Science Curriculum

Astronomer Carl Sagan once said: “Science is a way of thinking much more than it is a body of knowledge.” 

 

At BSCA Primary it is our intent to create scientists! We want our children to love science. We want them to have no limits to what their ambitions are and grow up wanting to be astronauts, doctors, engineers and scientists. 

 

Our science curriculum embodies our vision: we believe learning is the key which opens the door to a whole life of opportunities. 

 

Our children BELIEVE they are scientists who STRIVE to know more and remember more. They CARE for each other and the world. Finally, they ACHIEVE their excellence by working hard- at the end of their time in primary school they are scientists ready to continue their learning journey in key stage 3 and beyond. 

 

By living our vision and values we achieve our Trust vision: Through our science curriculum our children will have: Life in all its fullness. 

 

Our science curriculum has been carefully crafted so that our children develop their science capital. We want our children to remember their science lessons in our school and to have amazing memories to look back on. 

 

Curriculum Intent 

The science curriculum promotes curiosity and a life-long love of learning. It is ambitious and empowers our children to become independent and resilient – like all our curriculum areas. We promote the use of a knowledge-rich curriculum to serve the key principles of cognitive science. Research has shown that those who are rich in knowledge gain new knowledge quicker and more effectively. We therefore place the acquisition of knowledge at the heart of the learning process. 

 

We want to equip them with the statutory requirements of the science National Curriculum and prepare them for the opportunities, responsibilities and experiences of later life. We want them to take social action- getting involved in making their local environment better with extracurricular activities we offer, like Eco Club and Forest School. Our Eco Club strives to improve the local environment by taking part in litter picks, tidying our Eco Garden and planting bulbs in our entrance planters to make our school a colourful and welcoming space. We continually strive to improve our school grounds and have recently created a Sensory Garden in partnership with the Wildlife Trust. All of this serves to enrich and embed learning in scientific areas such as living things and their environment and seasonal changes and deepening disciplinary knowledge for example making scientific observations.  

 

Our aim is for all children to access challenging curriculum content that covers a range of scientific concepts. We seek to achieve this through the use of high-quality curriculum materials and knowledge organisers, that lay out specific, detailed, coherent knowledge and pedagogical practices that seek to ensure that knowledge is not just encountered but fixed in the long-term memory. We know that learning has not taken place if there has not been a change to long term memory. 

 

The children’s scientific learning starts in the early years with opportunities to build the children’s knowledge and vocabulary of the natural world including living things and seasonal changes. 

 

The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly constructed world around them. They are encouraged to be curious and ask questions about what they notice. They are helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information.  

They begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. 

 

Most of the learning about science is done through the use of first-hand practical experiences, but there is also some use of appropriate secondary sources, such as books, photographs and videos. 

 

'Working scientifically' (developing disciplinary knowledge) is described separately in the programme of study,  but is always taught through and clearly related to the teaching of substantive science content in the programme of study.  

 

Pupils read and spell scientific vocabulary at a level consistent with their increasing word-reading and spelling knowledge at key stage 1. 

 

The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions.  

 

They ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out. 

 

'Working scientifically' is described separately at the beginning of the programme of study, but is always taught through and clearly related to substantive science content in the programme of study.  

 

Pupils read and spell scientific vocabulary correctly and with confidence, using their growing word-reading and spelling knowledge. 

 

The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. 

 

At upper key stage 2, they encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They also begin to recognise that scientific ideas change and develop over time. They select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings. 

 

'Working and thinking scientifically' is described separately at the beginning of the programme of study,  but is always be taught through and clearly related to substantive science content in the programme of study.  

 

Pupils read, spell and pronounce scientific vocabulary correctly. 

 

We enrich their time in our school with memorable, unforgettable experiences and provide opportunities which may normally be out of reach – these piques their interests and passions. Every year we take part in British Science Week- last year we secured a grant which meant specialists from the Royal Institute of Science came in to deliver exciting workshops to the children, an after school workshop for children and parents and CPD for staff. Bi- annually we have a visit from an inflatable planetarium to inspire the children and increase their knowledge of space and our Early Years love the visit from the mobile farm. 

 

Shirley Ann Jackson - Physicist once said “Treasure your curiosity and nurture your imagination.” —  We want to build as many opportunities as possible to enrich the children’s education- they can choose to take part in our after school science club called Let’s Investigate. Let’s investigate club is rolled out to different key stages throughout the year, giving children additional practical experiences additional to what is taught in the curriculum. The children are encouraged to play, explore, ask questions, and test out their own ideas. In Autumn term the Let's Investigate Club do a project on forces and space travel. They learnt about the Northern Lights, and how the use of the International Space Station. They make their own junk model rocket, and test if it can fly. 

