Science

We believe in ‘children being scientists’ and that all learners can develop enquiry skills so they can answer questions.

Vision & Key Purpose of Science

The Key Purpose

Inspire pupils to explore their world.
Encourage questioning.
Build working scientifically skills to answer questions.
Encounter opportunities to develop our relationship with ourselves, others, the world and God & beyond.

What is a Scientist?

Our vision is for children to be scientists. A scientist is someone who:

Uses their knowledge to make a hypothesis.
Tests their hypothesis to deepen their understanding.

Why Science Matters & How We Foster It

Scientists don’t just work in labs. Science is useful in all aspects of life, from gardening to medical research. We want children to understand how essential science is in their lives—making them knowledgeable, skilled in enquiry, and curious.

To foster this vision, we will:

Provide exciting and inspiring science lessons.
Teach a progressive and sequenced curriculum to help children make connections, hypothesise, and carry out independent investigations.
Allow children freedom to make their own choices when investigating.
Help pupils understand how their lessons link to their lives.

Core Concept & Foundational Skills

Threshold Concepts: Enquiry Skills

Area	Opportunities to Practise & Embed Secure Skills
Communication & Language (CLL)	Scientific discussion throughout practical enquiry: • Asking questions about the world. • Making predictions using prior knowledge. • Explaining observations using full sentences. • Developing and applying scientific vocabulary. • Listening to, responding to, and building upon the ideas of others.
Executive Function	• Planning, organising, and carrying out scientific enquiries. • Selecting and using equipment safely and appropriately. • Sustaining attention during practical investigations. • Demonstrating resilience when investigations do not produce expected results. • Evaluating evidence and refining ideas. • Working collaboratively by sharing equipment and taking on group roles.
Writing	• Reading and using scientific vocabulary. • Applying phonics and spelling knowledge to record scientific ideas. • Labelling diagrams accurately. • Recording predictions, observations, and conclusions. • Writing for a purpose by communicating scientific thinking clearly.
Maths	• Accuracy of written numbers. • Measuring accurately. • Recording and interpreting data. • Recognising patterns.

Progression: Early Years (Reception)

Understanding the World

Explore the natural world around them, making observations and drawing pictures of animals and plants.
Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Whole School Overview for Science (2026/27)

Drawn from the National Curriculum

Class / Year	Autumn	Spring	Summer
Sycamore (Y1)	Animals including humans	Materials	Seasonal changes • Plants
Cherry (Y1/2)	Y1 Animals inc. humans • Y2 Animals inc. humans	Y1 Materials • Y2 Materials	Y2 Living things & habitats • Y1 Plants & seasonal changes • Y2 Plants
Willow (Y2/3)	Y2/Y3 Animals inc. humans • Y3 Forces & magnets	Y2 Materials • Y3 Light	Y2 Living things & habitats • Y2/Y3 Plants
Chestnut (Y3)	Y3 Rocks • Y3 Forces & magnets	Y3 Animals inc. humans • Y3 Light	Y4 Sound • Y3 Plants
Beech (Y4)	Y4 Sound • Y4 Living things	Y4 Animals inc. humans • Y4 States of matter	Y4 Living things & habitats • Y5 Electricity
Rowan (Y4/5)	Y4 Sound • Y4/Y5 Living things	Y4/Y5 Animals inc. humans • Y5 Forces	Y4 States of matter • Y5 Properties & changes of materials • Y5 Earth & space
Oak & Ash (Y5/6)	Y6 Light • Y5/Y6 Living things • Y6 Evolution	Y6 Electricity • Y5 Forces	Y5 Properties & changes of materials • Y5/Y6 Animals inc. humans

Curriculum Resources & External Links Used:

Ensuring Inclusive Practice

In addition to standard Ordinarily Available Inclusive Provision, these specific adaptations ensure success for all in Science lessons.

Broad Area of Need	Specific Barriers	Planned Adaptations
Communication & Interaction	• Expressive language • Receptive language • Social communication	• Provide sentence stems and word banks to help explain observations, make predictions, and record conclusions. • Use visual prompts, diagrams, labelled images, and scientific models. • Front-load learning by explaining the purpose and stages of investigation. • Model scientific discussion and questioning using sentence stems. • Support children to share ideas, listen, and work collaboratively.
Cognition & Learning	• Dyscalculia • Executive functioning • Dyslexia / Literacy • Aphantasia	• Focus groups and scaffolded sheets for math-heavy tasks. • Break investigations into clear, manageable stages. • Reduce writing requirements via labelled diagrams, photos, voice recording, or adult scribing. • Provide vocabulary mats, word banks, and writing frames. • Use real objects, models, demonstrations, photos, and drawing from observation.
Sensory & Physical	• Visual Impairment (VI) • Hearing Impairment (HI) • Sensory Overload (Autism/SPD) • Fine Motor Coordination (Dyspraxia/DCD)	• Use enlarged diagrams, tactile resources, high-contrast materials, and adapted measuring equipment. • Support explanations with demonstrations, visual instructions, displayed vocabulary, and clear lip-reading positioning. • Offer quieter working spaces; prepare pupils for sensory experiences (smells, sounds, messy materials); provide headphones/movement breaks. • Allow extra time; break practical skills into small steps and model explicitly.
SEMH	• Anxiety & Perfectionism • Impulse Control	• Emphasise that testing ideas and unexpected results are valuable learning opportunities. • Celebrate curiosity, effort, and resilience over solely “correct” answers. • Establish clear routines/expectations for practical work and safe equipment use. • Incorporate movement breaks and sensory regulation strategies.