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Year 3 edible soil

Year 4 Science

Subject Intent

Our Science curriculum is deliberately structured to teach children the skills needed to work scientifically by understanding the nature, processes and methods of Science.  Children begin their work as Scientists by questioning and classifying the world around them, performing simple tests, making observations, gathering and recording data before drawing conclusions from their results. Children apply and develop these across their time at Foundry Lane, making developmental links by recognising the knowledge and skills learnt from previous years, and building upon these within their current year group curriculum. In KS2, once these initial skills are secure, they learn how to make comparative and fair tests, seek patterns and trends within results as well as analyse the reliability of evidence. In all year groups, staff support pupils to work collaboratively and build the specialised vocabulary needed to engage in meaningful discussions. Through discussion, recording and observation, teachers and pupils evaluate the learning that has taken place during each block of knowledge to address misconceptions and secure understanding before moving onto the new key block of knowledge. By the end of Year 6, pupils will have a comprehensive understanding of: animals including humans, plants, living things and their habitats, materials, light, sound, forces, states of matter, Earth and Space and seasonal changes.


At Foundry Lane, we support the needs of learners by providing hands on learning experiences across a range of contexts such as the classroom, the school environment, the locality around the school and trips. Every year, a whole school Science day is dedicated to an area of science knowledge. This gives pupils the chance to explore, at an age appropriate level, these concepts in a holistic school approach sharing their successes together. Science at Foundry Lane supports children’s life-long learning by equipping them with the scientific knowledge and skills to understand the uses and implications of Science today and for the future.

Science Policy 2018/19

On our Science day this year the focus was on ‘Changes.’


Year R really enjoyed exploring the changes when objects are put in water. They looked at what objects will float and what will sink. They were thinking about why it would float or sink due to how heavy it was. It was fun!


Year 1 looked at how materials changed when wet in order to suggest a sensible material for Puss in Boots’ boots.


Year 2 have looked at changed over time for their Science Day. They looked at the inside of a bulb then planted some bulbs in the garden. They returned to the patch eight weeks later and are now eagerly waiting for them to grow.

Year 3 have been growing runner beans, cress and carrots. They discovered that each plant has different needs as the runner beans are getting too big for their pot. They also found out that different plants grow at different rates. The cress didn’t take long at all! We have also re-planted seedlings from a spider plant to see if they can grow into new spider plants.


Year 4 looked at how drinks can change our teeth by investigating the effect of drinks on an egg. They found out that orange juice and coca cola were particularly bad for our teeth whilst water and milk didn’t have such a great effect.

Longitudinal Study
›Year 1 ‘What changes do we notice in each season?’
›Year 2 and Year 3 ‘What changes do we see as a plant grows from a bulb?’
›Year 4 ‘How does the amount of insects in a habitat change during the year?’
›Year 5 ‘How does an animal change during it’s lifecycle?
›Year 6 ‘Can we increase our stamina during the year?’