Vision and Principles

Our school and curriculum empower pupils to be advocates and agents of change for a more sustainable world.

Our mission is to inspire astronauts and zoologists of the future and build a curriculum of joy and curiosity:

• Children will experience the awe and wonder of science through biology, physics and chemistry.

• Children will discover and learn facts about the universe they live in. They will be encouraged to explore, discover and be curious.

• Children will develop scientific knowledge and use this knowledge to work scientifically.

• Children will undertake the six types of scientific enquiry: fair testing, observation over time, classifying, pattern-seeking and research and problem-solving. These enquiries will help them answer scientific questions about the world around them. 

• Children will do hands-on practical experiments and will be able to explain what they are doing and why. They will learn the scientific skills needed to understand the uses and implications of science today and in the future.

Intent

Our science curriculum is determined by:

• Reception: Early Years Foundation Stage statutory framework
• Key Stage 1 and 2: National Curriculum Science Programme of Study

At Drake Primary School, our curriculum aims to ensure that all pupils:

• Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
• Develop an 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 skills required to understand the uses and implications of science, today and for the future (Department for Education, 2013).

At Drake Primary School, the purpose of science is to develop pupils' scientific knowledge, and ability to work scientifically. Scientific knowledge is facts about the structure and behaviour of the natural and physical world. The curriculum encourages curiosity about the universe and promotes respect for both living and non-living things.

Implementation

Science is taught once a week, for two hours, using Developing Experts. Lessons comprise a mixture of knowledge acquisition and experiments or investigations. Lessons combine knowledge with experiments, including teacher explanation, modelling and scaffolding. Scientific enquiry is embedded throughout to deepen understanding of key concepts (Ofsted, 2021).  

Our science curriculum builds on children’s prior learning, giving them the opportunity to embed their knowledge and develop new scientific skills. We use the following six types of scientific enquiry:

• Fair testing
• Research
• Observation over time
• Pattern-seeking
• Identifying, grouping and classifying
• Problem-solving

Experiments allow pupils test hypotheses and challenge their understanding of the world. Pupils are encouraged to be inquisitive, ask questions, and test ideas. We aim to develop resilient, problem-solving learners who can analyse data and work both independently and in teams. A variety of experiences, including outdoor learning and exposure to current scientific research, support skill development. Links with the John Innes Centre and their cutting-edge scientific research helps inspire future researchers. 

Working scientifically skills are built-on and developed throughout children’s time at Drake Primary School, so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments and communicating concepts confidently. Each year, every year group undertakes a longitudinal study, allowing them to observe changes over time, gather evidence, take measurements, analyse data, and draw conclusions.

Teachers promote a positive attitude to science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following:

• Long-term plans for each year group are mapped by the subject leader, in consultation with the senior leaders. 
• Science is taught in units by class teachers. Where appropriate, science lessons are linked to cross-curricular themes in order to achieve a greater depth of knowledge. At other times, science is taught discreetly.
• Science is taught once a week for two hours. Lessons comprise a mixture of knowledge acquisition and experiments.
• The science curriculum is structured around a clear sequence of key concepts, starting in EYFS and building year by year. Teachers ensure pupils have a secure understanding of each concept before moving on to the next.
• In each unit, children explore related discoveries, inventions and scientific breakthroughs. From Reception to Year 6, they study a diverse range of scientists from different backgrounds, including various ethnicities, religions, genders, and special educational needs.
• The children who attend the Autism Specialist Resource Base (SRB) sometimes access science in the mainstream classroom. At other times, science learning is driven by themes and children’s interests.
• A teacher may record science learning by taking photos or videos on an iPad, recording a discussion on a flip chart, creating a floor book or display. 
• Curiosity is celebrated in the classroom. At the start of each science unit, teachers will use concept questions to find out what the pupils already know and uncover any misconceptions about the unit.
• During science lessons, ideas are discussed, misconceptions corrected and ideas tested. Talk is valued in science lessons, whereby the teacher guides children’s understanding and children are encouraged to use talk effectively to guide peer understanding (Mercer et al., 2009). 
• New vocabulary, sentence stems, and complex concepts are taught directly, supported by science knowledge organisers to promote independent learning.
• Teachers model how to use working scientifically skills and scientific equipment.
• Outdoor learning and Forest School sessions help pupils explore and understand their environment through hands-on, real-world experiences in the local area.
• Experts are invited in to develop pupils’ understanding of STEM and introduce them to science-related careers and role models. A range of extracurricular activities, visits, workshops, and visitors enrich the curriculum and reinforce classroom learning. Events such as British Science Week, Big School Birdwatch and Switch Off Fortnight are celebrated and provide broader provision and application of knowledge and skills. 

Impact

‘Teachers need to know about their pupils' progress and difficulties with learning so that they can adapt their own work to meet pupils' needs’ (Black, 1998). At the start of each science unit, teachers use concept questions to assess prior knowledge, identify misconceptions, strengths, and gaps. Teaching is then adapted to meet the specific needs of the class.

At the end of each half-term, children take a unit test, and their performance, along with exercise books and contributions to class discussions, informs teacher assessments. Teachers record termly data in Arbor, which the science lead analyses to identify trends and ensure pupil needs are met.

Termly book looks, environment walks, and learning walks allow the science lead to provide feedback to teachers. Pupil and staff feedback is also gathered each term to inform the science action plan.

References:

Black, P. and Wiliam, D. (1998) ‘Inside the Black Box: Raising Standards through Classroom Assessment.’ The Phi Delta Kappan, 80 (2), pp. 139-148.

Department for Education (2013) 'Science programmes of study: key stages 1 and 2, National curriculum in England.' Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study (Accessed: 28 August 2025).

Mercer, N., Dawes, l., and Staarman, J. K. (2009) ‘Dialogic teaching in the primary science classroom.’ Language and Education, 23 (4), pp. 353-369.

Ofsted (2021) ‘Research review series: science.’ [Online] Available at: https://www.gov.uk/government/publications/research-review-series-science (Accessed: 28 August 2025).