Science

“Science is about being curious, asking questions, exploring ideas and discovering how our amazing world works.”

As a Church of England primary school, our Christian values of Love & Kindness, Friendship, Respect, Justice, Freedom & Responsibility, and Equality underpin everything we do.

Our Science curriculum reflects these values by encouraging children to be curious, question the world around them, respect different ideas and recognise their responsibility to care for our planet.

Our LIVE curriculum encourages children to become:

L – Life-Long Learners: Developing curiosity, scientific knowledge and a lasting enthusiasm for discovering how the world works.
I – Immersive: Learning through practical investigations, exploration, observation and meaningful real-life experiences.
V – Valuing Diversity: Recognising the contributions of scientists from different backgrounds and understanding how scientific discoveries improve lives across the world.
E – Enquiring Minds: Asking questions, making predictions, investigating ideas, evaluating evidence and drawing conclusions.

Intent: What do we want our pupils to learn?

At Bickerton Holy Trinity, our ambition is for every child to develop a secure understanding of the natural world and the scientific knowledge, skills and curiosity needed to explore it confidently.

We believe that Science is about much more than remembering facts. It is about understanding how the world works, asking meaningful questions and using evidence to explain what we observe.

Our carefully sequenced curriculum develops children's knowledge and understanding across the three main scientific disciplines of biology, chemistry and physics, alongside the disciplinary knowledge needed to work scientifically.

Our curriculum develops both:

Substantive knowledge: The scientific facts, concepts, principles and explanations children need to understand the natural world.
Disciplinary knowledge: How scientific knowledge is developed through observation, questioning, investigation, measurement, testing and evaluation.

We aim for pupils to:

Develop secure scientific knowledge and vocabulary that builds progressively over time.
Understand important scientific concepts and make connections between different areas of learning.
Ask questions about the world and develop the confidence to investigate them.
Plan and carry out appropriate scientific enquiries.
Observe, measure, record and interpret information accurately.
Use scientific evidence to explain findings and draw conclusions.
Recognise the contributions of a diverse range of scientists and understand the importance of scientific discovery.
Apply scientific understanding to everyday life, environmental challenges and informed decision-making.
Develop curiosity, resilience, collaboration and a lasting enjoyment of Science.

Implementation: How do we teach Science?

Our Science curriculum is designed to build on children's prior knowledge, ensuring that important scientific concepts are introduced, revisited and developed with increasing depth and complexity.

Learning is carefully sequenced so that children acquire the essential knowledge needed to understand new concepts and make meaningful connections.

Teachers use retrieval practice, explicit instruction, modelling and purposeful questioning to strengthen understanding, identify misconceptions and support long-term retention.

Our curriculum is adapted to meet the needs of our mixed-age classes, with clear year-group expectations and progression in scientific knowledge and working scientifically.

Working scientifically

Children are taught how scientists investigate questions, gather evidence and develop explanations about the world.

Scientific enquiry is embedded within meaningful scientific content rather than taught as a series of isolated skills.

Across the school, children progressively develop their ability to:

Ask relevant scientific questions.
Make predictions using their existing knowledge.
Observe closely and use scientific equipment appropriately.
Plan and carry out different types of scientific enquiry.
Take measurements and collect information.
Record and present findings using tables, charts, diagrams and scientific vocabulary.
Identify patterns and relationships in results.
Draw conclusions and explain findings using scientific evidence.
Evaluate investigations and consider how they could be improved.

Children experience different types of scientific enquiry, including observing over time, pattern seeking, identifying and classifying, comparative and fair testing, and researching using secondary sources.

These approaches become increasingly sophisticated as pupils progress through the school.

Science in the Early Years

In Reception, children begin developing scientific understanding through the EYFS area of Understanding the World.

They explore the natural environment, observe seasonal changes, investigate materials and develop curiosity about living things.

Through play, practical experiences, stories and adult-led exploration, children begin to ask questions, make observations and describe what they notice.

These experiences establish important foundations for scientific learning in Key Stage 1.

Science in Key Stage 1

In Years 1 and 2, children develop their understanding of everyday scientific phenomena through observation, exploration and practical experiences.

They learn about plants, animals, humans, materials and seasonal changes, building their knowledge of the natural world.

Children begin to ask simple questions, carry out investigations, identify and classify objects, and use observations to suggest answers.

Science in Key Stage 2

In Key Stage 2, children build on their scientific knowledge and develop increasingly detailed explanations of biological, chemical and physical processes.

They investigate a wider range of scientific concepts and learn to use evidence to explain relationships, patterns and changes.

Pupils develop greater independence in planning investigations, selecting appropriate equipment, recording results and drawing conclusions.

By the end of Year 6, our aim is for pupils to have the scientific knowledge and enquiry skills needed to access the Key Stage 3 curriculum confidently.

Practical learning and our outdoor environment

We believe that Science is most meaningful when children can connect classroom learning to the world around them.

Our rural location and outdoor environment provide valuable opportunities for first-hand scientific exploration.

Children investigate living things and habitats, observe seasonal changes, explore materials and forces, and develop their understanding through purposeful practical experiences.

Educational visits, outdoor learning and real-life contexts help children recognise the relevance of Science beyond the classroom.

Scientific vocabulary and communication

Developing scientific language is an important part of our curriculum.

Teachers explicitly introduce and revisit subject-specific vocabulary, ensuring that children can explain scientific ideas clearly and accurately.

Through discussion, questioning and collaborative investigation, pupils learn to articulate their thinking, justify predictions, describe observations and explain conclusions.

We encourage children to listen respectfully to others, challenge ideas constructively and recognise that scientific explanations must be supported by evidence.

High-quality teaching and inclusion

Our Science curriculum is ambitious and inclusive, with high expectations for every child.

Teaching reflects the principles of Ordinarily Available Inclusive Provision (OAIP), ensuring that pupils with SEND and those requiring additional support can access and participate meaningfully in scientific learning.

Teachers use practical experiences, visual representations, explicit vocabulary teaching, modelling and appropriate scaffolding to support understanding.

All pupils are encouraged to think scientifically, participate in investigations and develop confidence in communicating their ideas.

Science, sustainability and the wider world

Science helps children understand the impact of human activity on the environment and the importance of making responsible choices.

Through their learning, children explore issues such as habitats, biodiversity, conservation, resources and environmental change.

We encourage pupils to recognise how scientific knowledge can help people make informed decisions and contribute positively to their local and global communities.

Children also learn about the achievements of scientists from a range of backgrounds, challenging stereotypes and raising aspirations.

We want every child to recognise that Science is for everyone and that scientific understanding can help shape a better future.

Impact: How do we know our Science curriculum is successful?

The impact of our Science curriculum is reflected in children's growing knowledge, confidence and ability to think and work scientifically.

We want pupils to:

Know and remember more: Demonstrate secure scientific knowledge and make meaningful connections between concepts.
Think scientifically: Ask questions, make predictions, investigate ideas and use evidence to explain findings.
Work scientifically: Apply enquiry skills with increasing accuracy, confidence and independence.
Use scientific vocabulary: Communicate ideas, observations and conclusions clearly.
Apply their learning: Recognise how scientific knowledge helps explain everyday experiences and wider environmental issues.
Develop curiosity: Show enthusiasm for investigating the world and exploring new ideas.
Value diversity: Appreciate the contributions of different scientists and recognise that everyone can participate in Science.
Act responsibly: Understand the importance of caring for the environment and making informed, sustainable choices.

Through ongoing assessment, pupil discussion, practical investigations and the review of learning against curriculum end points, teachers evaluate what children know, understand and can apply.