Science
Investigating Our Locality
At White Cliffs, we place great importance on helping children connect their scientific learning to the world around them by studying our unique local environment. Through hands-on exploration, the children develop a deeper appreciation of the natural habitats right on their doorstep. In Year 4, the children investigate the wildlife found in the River Dour, observing and identifying a range of living organisms and considering how they are adapted to their environment. Meanwhile, Year 3 focus on plants in our locality, exploring different species, understanding how they grow, and recognising the conditions they need to thrive. By rooting our science curriculum in the local area, we inspire curiosity, encourage careful observation, and help children understand the importance of protecting and valuing the environment they live in.
Science Week 2026
This year, at White Cliffs, Science Week focusses on the theme of curiosity and questioning; the starting point for all scientific discovery. Scientists explore the world by asking questions, investigating ideas, and looking for evidence. Throughout the week, children will take part in a range of exciting activities designed to spark curiosity and encourage them to ask “why?”, “how?”, and “what if?”. From hands-on experiments to problem-solving challenges, children will have the opportunity to think like scientists and explore the world around them. By celebrating curiosity and encouraging questioning, we hope to inspire our children to develop a lifelong love of learning and discovery.
The Importance of Questioning
During our Science Week assembly, we explored the importance of being curious and asking questions about the world around us. The children learned how this curiosity has driven some of the world’s most influential scientists, whose questioning and discoveries have had a lasting impact on our lives today. Inspired by this, the children took part in a range of exciting activities where they investigated their own scientific questions. One challenge asked, “Can an object go through a balloon without it popping?”, encouraging the children to think carefully and test these ideas. Through these experiences, we reinforced that science isn’t just about knowing answers; it’s about asking questions, exploring possibilities, and developing a lifelong love of discovery.
I'm a Scientist...
As part of Science Week, our Year 6 children had an exciting opportunity to take part in an online live chat with four real scientists working in very different fields. The panel included a scientist who studies space and investigates the inside of planets, a scientist who tests and analyses water samples, an engineer who designs and builds solutions to real-world problems, and a researcher who studies cancer cells. During the session, children were able to ask their own questions and find out what it is like to work in science. They were curious to learn about the scientists’ day-to-day jobs, the challenges they face, and what inspired them to pursue their careers. It was a fantastic opportunity for children to see how the curiosity and questioning they use in the classroom can lead to exciting careers and real-world discoveries.
"The engineer inspired me to work hard and become an engineer myself. I would love to work with cars." (Alfie)
"I found out what is actually in tap water. It surprised me!" (Lily)
"I really loved speaking to someone who investigates things that we will never see ourselves. Like the inside of planets!" (Grayson)
"It was enjoyable interacting with scientists." (Reggie)
"It is amazing how long the cancer medicine takes to make." (Millie)
"It is incredible how many different scientists there are!" (Jasmine)
NHS Day
As part of Science Week, children in Year 5 and 6 took part in an exciting NHS Day, where they had the opportunity to explore the wide range of careers available within the NHS. Throughout the day, children learned about different job roles and discovered how many people work together to help keep communities healthy. A highlight of the event was an online session where the children were able to meet and ask questions to NHS professionals from a variety of roles. They were curious and thoughtful, asking about the skills needed for different jobs, what a typical day looks like, and what inspired the professionals to choose their careers. The experience encouraged children to think about their own strengths, interests and future possibilities. By the end of the day, many were already considering which roles might suit them one day: from doctors and nurses to technicians, therapists and many more behind-the-scenes careers.
It was a fantastic opportunity for the children to learn more about the world of work and to be inspired by the people who help care for others every day.
Science Week with Fledglings
As part of their Terrific Transport topic, Fledglings took on an exciting investigation to find out which toy car could travel the fastest down a ramp. The children were given the freedom to choose their own materials and design their ramps in different ways. Some chose to work together, sharing ideas and testing their designs as a team, while others preferred to explore their ideas independently. The activity sparked great enthusiasm, with everyone fully engaged in the challenge. The children demonstrated excellent curiosity and developing scientific skills as they tested their cars, observed the results, and adapted their ramps to see if they could make their cars go even faster. It was wonderful to see them thinking creatively, problem-solving, and confidently trying new ideas.
