St Hilda’s CE Primary School

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Our Intent
It is our intention in Science is to develop in all young people a lifelong curiosity and interest in the sciences. When planning for the science curriculum, we intend for children to have the opportunity, wherever possible, to learn through varied systematic investigations, leading to them being equipped for life to ask and answer scientific questions about the world around them. As children progress through the year groups, they build on their skills in working scientifically, as well as on their scientific knowledge, as they develop greater independence in planning and carrying out fair and comparative tests to answer a range of scientific questions. Each unit has a knowledge organiser which helps reinforce the key knowledge as set out in the science national curriculum. The knowledge organisers help children to consolidate and retain the science knowledge they have learnt and also reinforce key scientific vocabulary from each unit. The Science scheme of work ensures that children have a varied, progressive and well-mapped-out science curriculum that provides the opportunity for progression across the full breadth of the science national curriculum for KS1 and KS2

Ofsted Research Review Series: Science – June 2021 Ofsted define knowledge in Science as;

Substantive Knowledge - Knowledge of the products of Science such as concepts, laws, theories and models. This is referred to as scientific knowledge and conceptual understanding in the national curriculum

Disciplinary Knowledge – This is specified in the working scientifically section of the National Curriculum and it includes knowing how to carry out practical procedures. Research shows that disciplinary knowledge is often framed as only ‘skills’ in school curriculums and pupils are assumed to pick these skills up by doing. However, this assumption fails to recognise that disciplinary thinking and carrying out practical investigations skilfully are dependent upon a domain of knowledge.

Our Implementation
The acquisition of key scientific knowledge and vocabulary is an integral part of our science lessons. The progression of skills for working scientifically are developed through the year groups and scientific enquiry skills are of key importance within lessons. The progression of these skills is set out in the Science Progression Map. 
Each lesson has a clear focus. Scientific knowledge and enquiry skills are developed with increasing depth and challenge as children move through the year groups. They complete investigations and hands-on activities while gaining the scientific knowledge for each unit. Interwoven into the teaching sequence are key assessment questions. These allow teachers to assess children's levels of understanding at various points in the lesson. They also enable opportunities to recap concepts where necessary. The sequence of lessons helps to embed scientific knowledge and skills, with each lesson building on previous learning. There is also the opportunity to regularly review and evaluate children's understanding. Activities are effectively differentiated so that all children have an appropriate level of support and challenge. Our detailed lesson plans ensure that teachers are equipped with secure scientific subject knowledge, enabling them to deliver high-quality teaching and learning opportunities while making them aware of possible scientific misconceptions

Science & RHSE Links

The Changing Adolescent Body February 2021 – Statutory RHSE guidance

Know key facts about puberty and the changing adolescent body, particularly from age 9 through to 11, including physical and emotional changes.

Know about menstrual wellbeing including the key facts about the menstrual cycle.

Health & Prevention February 2021 – Statutory RHSE guidance

Know how to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body.

Know about safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer.

Know the importance of sufficient good quality sleep for good health and that lack of sleep can affect weight, mood and ability to learn.

Know about dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist.

Know about personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing.

Know the facts and science relating to allergies, immunization and vaccination.

Our Impact
In Science, progress is measured through a child’s ability to know more, remember more and explain more. This can be measured in different ways in our units. The use of key questions ensures opportunities are built into the lesson for ongoing assessment. Attainment and progress can be measured across the school using our assessment spreadsheets. The impact of using the full range of resources included in the science unit will also be seen across the school with an increase in the profile of science. The learning environment across the school will be more consistent with science technical vocabulary displayed, spoken and used by all learners. Whole-school and parental engagement will be improved through the use of science-specific home learning tasks and shared use of knowledge organisers. Children who feel confident in their science knowledge and enquiry skills will be excited about science, show that they are actively curious to learn more and will see the relevance of what they learn in science lessons to real-life situations and also the importance of science in the real world.

All pupils are entitled to a broad Science curriculum. Any adaptations made to support pupils’ learning in Science usually should not be to the overall curriculum content but rather to how the content is taught. In the case of pupils with the most complex learning needs, there may be occasions when it is appropriate to modify the curriculum. However, this will be the exception. 

Ensuring that all pupils otherwise encounter the same content is particularly important. Evidence suggests that significantly reducing content or complexity for some pupils might in fact limit their access to content or limit their ability to learn. It is likely that pupils will benefit most from support that combines extra attention to securing the most generative knowledge while ensuring that all pupils are able to learn about.

  • Teaching draws attention to important content and frequently revisits these and builds in regular retrieval opportunities. This supports the secure retention that will unlock rapid later recognition of these terms.

  • Exposition is clear and builds on pupils’ prior knowledge.

  • Curriculum design and teaching are adapted appropriately to the needs of pupils.

  • Adaptations for pupils with SEND are carefully considered and take into account the importance of background information in learning.

See subject specific document for more details


The Natural World Practitioners will;

Ensure that the early years is about exploring and investigating the world, and about having fun and playing.

Be aware that exploring and investigating are two key elements, which are crucial to establishing a lifelong love of learning.

Be aware that Science also connects all other areas of learning, from language (describing what’s happening in an experiment, learning new vocabulary) to maths and engineering (modelling, construction).

Provide opportunities for the children to play and explore new concepts, sometimes independently and sometimes with a supporting adult. Carefully consider how adults in the setting question children - 'I see...' is the beginning. 'I notice...' adds more detail and encourages children to put their ideas into words and select appropriate vocabulary. 'I wonder...' is the beginning of formulating questions and understanding different enquiry types. Children can then be supported to find out the answer.

Acknowledge that children are naturally curious and keen to explore the world around them with awe and wonder and making sure our provision is accessible and engaging.

Valuing child-led learning in all areas and encouraging children to plan and take ownership of what they want to discover next, sets them up for success. 

Science areas of provision will used in the classroom, for example, we might set up a mini science lab in provision where children can make predictions, test out their science ideas and explore independently.

Activities will be changed or enhanced regularly. We will encourage children to see themselves as super scientists both now and in the future.


Take the views and opinions of others into account

Take turns and instructions from others

The Rule of Law

Understand the importance of safety rules when working scientifically

Know that there are consequences in rules are not followed

Individual liberty • Make choices when planning an investigation

Others may have different points of view as to where to start


Scientific discoveries have come from other cultures

Religious beliefs often compete with scientific understanding

Mutual respect

Work as a team

Discuss findings

Offer support and advice to others