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At Maltby Lilly Hall Academy our aim is to develop pupil’s interest and enjoyment in Science. We want our children to be naturally curious about the world around them. Our broad and balanced curriculum aims to ensure full coverage of the National Curriculum and aims to foster a sense of wonder about natural phenomena.  

We are committed to providing a stimulating, engaging and challenging learning environment for every child. Scientific language is to be taught and built upon as topics are revisited in different year groups and across key stages. Throughout school, we endeavour to develop and use a range of investigative skills; including questioning, researching and observing for ourselves. As well as this, the children are being encouraged to question the world around them and become independent learners in exploring possible answers for their scientific based questions.  This will ensure children are equipped with the scientific knowledge required to understand the uses of science, today and for the future.  



In promoting high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school. Planning for Science is a process in which all teachers are involved to ensure that the school gives full coverage of, ‘The National Curriculum programmes of study for Science 2014’ and, ‘Understanding of the World’ in the Early Years Foundation Stage. Our progression document, which all teachers have access to, shows how each topic and key vocabulary will develop across year groups and key stages.  

Each unit of work has a knowledge organiser created by staff, which includes key vocabulary, prior knowledge, new learning which will take place and expectations of sticky knowledge.  

At Maltby Lilly Hall Academy, Science is taught through a topic-based approach using the National Curriculum objectives. Where required, Science may be taught discreetly to ensure that all objectives for each year group are met. This allows us to enable Science teaching and learning to be real, hands on and relevant. Through building up a solid foundation of knowledge and concepts, children are taught to understand how Science can be used to explain what is happening, predict how things will react and change, and analyse results. Where and when possible, children are encouraged to follow their own line of scientific enquiry and plan their own investigations.   

In our lessons, where possible we; 

  • Discuss previous knowledge which we aim to build on throughout each topic.  

  • Develop Working Scientifically skills through hands on activities.  

  • Use effective questioning techniques to correct any misconceptions.  

  • Use a range of learning mediums such as videos, research projects and others. 

  • Give children verbal and written feedback designed to assess and progress their knowledge.  



Children (in Years 1 – 6) are assessed every lesson against the topic objective trackers, this is done through the work they produce or activities completed. This can also inform future planning. Where necessary, children are also given verbal or written feedback. In addition to this, children are continually assessed against working scientifically objectives, again through work completed and evidence gathered during investigative work.  

At the end of each topic, Year 2 – 5 will complete a short assessment, this information together with assessments and observations during lessons, will then be used to inform end of topic RAG rated teacher assessments on the school tracker. FS and Year 1 use TA judgements against key objectives. Year 6, in addition to ongoing assessments on objective trackers, complete termly tests linked to all areas.  

Working Scientifically is assessed termly, a RAG rated TA will be given using evidence investigative work completed in class. 

Finally, these end of topic and WS assessments will be used to inform an end of year final assessment again recorded on the whole school assessment system ‘Class Track,’ this follows a four-tier assessment rating: 

  • Red working below age related expectation (ARE)  

  • Amber working towards ARE  

  • Green working at ARE  

  • Purple working at a greater depth of ARE. 

All this data can then be used and analysed to inform the science team and the teachers of how to progress children’s learning and to identify any gaps in knowledge.