Interactive Bar

Google Services


Facebook Facebook





Log In

Trotts Hill Primary School and Nursery


Curriculum Overviews

Intent of our Science curriculum


The 2014 National Curriculum for Science aims to ensure that all children:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • are equipped with the scientific skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this.


At Trotts Hill, we understand that children are naturally curious and we encourage this inquisitive nature throughout their time with us and beyond. Science fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Through the programmes of study in the National Curriculum science document, children will acquire and develop these skills throughout their Primary years. 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 and explain concepts confidently, and continue to ask questions and be curious about their surroundings.


A set of five science principles – fun, inspiring, curious, collaborate, creative and communicate – are followed in the delivery of science learning. They aim to give children a love of science and provide them with transferrable skills. Pupils are actively involved by deciding themselves which principles have been met and which ones need more of a profile.  Science Ambassadors meet regularly and air their views about science teaching and learning.

We follow the National Curriculum for science which is delivered through a progressive path of knowledge and skills designed by Herts for Learning.  These are available for viewing in school on request.  The National Curriculum can be viewed via the link below.

Science Ambassadors


This team of Terrificccc scientists will help the school to follow our principles for scientific learning.

  • Ilaria, Jessica, Annie, Emmanuela, Luke, Evie- Grace, Layla, Alanna and Tynan


They are responsible for helping teachers to maintain and improve the high standard of science education at Trotts Hill. They monitor their learning experience against the principles listed below.

The Science Ambassadors have been helping to organise a competition.  They tested out how much modelling clay would be suitable for the task.

Competition Time

Summer Term  Reception  Animal Habitats

This term Reception class have been exploring different animal habitats. We found some habitats around our school grounds and the children also found may different habitats for their home learning, around our local area. 

Summer Term  Year 3  Animals including humans

Year 3 used owl pellets to identify the animals which an owl had eaten from the bones which they discovered.  They used their working scientifically skills of observation and using secondary sources to identify.

Summer Term Year 5 and 6 Knex STEM challenge

Year 5 and 6 engineers undertook a challenge to design and build a moving bridge using Knex.  The competition was provided by SETPOINT Hertfordshire and delivered by Emma Richardson, a Trotts Hill governor. The winning bridge from each class is being entered into a county wide competition.

Summer term Year 2- Animals and their habitats.

Year 2 investigated different micro habitats in our Forest school.

Summer term Year 6 - Light

We devised our own experiments to prove that light travels in straight lines. Given a choice of equipment, we collaboratively planned and conducted a fair test and proved this theory in a number of ways. 

Summer term Year 5 Insect Lifecycles

Year 5 have been observing the lifecycle of a ladybird and comparing it to that of a dragonfly.

Summer Term Year 5 Plant Lifecycles

"I'll never look at a plant the same way again," exclaimed Hannah after a Year 5 lesson on asexual reproduction in plants.  Having learned about pollination and fertilisation - sexual reproduction - the children were amazed to learn about other ways plants can reproduce.  We looked at a daffodil and found the seeds but learned that they make new offspring much quicker by growing bulblets on the parent bulb. 

Summer Term  Year 3  - Animals including humans

As part of our science learning, the children investigated the fat and sugar contents of a range of everyday food.  They began my estimating which food items were the healthiest and then looked at the information on the packet.  Children then constructed graphs and used these to form conclusions.

Spring Term - Nursery  Life Cycle of a Frog

Nursery have been looking at the life cycle of a frog. We then painted the different parts of the cycle and made a display about frogs.

Spring Term - Year 4 - Electricity 

Year 4 have been learning about electricity this half term. They have identified electrical appliances, explored making circuits with different components including light bulbs, buzzers, motors and switches as well as identifying conductors and insulators. 

Spring Term Year 3 Investigating plants

Year 3 have been investigating plants.  They have explored the parts of a plant and their function; planned and carried out an investigation to find out what a plant needs in order to grow and have learnt the lifecycle of a plant.

Spring Term Reception Melting and Freezing

In Reception class the children have been investigating melting and freezing. They explored natural objects frozen into blocks of ice and observed it melting. They attempted to speed up the process by breaking the ice. The children made predictions and used Scientific vocabulary to describe what was happening.

Spring Term Year 5 Forces

We investigated air resistance.  We listed the variables we could test to find out what affected the distance a hoop glider could travel. Each group decided on its own line of enquiry.  After testing several times, we wrote a conclusion and evaluation.  Most groups decided that their results weren't reliable as different children had launched the gliders so there were different levels of force applied. 

Spring Term - Year 6 - Animals including Humans

Year 6 devised an investigation about pulse rate. We took repeat measurements and recorded our data, which led to forming an analysis. 

Spring term Year 2 Materials

Year 2 learned about different materials and waste linked to plastics. The children reused plastic bottles to make pots for  Mothers Day.

Spring Term Year 1 - Animals including humans 

We had some special visitors in Year 1 as part of our Animals including humans topic. 3 of Mrs Masterson's tortoises came to visit, and we were able to closely observe them and discuss their habitat and what their diet includes. We completed observational drawings of the tortoises and labelled the different parts of their body.

Spring Term Whole school investigation 'Flap a Fish'

To kick start 2022, the whole school investigated different questions about what affects how a fish far or fast a fish can be flapped.  There was a variety of enquiries across the year groups such as:

Which is the best material for the fish?

Does the size make a difference?

Does the object that is used for flapping affect the travel of the fish?


"It was fun because we got to time them and recorded in our books." Izzy


"I thought it was exciting, fun and different because we had not done an activity like that before.  I also thought it was interesting because it involved lots of skills." - Alanna 

Autumn Term Year 3 Investigating rocks

Year 3 have been investigating rocks.  They have explored the properties of rocks and tested for strength.  In addition they have learnt how fossils and soil are made.

Autumn Term Year 4 - Animals and Humans

Year 4 have been learning lots about the human body including the digestive system and teeth. They carried out an experiment to test which drinks are the best and worst for your teeth by using an egg. Year 4 have also learnt about food chains, labelling producers, prey and predators. They concluded the topic by comparing animals' and humans' teeth, identifying how their diet effects the teeth that they need.  

Autumn Term Year 5 Bath bombs

Year 5 chemists set about investigating what makes the best bath bomb. The chose their own question and tests varied from whether the colour had an affect on the effervescence, or the brand of bicarbonate of soda, the amount of an ingredient or the type of acid. We discussed the industries that make use of this chemistry.

Autumn Term - Year 6 - Evolution and Inheritance

In Science, we are studying Evolution and Inheritance. We have learnt about Darwin's Theory of Evolution, in relation to his trip to the Galapagos Islands where he discovered 15 different species of finch with different shaped beaks, which correlated to the types of food they were eating. We decided to test which tool would make the best shaped beak for collecting food. Each group decided on their own way to investigate and present their results. 

Buzzing about bees

The whole school became naturalists as we conducted our own research into bees.  The children were fascinated by these hard-working pollinators.  Many were surprised to learn how different bumble bees are to honey bees.  Years 5 and 6 also learnt that being a bee detective is an actual job!  There were maths skills in evidence too with the use of tally charts and graphs. 

Bailey carried out  a rocket investigation as part of the Science Ambassadors Virtual Club.

RSPB Big Garden Birdwatch

Five nature activities to try at home