A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. The aim of science teaching at Westbury House is to develop a sense of excitement and curiosity about natural phenomena and to stimulate an interest in and enjoyment of science as a subject.

Our newly refurbished Science/Art room provides an attractive, inspiring and well-resourced learning environment in which to engage and motivate pupils and offer enhanced opportunities for practical investigations.

Throughout the year, all children at Westbury House have the opportunity to attend educational visits to places of scientific interest as well as take part in Science Week during the summer term.

Key Stage 1

Children in Years 1 and 2 receive two lessons of science each week which, over the course of the two years, cover all aspects of the National Curriculum for Key Stage 1. The principal focus of science teaching at this age is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They are encouraged to be curious and ask questions about what they notice. They are helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions. They begin to use simple scientific language to talk about what they have found out. Most of the learning about science is done through the use of first-hand practical experiences, in addition to some use of appropriate secondary sources, such as books, photographs and videos.

Key Stage 2

As children move into the Upper School, they receive three lessons of science each week. The programme of study offered covers the aims and objectives of both the National Curriculum for Key Stage 2 and the ISEB 11+ syllabus.

In Years 3 and 4, children begin to broaden their scientific view of the world around them. They do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them. They start to draw simple conclusions and use some scientific language to talk and write about what they have found out.

In Years 5 and 6, children develop a deeper understanding of a wide range of scientific ideas. They do this through exploring and talking about their ideas, asking their own questions about scientific phenomena, and analysing functions, relationships and interactions more systematically. They encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They also begin to recognise that scientific ideas change and develop over time. They learn to select the most appropriate ways to answer science questions using different types of scientific enquiry. They draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.