Skip to content ↓

Science is all around us. It is the knowledge and understanding of both the natural and social world developed through experimental testing and application of ideas. Science is also methodology: a practical way of finding reliable answers to questions we may ask about the world around us.

At Thames View, science teaching focuses on developing children’s ideas and ways of working that enable them to make sense of the world in which they live through different types of investigation.

Science changes our lives every day and is vital to the world’s future prosperity. Therefore, all children should be taught essential aspects of the knowledge, methods, processes and uses of science. We believe that a broad and balanced science education is the entitlement of all (children and teachers alike) regardless of ethnic origin, gender, class, aptitude or disability.


Our vision in science is to encourage children to develop a sense of excitement and curiosity about natural phenomena so that they ask questions that fuel explorations and investigations about the universe we live in. They will be encouraged to develop rational explanation and to understand how science can be used to explain what is occurring, predict how things will behave and analyse the causes of outcomes.


In line with the National Curriculum Science Programmes of Study KS1 and KS2, Thames View aims to ensure that all pupils:

  • Develop and build up a broad body of key foundational scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics;
  • Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the natural and human-made world around them;
  • Develop scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways;
  • Use a range of sources including first-hand practical experiences and appropriate secondary sources, such as books, photographs and videos to develop and enhance their knowledge and understanding;
  • Are equipped with the scientific knowledge they require to understand the uses and implications of science, today and for the future.
  • Can work scientifically through questioning; enquiring; observing changes, finding patterns, grouping and classifying, fair testing and researching using secondary sources; draw conclusions based on data and observations; use evidence to justify ideas; and use scientific knowledge to explain findings.
Foundation Stage

Science in the Foundation Stage (Reception) is moulded by the children’s interests in line with the Early Adopter Early Learning Goals. Scientific exploration and understanding lies within the area of Understanding the World covered in The Natural World strand.

Key Stage 1 – Years 1 and 2

In Key Stage 1, the children continue to develop their scientific knowledge and understanding through experiencing, observing and exploring the phenomena of the natural and human-made world around them. They develop their understanding of scientific ideas through questioning and investigating ideas, with practical, hands-on experiences designed to challenge and deepen their understanding, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. The children are encouraged to use simple scientific language to communicate their ideas in different ways and talk about what they have learned. Most science learning will be through first hand practical experiences and, where possible, cross curricular links made to provide real-life knowledge and application. Children will also make use of appropriate secondary sources, such as books, photographs and videos.

Key Stage 2 – Years 3 to 6

In Key Stage 2, the main focus of science teaching is to enable pupils to broaden and develop a deeper understanding of their scientific view of the world around them and a range of scientific ideas. They should do this through exploring, talking about, asking questions, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop and analyse their ideas about functions, relationships and interactions more systematically. As they work through the Key Stage, children will encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should ask their own questions about what they observe and select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Children should draw conclusions based on their data and observations and use some scientific language, first, to talk about and, later, to write about what they have found out. They will use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.