 

Curriculum Implementation 

 

The science curriculum has been carefully built and the learning opportunities for each year group designed to ensure progression and repetition in terms of embedding key learning, knowledge and skills. We believe that our pupils need to be actively involved in making sense of their learning and therefore an enquiry approach has been implemented, encouraging higher-order thinking and allowing our children to explore.  

  

Tier 3 subject specific science vocabulary is identified for each topic. We encourage our children ‘To speak like scientists’ in all lessons and display key vocabulary in our classrooms using dual coding and place it on our knowledge organisers.  

  

Our medium term plans are used to set out the learning objectives for each lesson, identifying engaging activities and resources which will be used to achieve them. 

  

Our teachers link prior knowledge to new learning in order to deepen understanding. For example, in Year 1 the children explore plants, our spiral curriculum approach revisits and builds in year 2 and 3. We believe that by crafting our curriculum this way, we improve the potential for our children to retain what they have been taught, to alter their long-term memory and therefore make maximum progress. 

 

We integrate the Windows, Mirrors and Doors approach into Science to make learning meaningful, inclusive, and forward-looking: 

• Windows – Science provides windows into the natural and technological world, enabling pupils to explore phenomena, inventions, and discoveries from different cultures, times, and environments. This broadens their perspective, fosters curiosity, and helps them understand global scientific contributions. 

• Mirrors – Science acts as a mirror, reflecting pupils’ own experiences, observations, and interests. By investigating familiar phenomena and applying scientific knowledge to everyday life, children see the relevance of science in their own world, building confidence and personal engagement. 

• Doors – Science opens doors to new thinking, problem-solving, and innovation. Pupils are encouraged to hypothesise, experiment, and explore solutions to real-world challenges, such as sustainability, health, and technological development. They develop the mindset of a scientist, capable of investigating, questioning, and making informed decisions. 

  

Curriculum Impact 

Our Science curriculum inspires pupils to be curious about the natural and physical world, developing a sense of awe, inquiry, and understanding of how scientific knowledge shapes the world around them. Through practical investigations, experiments, and observations, children gain knowledge of key scientific concepts while developing essential skills in questioning, reasoning, and problem-solving. 

Science learning at our school encourages pupils to think critically, work collaboratively, and apply their understanding to real-world contexts. It fosters resilience, creativity, and a sense of responsibility for the environment and human wellbeing. 

By the end of Key Stage 2, pupils: 

• Develop secure knowledge and understanding across the key scientific disciplines: biology, chemistry, and physics. 

• Plan and carry out practical investigations, making careful observations and recording results accurately. 

• Use evidence to explain phenomena, draw conclusions, and make predictions. 

• Understand the impact of science on everyday life, society, and the environment. 

The impact of our Science curriculum is evident in pupils who: 

• Demonstrate curiosity, analytical thinking, and problem-solving skills. 

• Apply scientific knowledge confidently in new contexts. 

• Work collaboratively, safely, and responsibly in investigations. 

• Appreciate the relevance of science to their lives, the wider world, and future careers. 

Through the Windows, Mirrors and Doors approach, children look through windows to explore scientific discoveries and innovations, see mirrors that reflect their own experiences and understanding, and step through doors to imagine, investigate, and create solutions for the challenges of tomorrow. 

Ultimately, pupils leave Key Stage 2 as inquisitive, confident, and responsible learners, equipped with the scientific knowledge, skills, and curiosity to continue exploring and understanding the world in Key Stage 3 and beyond. 

Curriculum Overview

	Topic 1	Topic 2	Topics 3	Topic 4	Topic 5
	Wb 2-9-24	Wb 6-11-23	Wb 15-1-24	Wb 24-3-25	Wb 2-6-25
	Space week – 4th Oct 24		British Science week – 7th-16th March 2025	Earth day – 22nd April 2025
Year 1	Everyday materials	Seasonal Changes: Autumn and Winter	Animals including humans	Seasonal Changes: Spring and Summer	Plants
Year 2	Uses of Everyday Materials	Animals including humans	Plants	Living Things and Their Habitats	The Environment
Year 3	Forces and Magnets	Rocks	Animals including humans	Plants	Light
Year 4	Sound	States of Matter	Animals including Humans	Electricity	Living Things and Their Habitats
Year 5	Living Things and Their Habitats	Forces	Earth and Space	Properties and Changes of Materials	Animals and Humans
Year 6	Light	Living Things and Their Habitats	Electricity	Evolution and Inheritance	Animals and Humans