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Market Drayton Junior School

Market Drayton Junior School

Passion for Learning, Skills for Life

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Our Values in Science




  • Discussion is promoted in all lessons to provoke scientific thinking.
  • Children collaborate in investigations, taking on roles: - fair tester, results recorder etc.
  • Exploration through shared investigation questions.
  • Extra-curricular clubs – Fizz Pop Science, Science Ambassadors.
  • Developing partnerships with the community, such as McDonalds. not only enriches the locality in which we live, but can leave enduring legacies and provide unforgettable experiences for children.
  • Develop heightened awareness and respect of the world around us. To appreciate how we need to work together to look after the planet.
  • Through both science based lessons and cross–curricular links, both self- awareness and curiosity is raised in taking positive steps to be more ecologically aware, to protect the future.
  • Develop a respect for the world of science, to realise how scientific achievements have impacted upon the world.




  • British Science Week allows us to promote all things scientific whilst endorsing curriculum links.
  • Vocabulary vaults to identify and support understanding of scientific terminology.
  • STEM Ambassadors promote the range of scientific possibilities in future careers.
  • Progress is identified and achievements celebrated with displays of work across the school and beyond.
  • Aspire to make a difference e.g. working alongside global companies such as McDonalds.
  • Inclusion and equality for all children to access a range of scientific domains.
  • See the possibilities for forging links across the curriculum – STEM.
  • Enjoyment of science is intrinsic to success and the pursuit of future goals.
  • Through investigations children acquire such skills as prediction, testing a theory, validating results and drawing conclusions. Life skills which are transferable across other subject areas.
  • To have an understanding of science and how things work, generates possibilities to change the future and potentially save the future. as demonstrated in the current global pandemic.

Intent – What do we want to deliver


Our intent is to ensure that we provide all the children with a science curriculum which is aspirational, engaging and ultimately bespoke to meet the needs of the children in our care. As well as a curriculum which is evolving and reacting to the needs of our society.


Science teaching at our school aims to all give children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them think scientifically, to gain an understanding of scientific processes and also to understand the uses and implications of Science, today, and for the future.

Why Science?


The teaching and learning in science at Market Drayton Junior School aims to arouse curiosity, challenge the children’s thinking and encourage the realisation that the pursuit of scientific endeavours can bring enormous future potential, both personally and professionally.


The science curriculum offers opportunities to experience the wonders of science at first hand through assemblies which showcase the marvels of experimental science and practical “hands on” workshops.


British Science Week is celebrated throughout the school, with children collaborating in mixed aged classes to investigate, create and experiment in a celebration of science.

In our school, we endorse those natural scientific links with other curriculum areas such as technology, engineering, art and mathematics (STEAM) to develop those collective skills which underpin these subjects. We have been fortunate to have benefitted from presentations from visiting STEM Ambassadors who have highlighted the life opportunities and careers which can be forged through and by a passion for science.


Science Ambassadors are appointed from each class to support the science lead and help collaborate in delivering science events across the school.


Beyond the classroom, after school science clubs enable those children who wish to, to continue scientific pursuits in a stimulating and inspiring environment.


The children at Market Drayton Junior School engage with and gain enjoyment from all things science. So, Why science? Why not?


Working with McDonald's to open first-ever net-zero branch

A new McDonalds restaurant opened in Market Drayton in December 2021, the first 'net-zero' carbon emission branch to open in the country.  This landmark development has put Market Drayton on the map and we're very excited to share that some of our school's Eco-Warriors were involved in the designing of a biodiversity garden and nature trail as part of the development. This will collect rainwater from the car park and provide a habitat for wildlife.


See the video links below which feature the very charming Roman Kemp! The video tells the story behind the building of the new restaurant and our school's involvement, which aligns perfectly with our Eco-School status.


McDonald’s opens its first-ever net-zero branch


In Science we want children to:

Implementation - How do we deliver the Science Curriculum?


Planning for Science is based upon a rolling programme of Science units which ensure that topics are re-visited, prior knowledge and vocabulary, are built upon and the application of scientific skills, such as investigation, written and verbal communication, recording and concluding are enhanced, as the children progress.


Where appropriate the teaching of our Science is linked to other curriculum areas.

Science Learning Pathway

Progression from Nursery to Year 6

At Market Drayton Junior School we will cover the following areas:








Forces & Magnets

Sorting and grouping materials, poles attract and repel


Earth & Rocks

Different types/properties, fossils, properties of soil

Animals, including humans

Nutrition, skeleton, muscles



Shadows, protection, darkness


Labelling plants, what plants need, water system, life cycles, pollination/seed formation/seed dispersal



Animals, including humans

Digestion and teeth





States of matter

Changing states


Evaporation and condensation



Animals, including


Living things and their habitats

Grouping in a variety of ways, classification keys, food chains, environment changes and the dangers to living things.



Conductors, insulators, circuits



Gravity, water/air resistance, friction. Mechanisms helping smaller forces have a bigger effect: levers, pulleys and gears


Earth and Space

Solar system, moon, day and night

Living things and their habitats

Differences of: mammals, amphibians, insects, birds.

Life processes and reproduction of some plants and animals


Animals, including humans

Describe changes as humans develop in to old age.

Properties and changes of materials

Use of everyday materials, displaying and recovering, filtering/sieving/evaporating.

