Upland Primary Science Curriculum

As we welcome in the start of a new academic year, we also welcome in a new curriculum for science! The new changes will encourage our children to ‘think scientifically’, relate science to the real world and specifically encourage greater independent learning. This can only be a good thing! Here, at Upland Primary School, we are passionate about science and we encourage all of our budding young scientists to be our future thinkers, designers, engineers, biologists, chemists, inventors, pioneers….the opportunities are endless!

The school has placed a greater emphasis on enabling the children to think scientifically. Children are encouraged to develop their critical thinking skills in science, by regularly being given the opportunity to generate their own scientific questions for investigation. They will learn, in greater depth, the 5 types of scientific enquiry to choose from, when planning an investigation.

We held a very successful Science Week at the school last year, and this year promises to promote and build upon the enjoyment and fun learning that takes place in all science lessons. Based upon recent requests from the children of Upland, there will be more outdoor learning for science, more ‘explosive’ science (but we may save that for the next Science event!), more visitors to the school and my aim is for each year group to experience a science trip that relates to one of their topics.

Science is taught from Reception to Year 6 on a weekly basis by Mrs Saunders and topics are delivered in blocks of three weeks per class.

Our Vision:

  • To increase rigour and raise the standard of science through focused practical and knowledge based sessions in a safe environment.
  • To improve the presentation skills of pupils’ science work.
  • To build up pupils’ technical terminology so that they are able to use it accurately and precisely.
  • To enable children to do more advanced work in science at secondary school.
  • To develop pupils’ understanding of scientific ideas by using different methods of scientific enquiry to answer their own questions.
  • To reintroduce the ‘awe and wonder’ of science!


Science Club

Science Club is run by Mrs Saunders during Friday lunchtimes. The club runs over the course of each half term and will alternate between year groups on a half termly basis. There is no charge for children to attend.

Children will have the opportunity to work in teams or pairs to conduct small experiments and investigations. The aim is to have fun, learn lots, get messy and develop critical scientific thinking skills necessary for daily life!

Autumn Term Science Topics

Science in Reception: Understanding the World: Children will explore the seasons and weather; investigate different materials and their purposes; and explore forces.

Year 1 Science Autumn Topic :

  • Humans and Animals    


Working Scientifically

Pupils will work scientifically by: using their observations to compare and contrast animals at first hand or through videos and photographs, describing how they identify and group them; grouping animals according to what they eat; and using their senses to compare different textures, sounds and smells.

  • Seasonal Changes


Working Scientifically

Pupils will work scientifically by: observing changes across the four seasons; observing and describing weather associated with the seasons and how day length varies; making tables and charts about the weather; and making displays of what happens in the world around them, including day length, as the seasons change.

Year 2 Science Autumn Topics

  • Forces and Movement


(This topic also includes a trip to our local Danson Park to further explore forces in action!)

Working Scientifically

Pupils will work scientifically by: suggesting questions to investigate about ways in which different objects move and predicting what will happen; deciding what measurements to take and record these in a prepared table; They will; demonstrate knowledge of which forces are being used. They will investigate how sometimes pushes and pulls change the shape of objects and also that pushes or pulls can make things speed up or slow down or change direction.

  1. Grouping and Changing Materials

Working Scientifically

Pupils will work scientifically by: comparing the uses of everyday materials in and around the school with materials found in other places (at home, the journey to school, on visits, and in stories, rhymes and songs); observing closely, identifying and classifying the uses of different materials, and recording their observations.

Year 3 Science Autumn Topics:

  • Animals, including humans


Working Scientifically

Pupils will work scientifically by: identifying and grouping animals with and without skeletons and observing and comparing their movement; exploring ideas about what would happen if humans did not have skeletons. They will compare and contrast the diets of different animals (including their pets) and decide ways of grouping them according to what they eat. They will research different food groups and how they keep us healthy and design meals based on what they find out.

  • Forces and Magnets


Working Scientifically

Pupils will work scientifically by: comparing how different things move and grouping them; raising questions and carrying out tests to find out how far things move on different surfaces and gathering and recording data to find answers their questions; exploring the strengths of different magnets and finding a fair way to compare them; sorting materials into those that are magnetic and those that are not; looking for patterns in the way that magnets behave in relation to each other and what might affect this.

Year 4 Science Autumn Topics:

  • Sound


Working Scientifically

Pupils will work scientifically by: identifying how sounds are made, associating some of them with something vibrating; recognising that vibrations from sounds travel through a medium to the ear; finding patterns between the pitch of a sound and features of the object that produced it; finding patterns between the volume of a sound and the strength of the vibrations that produced it; making ‘earmuffs’ from a variety of different materials to investigate which provides the best insulation against sound.

  • Electricity


Working Scientifically

Pupils will work scientifically by: identifying common appliances that run on electricity; construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers; identify whether or not a lamp will light in a simple series circuit; recognise that a switch opens and closes a circuit; observing patterns, for example that bulbs get brighter if more cells are added; recognising some common conductors and insulators, and associate metals with being good conductors.

Year 5 Science Autumn Topic:

Properties and changes of materials

Working Scientifically

Pupils will work scientifically by: comparing and grouping together everyday materials based on evidence from comparative and fair tests, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets; describing how to recover a substance from a solution; deciding how mixtures might be separated, including through filtering, sieving and evaporating; giving reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic; demonstrating that dissolving, mixing and changes of state are reversible changes

Year 6 Science Autumn Topics:

  • Forces in action


Working Scientifically

Pupils will be taught to work scientifically by: exploring falling objects and raising questions about the effects of air resistance; planning and carrying out a full test with repeated measures; investigating whether air resistance slows an object down; using a force meter accurately to understand that gravity is a force and that more than one force may act on an object; representing findings in a table and drawing conclusions.

  • Changing Circuits


Working Scientifically

Pupils will work scientifically by associating the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit; comparing and giving reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches; use recognised symbols when representing a simple circuit in a diagram.