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Redhill Primary School

Together we dream, believe and achieve




A high-quality science education provides the foundations for understanding the world. Children are naturally curious and the teaching of key scientific concepts, knowledge and skills helps children to ask and answer questions, and develop a sense of excitement about the world around them. We teach children to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. The national curriculum objectives help children to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. We understand the value of hands on lessons with an emphasis on investigations help to bring the subject

to life. Through our Science teaching, we want to spark a lifelong interest in the disciplines of biology, chemistry and physics, which helps more children go on to choose a career in scientific fields.


The focus of science teaching in Key Stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. Children are encouraged to be curious and ask questions about what they notice. We help them develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions. Children begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways.


In Key Stage 2, children begin to broaden their scientific view of the world around them and by the end of primary school they should have deepened their understanding of scientific concepts. They will explore and talk about their ideas; ask their own questions about scientific phenomena; and analyse functions, relationships and interactions more systematically. They are taught to choose the most appropriate way to investigate their scientific questions and plan, carry out, analysis, explain and draw conclusions with increasing confidence.

Key Three

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