Not for the Faint-Hearted
Our Year 6 children took part in an exciting and hands-on science experience as they explored the structure of the heart through a guided dissection. This engaging activity allowed them to develop a deeper understanding of how the circulatory system works. The children carefully examined the heart, identifying its main chambers and learning how blood flows through them. They also located and studied the valves, discovering how these vital structures ensure blood moves in the correct direction. This practical investigation not only strengthened their scientific knowledge but also built curiosity, confidence, and respect for the complexity of the human body.
Investigations at White Cliffs
At White Cliffs, we understand the importance of teaching children the structure of a wide range of investigation types, helping them to understand how learning happens as well as what they learn. Through observing over time, fair testing, identifying and classifying, pattern seeking, and research, children are taught to ask thoughtful questions, plan their enquiries, and make sense of their findings. By learning these investigation structures, our children develop confidence, curiosity, and strong scientific skills that support learning across the curriculum and prepare them for future challenges.
Learning Through Exploration
We believe children learn best when they are actively involved, curious, and hands on. Across the school this term, pupils have been learning through exploration, investigation, and first-hand experience. Children have tested conductors and insulators using real equipment, explored magnetic poles through practical experiments, and investigated habitats by observing living things in their environments. They have examined a range of materials to understand their properties and explored the changing seasons through outdoor learning and observation. These practical experiences help children make meaningful connections, deepen their understanding, and develop a love of learning that lasts beyond the classroom. Have a look at some of our practical tasks below!
Investigating Materials at White Cliffs
Across the school, children at White Cliffs develop their understanding of materials as they move through each year group, building curiosity and confidence as young scientists. In Year 1, children are introduced to everyday materials and their simple properties, learning to describe and compare objects made from wood, metal, plastic, glass and more. By Year 2, they explore how these materials are used in real life and investigate how their shapes can be changed by bending, twisting, squashing or stretching.
In Year 3, children begin to think more scientifically about materials, identifying magnetic and non-magnetic substances and discovering how magnets can attract or repel. By Year 4, they move on to explore the states of matter, observing how solids, liquids and gases behave and how they can change from one state to another. In Year 5, children take their learning even further, investigating properties such as conductivity, transparency, dissolving and reversible or irreversible changes. They plan and carry out experiments to explore how and why materials behave as they do, developing their ability to think critically, ask questions and draw conclusions.
Through this carefully planned progression, which you can see some examples of below, children at White Cliffs develop a deep understanding of the material world around them: from simple observations to sophisticated scientific enquiry.
How Electricity Progresses at White Cliffs
This term at White Cliffs, children in both Year 4 and Year 6 have been sparking their curiosity through the study of electricity. In Year 4, children begin by discovering and identifying electrical appliances, learning about simple circuits, and exploring how switches control the flow of electricity. They investigate what materials conduct or insulate electricity and enjoy hands-on experiments to test their ideas. In Year 6, children build on this foundation, applying their knowledge to design and refine more complex circuits. They learn about voltage, circuit symbols, and how to troubleshoot when things don’t go to plan. Through practical challenges and real-world links, they develop not only their scientific understanding but also their problem-solving and teamwork skills. Please see a selection of our fantastic work on this topic below.
Cross-Curricular Learning in Science
At White Cliffs, we believe that learning can be powerful when subjects connect and complement one another. In Science, we make meaningful cross-curricular links, when the learning of both subjects is enhanced, that bring concepts to life and deepen understanding across the curriculum.
For example, in Year 6, our topic of Light is explored alongside our History topic on World War II. Pupils investigate how light behaves and how shadows are formed, while also discovering how these principles were used in wartime: from blackout curtains to Morse code and searchlights. This integrated approach allows children to see the relevance of scientific ideas in real-world and historical contexts, fostering curiosity, creativity, and a deeper appreciation for both subjects. Please see below a selection of the children's work in this topic this term.
