideas are valued and children are encouraged to use skills such as predicting and reasoning to help deepen their scientific understanding.
  • Scientific vocabulary is confidently used by all.
  • Children can make links to topics and real-life encounters with hands-on experiments, including taking informed risks.
  • We aspire for all children to achieve well, produce good quality work and to be ready for the next stage in their education.


We follow the National Curriculum guidance for the Science topics which are covered in each year-group - see the document below (teachers may decide to swap Science topics around within their year group but all topics will be covered over the year).



Autumn 1

Autumn 2

Spring 1

Spring 2 

Summer 1

Summer 2

Year 1


Seasonal Changes (Summer/Autumn focus)


Animals, including humans




Seasonal Changes (Winter->Spring focus)


Seasonal Changes (Summer focus)


Everyday Materials


Year 2



All living things and their habitats 





Animals, including humans


Use of Everyday materials


Year 3





Forces and Magnets



Forces and Magnets






Animals, including humans


Year 4

Animal, including humans


Animal, including humans




States of Matter


All Living Things




Year 5



Earth and Space


Properties & Changes of Materials


Properties & Changes of Materials


All Living Things


Animals, including animals


Year 6

Evolution & inheritance


All Living Things





Animals including humans







Working Scientifically Programme of Study – statutory requirements

Year 1 and 2

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:

* asking simple questions and recognising that they can be answered in different ways

* observing closely, using simple equipment

* performing simple tests

* identifying and classifying

* using their observations and ideas to suggest answers to questions

* gathering and recording data to help in answering question

Year 3 and 4

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:

* asking relevant questions and using different types of scientific enquiries to answer them

* setting up simple practical enquiries, comparative and fair tests

* making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

* gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

* recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

* reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

* using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

* identifying differences, similarities or changes related to simple scientific ideas and processes

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

Year 5 and 6

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:

*planning different types of scientific enquiries to answer questions, including recognising and controlling variables * taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

* recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

* using test results to make predictions to set up further comparative and fair tests

* reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and 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

For more detail on what the children learn in Science in each year group, please refer to the National Curriculum which sets out the objectives for KS1 and KS2.  Click below for the Programmes of Study for Science:


Science National Curriculum Programmes of Study for KS1 and KS2


Early Years Foundation Stage

We teach Science in EYFS as an integral part of the topic work covered during the year. Ongoing scientific experiences and opportunities are planned from the objectives set out in the Early Year Framework, which underpin the curriculum planning for children age 3 - 5. Knowledge and Understanding of the World ensures children develop early scientific ideas and processes through hands on activities, practical exploration and outdoor experiences.




The theme of National Science Week 2022 was GROWTH.  All children across the school from Nursery to Year 6 took part in a full week of activities and daily assemblies.  The first two days of the week were spent on learning about plants - learning about what seeds and bulbs need to grow; making observations and measurements of germination; considering if cut plants can be re-grown; researching the importance of plants and trees - and also taste testing different parts of plants!




We spent the rest of the week learning about growing animals - including humans.  We identified animal young and considered what adults they grow into.  We looked at the life cycles of various animals, particularly those which undergo metamorphosis.  We all enjoyed looking at photos of when we were younger to consider how humans change as we grow as well as considering how to keep ourselves healthy and so able to grow up fit and strong.





For our Science Week we had a theme of PATTERN SEEKING INVESTIGATIONS across the school.  Due to Covid restrictions, all classes had to stay in their bubbles but the whole school got together every morning via a Zoom assembly and we shared our results.  Children from each class presented to the rest of the school how their class had conducted the daily investigation and what their results were.


We started the week by investigating ARE THE OLDEST CHILDREN ALWAYS THE TALLEST?

Across the school we discovered that there was a general trend that the oldest children in each class were taller but in no classes was the oldest also the tallest.  However, Year 6 calculated the average height for each class and they did find out that across the school, the average height increased as the year-group also increased.


We then investigated DO TALLER CHILDREN HAVE BIGGER FEET?  This involved some careful measuring of our feet sizes and, using the height data from the day before, we looked for any patterns.  Each year-group found different ways to present their findings, from drawn footprints to bar charts and scatter graphs.  Again, we discovered that taller children tended to have larger feet but the tallest children in each class did not necessarily have the biggest feet.


The third investigation was different in each class as we all created a different investigation to carry out in order to seek a pattern.  Across the school, we investigated:







Despite this variety of investigations, we still did not find any patterns in our data - although we did find some general trends in the numbers.


Lastly, we conducted an investigation using apples!  Every class was given a selection of apples of different sizes.  EYFS and KS1 were set the task of seeing if there was a pattern in the number of seeds - DO BIGGER APPLES HAVE MORE SEEDS?  Whilst KS2 researched DO BIGGER APPLES HAVE BIGGER SEEDS? The outcome of these investigations was that seed size is very similar in all apples but smaller apples do seem to have more seeds.  This was the opposite of what most of us predicted.


Nursey comparing their heights                           Nursery comparing their hand sizes


EYFS comparing their feet sizes

EYFS comparing their feet sizes


EYFS getting themselves into height order


Year 1 in height order


Year 1 in age order


Year 3 measuring their feet                                  Year 5 measuring their feet



Year 5 measuring their feet


Year 6 making careful measurements




In June 2018, Fox Hill received the following message from the Executive Producer of the BBC's Terrific Scientific initiative:

I am delighted to inform you that as a result of the hard work and dedication of your pupils, we are awarding Fox Hill Primary School ‘School of Excellence’ status. This award is supported by the Primary Science Quality Mark and the BBC.

We are presenting you with our Terrific Scientific ‘School of Excellence’ digital emblem, attached to this email, which you can use on your website, letterheads, social media or anywhere else you want to show it off! We hope you will display the certificate with pride.

Obviously, this is fantastic news and recognises all of the fantastic Science work going on throughout the school!