Curriculum Statement - Science

Science Policy

Science in the Early Years

SEND adjustments for Science



National Curriculum states, “A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all children should be taught essential aspects of the knowledge, methods, processes and uses of science.”

The national curriculum for science aims to ensure that all children:

  • 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 different types of science enquiries that help them to answer scientific questions about the world around them
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

At Buntingsdale Primary, we want our children to be confident and curious children who apply their skills in a scientific way, using lines of enquiry across the curriculum and in later life. They should be able to ask and answer challenging question and successfully carry out investigations using correct techniques, accurately record their findings using appropriate scientific language and analyse their results. We will ensure science lessons are purposeful, accurate and imaginative. We will endeavour to ensure children have sufficient scientific knowledge to understand both the uses and implications of science, today and in the future. This will also give children an appreciation of the changing nature of scientific knowledge. We plan to use the outdoors whenever possible within science teaching because of the huge benefits to pupils and the science learning. The Association for Science Education (ASE) describe outdoor learning as


Our learning is sequenced into coherent and cumulative lessons that build and connect on previous content. Specific skills are discreetly taught and practised so that they become transferrable. Appropriately sequenced units activate prior learning, build on skills and deepen knowledge and understanding.

Our children begin their science experience in Early Years Foundation Stage, with informal investigation within the classroom and outside. Teachers facilitate children’s curiosity with open ended questions and clearly thought out learning experiences which are both child led and adult led.

In Key Stage 1 and 2, Science will be taught in planned and arranged topic blocks by the class teacher, these are, where appropriate linked to the Year group’s overall Topic theme

Existing knowledge is checked at the beginning of each topic to identify misconceptions. In KS2 children use Knowledge organisers to aid pre-learning and become familiar with the Key Vocabulary and concepts which will be taught. This also ensures that teaching is informed by the children’s starting points and that it takes account of pupil voice.

At the beginning of each lesson, teachers plan opportunities for pupils to recall prior learning. This enables pupils to consolidate their previous learning, while also preparing them for future learning, in line with the sequence of lessons. This is particularly important for our EAL and SEND children, who may need more opportunities to retain and embed scientific vocabulary and concepts.

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

Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed and develop scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning

Children are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum and develop children’s Science capital.

Regular events, such as Science Week to provide broader provision and help develop the children’s Science Capital. These events often involve families and the wider community.

At the end of each topic, key knowledge is reviewed by the children and rigorously checked by the teacher and consolidated as necessary.


In ensuring high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school. This ensures children not only acquire the appropriate age-related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives. All children will have:

  • A wider variety of skills linked to both scientific knowledge and understanding, and scientific enquiry/investigative skills.
  • A richer vocabulary which will enable children to articulate their understanding of taught concepts.
  • Skills to be able to work collaboratively
  • High aspirations, which will see them through to further study, work and a successful adult life