We have a high academic, vocational and technical ambition for all pupils to:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics,

  • develop understanding of the nature, processes and methods of science through a variety of science enquiries that help them to answer scientific questions about the world around them. Our curriculum identifies clear end-points for each key phase and specifies what pupils need to know in order to reach those end-points.

  • be equipped with the scientific skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this.

  • We encourage children to be inquisitive throughout their time at the school and beyond. The science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living things. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application and development of scientific skills. We ensure that skills are built-on and developed throughout children’s time at school so that they can apply their knowledge of science when using equipment, conducting experiments, shaping arguments and explaining concepts confidently.

  • Our curriculum reflects the schools’ local context and is supported through a strong cross-curricula approach, seizing opportunities to enrich scientific understanding through other curriculum areas.

  • Our current curriculum planning is regularly reviewed and accounts for delays and gaps in learning that has arisen as a result of the pandemic.


Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following;

  • Teachers are equipped with the knowledge that they need to teach effectively within the classroom. Where gaps in subject knowledge are identified, teachers are supported in order to address these gaps.

  • A cycle of lessons for each subject, which carefully plans for progression and depth;

  • Through our planning, we involve problem solving opportunities that allow children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom and helps children embed key concepts into their long-term memory and then apply them fluently.

  • Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up

  • We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.

  • Our curriculum identifies clear end-points for each key phase and specifies what pupils need to know in order to reach those end-points.

  • Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching and knowledge organisers. This is developed through the years, in keeping with the topics.


  • Our Science Curriculum is well planned out, well taught and builds on progression of skills and knowledge. If children are keeping up with the curriculum, they are deemed to be making good or better progress.

  • Working Scientifically skills progress throughout the key-stages. Clear end-points have been established for both skill progression and knowledge. If children keep up with curriculum they should be prepared for the next stage of their education.

  • All children should be able to acquire the knowledge that they need to succeed.