Our intent:

As Scientists, we promote a healthy curiosity in children about our universe and promote respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. We ensure that the Working Scientifically skills are built-on and developed throughout their school career so that they can use equipment, conduct experiments, build arguments, explain concepts confidently, continue to ask questions and be curious about their surroundings. Our children will understand what it means to be a Scientist and how Scientists play a part in our day-to-day life.

Our approach:

  • Science will be taught in planned blocks by the class teacher which will have an enquiry-based approach. This is a strategy to enable the achievement of a greater depth of knowledge.
  • Through our planning, we involve problem-solving opportunities that allow children to explore for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers.

This successful approach at Sea Mills Primary results in a fun, engaging, high-quality science education, that provides children with the foundations for understanding the world.

How to help children at home:

  1. Value your child’s questions.
    “Why is the moon following us?” With this question, a child lets us know she is thinking about how the world works. We can respond in ways that encourage her scientific thinking. Think of how you might respond. What can you do if you don’t know the answer? (Don’t worry. Your child just might want to share something that intrigues her.) Enjoy discussing the questions your child asks. Encourage her to share her perspective and observations.
  1. Explore and find the answers together.
    You don’t have to be your child’s encyclopaedia and quickly try to answer all your child’s questions. Responding with “What do you think?” or “I don’t know but we can find out together” can stimulate more thought and additional questions. Explore and find the answers together.
  1. Give children time and space to explore.
    Children become scientists through trial and error. They need time to experiment, try things out, and think on their own. Wait before jumping in with “correct” answers. Give your child the time and space to explore and discover on her own.
  1. Accept that explorations are often messy.
    Whether it’s outdoor exploration with mud and sticks or indoors with water, children are likely to get dirty when they explore materials. Dress children in old clothing and tell them it’s ok to get dirty.
  1. Learn from mistakes together.
    If an experiment goes wrong, take advantage and investigate with your child to see what went wrong. A mistake can lead to all kinds of possibilities and it provides opportunities for you and your child to refine your ideas, understanding, and hypotheses.
  1. Invite curiosity.
    Becoming a scientist begins with curiosity. Observations and questions can create a climate of discovery – key to scientific learning. Children can learn a lot about being a scientist even at bath time. Let your child ask her own questions but you can also stimulate curiosity. For instance, when seeing a rubber duck float in the water, invite him to think by saying, “I wonder if the soap will also float?” See what questions she asks and what experiments she tries.
  1. Support further exploration.
    Intentional adult interactions with children can extend their learning. When the moment is right – maybe when she’s done exploring on her own, offer a suggestion to extend her exploration. Guide your child by asking questions like, “What might happen if we try this?”

    Share some things you find while exploring, – a beautiful striped rock, for example. This lets your child know there is always something worthy of our attention and investigation.

  1. Encourage children to record their observations.
    Writing, drawing, or taking photographs are all ways to record observations – an important scientific skill. Such records allow children to keep track of what they saw, heard, questioned, or discovered. When you notice your child is interested in something (like the moon, leaves changing on the trees, or the growth of a plant) you can suggest ways for them to record what they have observed. “Do you want to draw that?” or “Do you want to take photos?” or “Do you want me to help you write down what you noticed?”
  1. Make good use of your electronic devices.
    Take pictures of a stunning butterfly, record frog sounds, use a website or app to learn more about a specific phenomenon or creature.

Scientists – Testing parachutes

Scientists – Paper Planes

Year 5 are being Scientists, and investigating the impact of different variables on their paper planes. Will they fly further if they have extra weight added or if you launch from a greater height. We are making sure we undertake Fair Tests.

Scientists – What’s in our blood?

This week, Year 6 have been learning about how our circulation works by creating our own circulatory system in the classroom. They had to collect oxygenated blood (red cards) from the heart and deliver it to other organs. We then learnt the different components and their roles in our blood and enjoyed creating our own fake ‘blood’! We used water with yellow food colouring to represent the plasma, Cheerios mixed with red food colouring to represent the red blood cells, mini marshmallows for the white blood cells and finally, some oats for the platelets.

Scientists 04.11.2020

Today, year 6 have been scientists and have learning all about classifying objects. To begin with we started with All Sorts. Next week we will begin to apply this knowledge on classifying animals and plants.


Today, we had a hands on learning experience dissecting pig and sheep hearts. We have been learning all about the cardiovascular system.  We were able to identify the different chambers of the heart as well as the arteries that flow from the heart.  It was clear to see the structure of the heart.  It was interesting to see how much bigger the pigs heart was than the sheep.  It also had a lot more fat around it.  The children really enjoyed this experience and cant wait to do something similar soon!

Subjects we study…