Science Curriculum Leader: Miss Monteith 


The intent of the Science Curriculum is to give all children:

  • a strong understanding of the scientific world around them.

  • specific skills and knowledge to help them to think scientifically.

  • an understanding of scientific processes.

  • an understanding of the uses and implications of Science today and for the future.

It is also the intent of the Science Curriculum to ensure that:

  • scientific enquiry skills are embedded in each unit that the children study.

  • reptition is built into the long term curriculum so knowledge and skills  are re-visited and built on, supporting with the long-term memory.

  • the children are encouraged to develop and use a range of skills including observations, planning and investigations.

  • specialist vocabulary is taught and built up during each unit.

  • the childen are taught to ask scientific questions and also learn how to explore possible answers to these types of questions.


Children participate in Science once a week for up to 2 hours, which will always include the children participating in at least one scientific experiment or investigation per half term.

When planning the teaching and learning of Science, teachers ensure that each unit offers:

  • a unit organiser which outlines the vocabulary that all children must master and a Working Wall which supports children’s learning and acquisition of new knowledge.

  • opportunities to apply a range of skills for ‘Working Scientifically’ which are grouped into Early Years, Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2. Within these year groups, teachers ensure that these skills are revisited according to the unit of work.

  • an informal activity at the start of every unit which assesses children’s prior knowledge.

  • a cycle of lessons for each unit, which carefully plans for progression and depth.

  • the opportunity for children to engage in practical, investigative science;

  • challenge questions for pupils to apply their learning in a philosophical/open manner.

  • trips and visits from experts who will enhance the learning experience.

Below is:

  A copy of the long term curriculum map from Year 1 to Year 6.

A copy of the progression in knowledge from Early Years to Year 6.

A copy of the progression in skills from Early Years to Year 6.

A copy of the Science National Curriculum.


Medium term plans:

Year 2

Year 3

Year 4.docx

Year 5

Year 6


The intended impact of the Science Curriculum is that the majority of children in each year group are working at or above the expected level for their age.  At the end of each unit, the teacher carries out assessment linked both the progression in skills and progression in knowledge documents above.

In addition, it is the intended impact that the children:

  • are inspired by the Science Curriculum and want to learn more.

  • show the progression in their skills, knowledge and understanding in the work in their books.

  • can discuss their learning and remember what they have learnt.

  • can identify some key scientists and talk about the impact that their work has had on the world.

British Science Week March 2021:

To celebrate British Science Week, we enjoyed a whole school science demonstration via Zoom by Ian Dunne from Do Science Ltd, where we learned lots of interesting facts from across the curriculum including ‘Animals Incuding Humans’, ‘Forces’ and ‘Earth and Space’.

Each class then conducted additional science activities to engage the children in relevant topics.

In Reception, the children designed and mad edible bird boxes, thinking about the properties they would need to consider to make a good bird house.

In Year 2, they learned how to identify man-made and natural materials.

In Year 3, they explored push and pull forces in their everyday routine.

Year 4 investigated how to make pigments from natural resources.

Year 5 played ‘Herd Immunity Jenga’ to explore how vaccinating a community protects it from infection. They also discussed the role of an immunologist as an example of an exciting career based on science.

In Year 6, they explored static electricity to see if they could charge a ruler and a balloon with static electricity.

Science Gallery:


Here are some examples of the fun and engaging Science lessons that the children participate in.

Year 6


Year 5

Year 4


Year 3


Year 2


Year 1


Work Gallery:

Have Fun:

Click on the links below to be transported to other websites all about Science, some with interactive games for you to play and get involved with.

Be Safe:

Click on the button below which will take you to the Science risk assessment that we use in school to ensure that all of our Science lessons are safe.


Response to Covid-19

Due to the 2021 national lockdown, we are now teaching Science lessons remotely. As the school has opted to record or live teach all Science lessons, the long-term plan continues as planned during this time. Teachers however will adapt the task or activity set so that this can easily be carried out at home as well as in school.

Examples of work completed during lockdown January 2021:

Staff Training:

(In order of most recent)

November 2020: Consortium Subject Leaders Training

July 2019: Consortium Curriculum Leaders Science Moderation Meeting

March 2019: Consortium Pupil Science Fair & Curriculum Leaders Meeting



November 2018: Consortium Science Curriculum Leader Training & Sharing of Good Practice

September 2018: Science Curriculum Leader INSET Training

Pupil Voice:

Pupil voice shows that children enjoy their Science learning. The following comments were gathered during pupil voice, where children discussed their learning and enthusiasm for Science:

  • “I like Science because we do lots of experiments.”

  • “We always learn something new.”

  • “Our learning is very practical.”

  • “Our Science working walls are really useful to help us with our vocabulary.”

  • “We have lots of resources in school to help us with our learning.”

  • “We would like to have more books about Science in school.”

  • “KS2 children said that they would like to do more independent experiments in class.”