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Scientific and Technology


Welcome to our page, where we will post pictures, videos and keep you updated on our exciting events and projects! 


Who are we?


Mrs Noonan Y2 teacher and Computing coordinator

Miss Marshall Y4 teacher and DT coordinator

Miss Turner Y6 teacher and Science coordinator


Our Aims...

This year our team have three main aims:

1- To highlight e-safety as a key priority and to make e-safety a focus for all our children when using the internet.

2- To encourage lots of exciting practical science and design opportunities for our children.

3- To work closely with our parents and the local community to enable our children develop aspirations in science, design and technology.

4- To embed the STEM subjects throughout the year with our STEM week. 


All we do in our team, links closely to our school vision and aims. 



Look out for...

We hope to use this page a learning platform for children and parents, so watch out for videos, tutorials and links to other pages!




Here at Poppleton Road we use the Rising Stars curriculum to teach computing. 


In KS1 children are taught to: 

  • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • Create and debug simple programs
  • Use logical reasoning to predict the behaviour of simple programs
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • Recognise common uses of information technology beyond school
  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

In KS2 children are taught to: 

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • Use technology safely, respectfully and responsibly; recognise acceptable/ unacceptable behaviour; identify a range of ways to report concerns about content and contact


We are currently promoting the use of digital literacy with our new IPAD's. Our big focus for this year is to increase the amount of 'E-Safety' taught in school, so children leave Poppleton Road with a good understanding of how to keep safe online. There will be parent workshops throughout the year 

Computing OfCom document for parents

Christmas Science Experiments

Design Technology

Stem is a fantastic subject that allows students to be creative, design, make and evaluate. 

Key Stage 1

Children are taught to:


  • Design functional, purposeful, appealing products for themselves and other users based on their design criteria.
  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology. 


  • Select from and use a range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing) 
  • Select from and use a wide range of materials and components, including construction, materials, textiles and ingredients, according to their characteristics.


  • Explore and evaluate a range of existing products.
  • Evaluate their ideas and products against design criteria.

Technical Knowledge

  • Build structures, exploring how they can be much stronger, stiffer and more stable.
  • Explore and use mechanisms (levers, sliders, wheels and axels) in their products.

Key Stage 2

Children will be taught to:


  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
  • Generate, develop, model and communicate their ideas through dicusssion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer aided design.


  • Select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping,  joining and finishing.)
  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. 


  • Invstigate and analyse existing products.
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
  • Understand how key events and individuals in design technology have helped shape the world.

Technical Knowledge

  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
  • Understand and use mechanical systems in their products (for example, gears, pulleys, cams, levers and linkages.)
  • Understand and use electrical systems in their products (for example, series circuits incorporating switches, bulbs, buzzers and motors.)
  • Apply their understanding of computing to program, monitor and control their products. 



Design Technology in School


In Early Years the children have continued with their model making as their learning is child-led. Children have been making models like Chinese dragons and Chinese lanterns to coincide with achinese

Year 1

This term Year 1 have designed and made their own shoe box cars focusing on the function of wheels. This has related very well to their class text The Naughty Bus. They decorated their shoe boxes using paint, to look like cars and then carefully added wheels using an axel.

Year 2

With their class text being Handa’s Surprise, they sketched real fruit and then designed and made their very own fruit bowls. Once they had glued newspaper on their balloon template and left it to dry, they then painted some excellent fruit designs onto the bowl. 

Year 3

After their fantastic trip to Wagamamas (making the whole school jealous), then zchildren took what they had learnt on their cooking workshop and made healthy pasta salads. The whole school smelt delicious and there were lots of full tummies afterwards! This half term they are making a volcano eruption alarm, linking to their topic of volcanoes and their DT objectives of including circuits with a switch.

Year 4

Creative homework has included a build-your-own-Titanic, which has seen the famous ship made out of cardboard, straws and even Lego! In class they have been designing their own bag which links to their Titanic topic and will carry their belongings onto the Titanic with them. The children have practised their sewing skills (running, back and cross stitches) stitching their initials onto the front of their bag before sewing the sides. 

Year 5

This year group have been saviours this term as they have designed and made their own teacher pleasers, with many useful functions to make the life of a teacher a lot easier (we are hoping they will hit shops soon.) Linking to their topic of space and Tim Peake there have also been some fantastic creative homework projects including built solar systems and rockets - some even light up!

Year 6

This term they have been lucky to have an architect in to help them create their own scale drawings of buildings and there have been some superb dragon sculptures. In particular, the dragon wings were made of out pieces of umbrella to give them that rigid, stiff, shape. A personal school favourite, their creative homework project has seen some fantastic Mayan temples built out of cardboard, mine craft blocks (built online with an instructional video!) cake and even marshmallows! Who says design technology can’t be delicious? 


Our main aim in Design Technology this year is to improve on our evaluation skills and thinking about how we would improve our designs and final products.