Sorting for: hardness, solubility, transparency, conductivity (electric & thermal) and responses to magnets. Ir/reversible changes, how some changes result in a new material



Animals, including humans

Impact of exercise/drugs/lifestyle.

Circulatory system. Nutrients &water transported within animals



Travels in straight lines, objects reflect light to eyes, shadows

Living things and their habitats

Grouping microorganisms, plants and animals. Reasons for classification including specific characteristics


Evolution and Inheritance

Adapting for environment, fossils, off-springs are

not identical to parents


Voltage of cells impacting brightness, recognising symbols, variations in how components function














Special Education Needs in Science


How do we ensure all children can access science lessons?


Our science planning is designed to ensure that all children are able to access lessons and are enthusiastic learners. We focus on a range of topics including plants, animals, materials, light, electricity and forces. Our lessons are planned to be suitably differentiated so that all children have the same experiences but they are tailored to their individual needs. We focus on how best the lessons can be structured to allow the children to achieve their potential whilst building up confidence and a continued love of science. For those children with complex additional needs, a suitably differentiated plan is developed with support, in some instances, by external agencies to ensure that we are providing them with the best opportunities to develop their skills and understanding of science. All children are given the opportunity to partake in experiments and learning experiences to enhance their understanding as well as having the opportunity to be involved in whole school science assemblies, attend after school science clubs with Fizz Pop Science and fully participate in the school’s annual Science Week. Throughout our school we adapt our environment to suit the needs of our children with resources such as coloured writing books, adapted pens and pencils and a range of hands-on practical resources such as vocabulary mats, knowledge organisers and models of the skeleton etc.


As a school we strive to support fully the teaching of science and to develop the children’s learning to allow each and every child to maximise their own individual potential. 


Impact - how do we measure the impact of our science curriculum?


Impact of the curriculum is based upon work completed in class; participation in discussions and completion of an entrance and exit card for each unit of work, which helps to ascertain the level of progress made. In addition, observations which demonstrate the children’s ability to plan, predict and conclude investigations.


Not only do we want children to acquire the appropriate age related knowledge linked to the Science curriculum, but also to embrace and nurture a love of Science which has been fostered within school, to encourage a strong sense of curiosity, enquiry and ambition within the children for today and as they continue through their academic journey and potential future job prospects.


How Science may be linked to other areas of the curriculum

EnglishIn Y5 the children write a biography of Chris Hadfield who wrote Dark is Dark. The first Canadian to walk in space and also to be a commander on the International Space Centre. Peter’s Place is a text which covers environmental damage and is a stimulus for newspapers report writing in Y4. The children research and present their findings about digestion also in Y4 and from an ecological perspective write a letter describing the fragility of the earth and how we can protect and preserve it for the future. Y6 write non- chronological reports about  the effect of exercise, smoking and diet.


As with all subjects, cross curricular links are celebrated. In science data handling is used to illustrate the results and findings from our investigations and to help draw conclusions. This takes the form of bar charts in Y3 and line graphs in Y6 to illustrate the effect of exercise on the body. Cross-curricular links are always planned to ensure that they are commensurate with the children’s skills levels in those subjects.


Historical figures:  During British Science Week, the children have the opportunity to research historical scientific figures such as Mary Anning, Galileo, Isaac Newton and Marie Curie. As part of the theme of Growth for British Science Week children can research the growth of technology and correlate it not only with the centenary of the BBC but also the Platinum Jubilee of HRH Queen Elizabeth.


Places: Geography gives us an excellent opportunity to look at habitats and different places around the world. The children use the school grounds looking for habitats, developing skills such as pond dipping to make observations. Children act as plant detectives to identify a variety of plants within the school locality, explaining the reason for their locations. Eco Schools: This teaches us all of the morals about our environment and how we need to look after it for future generations, including a focus of avoidance of single use plastic and unnecessary waste.


Colour: Exploring colour mixing is an early application of science to see what happens when we combine colours and how textures may change if we add something to paint. Observational skills: In Y5 children look at Earth Rise by NASA and Starry Night by Van Gogh and make comparisons using scientific language.

Modelling: When children work with modelling materials, such as clay, this links in with materials and early discussions about whether this is reversible or not.   

Design Technology

Cookery: Cookery links well to reversible and irreversible changes.  Exploring a range of foods also allows the children to have discussions about healthy eating and balanced diets.

Construction: When children are making constructions, they are applying some of their knowledge about materials, combining materials and the strength of materials such as viewing platform in Y3 linked to the text – Seal Surfer. In Y6 the children create fairground rides which involves electrical circuitry. In Y5 children identify suitable materials to construct a shelter for a bird watcher.


Warm up: In warm ups in P.E., the teachers will regularly talk about why we need to warm up. 

Exercise:  When exercising, this is an excellent opportunity for staff to talk to the children about what is happening to their bodies when they exercise, e.g. the heart beating faster and breathing speeding up. This again links with Science in Y6 and the affect upon the body after exercise.



RSHE: As part of learning about ourselves, the children learn the names of the body parts. Children also study stages of human development in Y5.

Health: The health aspect of PSHE overlaps with learning about our bodies, how to keep them healthy and making healthy choices.

Economic: STEM Ambassadors share their aspirational career choices with children to show how vocational options can led to employment opportunities.


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