Science

Curriculum Intent

Our science curriculum is ambitious, knowledge-rich and designed to help pupils make sense of the material world. We identify the important substantive knowledge pupils need in biology, chemistry and physics and sequence it so that later learning builds on secure foundations. Alongside this, pupils learn how scientific knowledge is developed through observation, enquiry, measurement, testing, pattern-seeking and the evaluation of evidence. We want pupils to understand that scientific explanations are strengthened and sometimes changed through further enquiry. Vocabulary and high-quality texts are used to deepen understanding and allow pupils to communicate scientifically. Connections are made within science and to mathematics, geography, design technology and real-life global issues. We aim to develop curiosity, awe and wonder while helping pupils recognise how science contributes to society and future careers. By the end of Year 6, pupils should possess a coherent body of knowledge, be able to work scientifically with increasing independence and be prepared for the demands of secondary science.

Curriculum Implementation

Science is implemented through a carefully sequenced curriculum that develops both substantive scientific knowledge and the disciplinary knowledge needed to work scientifically. Pupils build understanding across areas including plants, animals and humans, materials, forces, light, sound, electricity and Earth and space. Alongside this, they learn to ask questions, observe, measure, classify, record and present data, identify patterns, interpret evidence, draw conclusions and evaluate findings using increasingly precise scientific vocabulary.

Key concepts are revisited with increasing depth and complexity so that new learning builds on secure prior knowledge. Teachers identify prerequisite knowledge, make explicit connections between related topics and plan opportunities for retrieval so that pupils develop coherent scientific understanding over time. Disciplinary knowledge progresses from simple observation and comparison towards increasingly controlled enquiry, accurate measurement, data interpretation and evaluation. Common misconceptions are anticipated and addressed as part of the sequence.

Lessons combine clear explanation and modelling with purposeful practical work. Investigations and demonstrations are selected because they strengthen scientific knowledge or help pupils understand how scientific enquiry works. Teachers model how to ask appropriate questions, use equipment safely, record information accurately and reason from evidence. Pupils discuss predictions, compare findings and explain conclusions, while questioning and assessment are used systematically to check understanding and adapt teaching where necessary.

Reading, Vocabulary & Oracy

Science provides rich opportunities to develop reading, vocabulary and oracy. Technical vocabulary is explicitly taught, revisited and used in explanations. Pupils read age-appropriate scientific texts, interpret diagrams and data and learn to distinguish observation from explanation. Structured discussion encourages pupils to justify predictions and conclusions using evidence and increasingly precise scientific language.

Inclusion & Adaptation

All pupils access the same core scientific ideas. Teachers remove barriers through carefully chosen representations, pre-teaching of vocabulary, adapted recording methods, additional modelling, structured practical roles and repeated retrieval. Pupils with SEND are supported to participate fully in practical and conceptual learning. Where pupils are ready for greater challenge, they deepen understanding by applying knowledge, evaluating evidence, identifying limitations and making connections rather than moving prematurely to unrelated content.

Assessment

Assessment checks both substantive knowledge and the ability to work scientifically. Teachers use questioning, retrieval, pupil explanations, practical observation and written outcomes to identify what pupils understand and any misconceptions that need addressing. End-of-unit or periodic assessments may be used to check retention over time. Leaders consider whether pupils can recall important knowledge, connect ideas and apply disciplinary skills with increasing independence, using findings to refine curriculum sequencing and teaching.

Enrichment & Wider Opportunities

Visits, investigations and links to the local and wider world help pupils see science as a living discipline. Opportunities to encounter scientists, scientific careers, environmental issues and technological applications broaden pupils’ understanding of where science can lead. Practical enquiry and high-quality texts support curiosity and help pupils connect classroom learning to everyday experience and global challenges.

Curriculum Impact

Impact is demonstrated when pupils retain the important knowledge identified in the curriculum, use scientific vocabulary accurately and can explain concepts rather than merely recall isolated facts. Pupils should become increasingly capable of planning and carrying out appropriate enquiries, recording and interpreting evidence and drawing reasoned conclusions. They should make connections between topics and recognise how science is used in the wider world. Leaders evaluate impact through pupil discussion, work, assessment and lesson evidence, paying close attention to whether all groups, including disadvantaged pupils and pupils with SEND, are learning the intended curriculum.