St Peter's CE School
St Peter's CE School
‘Invite, Include, Imagine, Inspire’ Our values this term are 'Joy' and 'Love' But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness. Galatians 5:22 Love your neighbour as yourself there is no greater commandment than these. Mark 12:31 Article 31 You have the right to play and rest.


Year 5 Science Investigation (What makes a difference to how fast sugar dissolves in water?)

Science intent: 


At St Peter’s, we recognise the importance of Science in every aspect of daily life. As one of the core subjects taught in Primary Schools, we give the teaching and learning of Science the prominence it requires. The Scientific area of learning is concerned with increasing pupils’ knowledge and understanding of our world, and with developing skills associated with Science as a process of enquiry. It will develop the natural curiosity of the child, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence.



Science implementation:


Each lesson features a skill from the 'Working scientifically' requirements

from the national curriculum

-Displays: Vocabulary, pupils' work & photographs

- Investigations - 3 big ones in an academic year - Autumn, Spring & Summer

- Other lessons within a unit must feature a skill from the 'Working Scientifically' requirements / investigative skill

- Support your children by using squared paper for drawing tables/graphs/charts etc.

-Please don't print tables/templates for them (use teacher judgement for which children need a printed table etc…) but we need to encourage children to do them.

- Please use rulers for drawing tables, graphs, charts and diagrams. Actually allow time to model this - we can't expect the children to be able to it.

- Scientific language should be displayed and adults need to model using it during lessons and practicals.

- Subheadings should be underlined with a ruler.

- Bullet points should be used to list.

Science impact:


  • Pupil’ responses to questioning in class
  • Pupil voice
  • Responses from termly full investigations

Science subject overview

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