Reception  Changes

Reception children have been looking at similarities, differences and changes in their surrounding environment, through weekly forest school sessions.


Year 1  Weather

Children in Year 1 have been observing and describing weather associated with the seasons. They have been working scientifically by: making tables and charts about the weather; and making displays of what happens in the world around them, including day length, as the seasons change.

Year 1 also have a weather role play area where they can write and perform their own weather reports.


Year 2   Which came first, the chicken or the egg? (Animals, including humans)

Year 2 have been finding out about the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. They also had a very special visitor, who brought in lots of animals for the children to see and learn about the babies that each animal had.

They have worked scientifically by: observing, through video and measurement, how different animals, including humans, grow; asking questions about what things animals need for survival and what humans need to stay healthy; and suggesting ways to find answers to their questions.


Year 3 Skeletons and Healthy Eating

Year 3 have been finding out animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat.

They have also been researching that humans and some other animals have skeletons and muscles for support, protection and movement.

Year 3 have worked scientifically by: identifying and grouping animals with and without skeletons and observing and comparing their movement; exploring ideas about what would happen if humans did not have skeletons. They have compared and contrasted the diets of different animals (including their pets) and decided on ways of grouping them according to what they eat. They have researched different food groups and how they keep us healthy and designed meals based on what they found out.


Year 4   Digestive Systems and Food Chains

Year 4 have been learning about the main body parts associated with the digestive system, for example, mouth, tongue, teeth, oesophagus, stomach and small and large intestine and have explored questions that helped them to understand their special functions.

Year 4 worked scientifically by: comparing the teeth of carnivores and herbivores and suggested reasons for the differences; finding out what damages teeth through an experiment using egg shells, and how to look after teeth. They discussed their ideas about the digestive system and created their own amazing models which are currently on display in the KS2 corridor.


Year 5  Forces

Year 5 have been studying forces and have investigated the effects of air resistance, water resistance and friction, which act between moving surfaces.

Children worked scientifically by: exploring resistance in water by making and testing boats of different shapes.

Year 5 will continue to work on forces next term during their Space topic.


Year 6   Animals, including humans

Year 6 have been building on their learning from Years 3 and 4 about the main body parts and internal organs (skeletal, muscular and digestive system) to explore and answer questions that help them to understand how the circulatory system enables the body to function.

Year 6 were inspired by a visiting scientist, who brought microscopes and slides into class for the children to observe. Children were able to observe closely and make accurate drawings of an onion cell, a grain of salt, sugar and other microscopic objects.

Our visitor also introduced the year 6 classes to some famous women in science, which Year 6 continued to research and create a presentation about.

Children worked scientifically by: exploring the work of scientists and scientific research and making careful observations using equipment (microscopes).


Science around school

Science Experiments: Flying Tinsel

This fun Christmas science experiment is part of the National Science Learning Centre's iTunes U ibook collection https://itunes.apple.com/gb/institution/national-science-learning/id580170047 Demonstrating Static Electricity Equipment used: One balloon, two or more thin strands of light tinsel Procedure: Tie the strands of tinsel together, cutting off any lose ends.

Science Experiments: Magic Gas

This fun science experiment is one of six Christmas science experiments that are now available to download from the National Science Learning Centre's iTunes U website https://itunes.apple.com/gb/institution/national-science-learning/id580170047 Properties of Gas as demonstrated by this Magic Gas experiment Equipment used: Cup, candle, alka seltzer Procedure: This Christmas science activity demonstrates the properties of gases, in particular that CO2 is heavier than air.

Science Experiment: Melting Ice Cubes

The melting ice cubes science experiment is a fun Christmas science experiment for kids. It can be done in the classroom and is great for science activities around the Christmas table. This video is also available as an ibook in our Itunes U library https://itunes.apple.com/gb/institution/national-science-learning/id580170047 Energy conduction is the primary process the Melting ice cubes experiment demonstrates.

Science Experiments: Christmas Jumping Flames

This fun Christmas science experiment is part of the National Science Learning Centre's iTunes U collection. It is also available as a downloadable ibook from our Itunes U pages https://itunes.apple.com/gb/institution/national-science-learning/id580170047 The Christmas Jumping Flames Science Experiment shows burning fuels Equipment used: Candle, matches, suitable non flammable surface for the candle Procedure: Christmas Jumping Flames is very simple - but it does have a certain wow factor!

Science Experiments: Jelly Liquidiser

This Christmas science experiment video is part of the National Science Learning Centre's iTunes U collection. https://itunes.apple.com/gb/institution/national-science-learning/id580170047 Science Experiment: The power of enzymes to break down protein Equipment used: Jelly (made up and set), bowl for jelly, fresh pineapple Procedure: Make up some jelly (the best one for this experiment is the packet stuff made from animal protein) and put in bowl (leave it to set) Take some fresh pineapple, (tinned pineapple won't work) and place on top of the jelly.