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Science

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Intent

The intent is that all children become inquisitive about the world around them. Our children will raise questions and explore their thinking. We will offer opportunities for all children to observe, to predict, to investigate and test, to measure and record results and to formulate their own conclusions.

Implementation

The implementation is that science is to be taught in blocks where appropriate, for example, a unit of work on Electricity in Year 4. Children are also exposed to a continuous science provision whereby relevant non-fiction books are available in classes and around school. Where possible, links will be made in English to relevant fiction texts e.g., Cosmic in Y5 during a topic on Earth and Space. Appropriate vocabulary and key questions will be displayed in classrooms. To ensure that science is a school-wide subject that goes beyond classroom work and is linked to real life, the school will participate in science week. Careers links will be made and discussed with children. Skills in maths will be used in context to measure and record data during scientific investigation. Children will communicate their work in science in a variety of ways, discussion and presentation, photograph and video, tables, graphs and charts, written reports and extended pieces of writing linked to their work in English. From September 2024, we will be upgrading to the latest version of the Collins Snap Science scheme. The new scheme is underpinned by extensive research into embedding science in Primary Schools and supported by a recent review of primary science by OFSTED.

Impact

The impact is that the application of scientific skills and knowledge is apparent in books, in classrooms, around school and in talking to our children. All children will consider themselves to be ‘scientists’ and become confident using scientific vocabulary to discuss their work. Through sentence stemming, the children will improve their confidence to ask scientific questions. Children will have an understanding of the importance and impact of science on the world we live in. They will be aware of the opportunities for future careers in science.

Impact will be measured by class teachers during termly curriculum review, moderation of books and discussion. Teachers will use children’s books, as well as their knowledge of how children respond in lessons to assess their learning of the year group objectives in science.

Inclusion

Inclusion lies at the centre of the Academy 360 vision. Teachers plan and adapt lessons and activities to ensure that all children can access them and be successful. This is achieved through a combination of teacher support, paired and team work and scaffolded activities. Our differentiation is meaningful and with this in mind, some activities will be differentiated by outcome only. Snap Science offers ‘challenges’ across 3 levels and teachers may decide to use these differentiated tasks with different groups of pupils according to their need.

Primary

Intent

At Academy 360, the Science curriculum is designed to ensure that all pupils develop secure knowledge, key disciplinary skills and a genuine curiosity about the world around them. The curriculum aims to ignite pupils’ interest in science, enabling them to think critically, ask questions and use evidence to explain phenomena.

Our intent is for pupils to build a strong foundation of scientific knowledge and vocabulary, which allows them to observe, predict, investigate, test, measure and draw conclusions with increasing confidence as they progress through the school. By revisiting and building upon key concepts, pupils develop a secure understanding and the ability to apply their knowledge to unfamiliar contexts.

British Values are woven through the curriculum. Pupils learn to work democratically through collaboration, develop mutual respect by learning about scientists from diverse cultures and backgrounds, and are encouraged to think independently while understanding the importance of evidenceâ€‘based reasoning.

Implementation

Science is taught through a wellâ€‘sequenced, knowledgeâ€‘rich curriculum that ensures progression from Early Years to Key Stage 2.

In EYFS, science learning is embedded within Understanding the World, where pupils explore their environment through practical, sensory and languageâ€‘rich experiences.
In Key Stage 1 and Key Stage 2, teaching follows the National Curriculum. Knowledge and skills are carefully sequenced so that pupils develop increasingly complex understanding over time. Foundational concepts are introduced early and revisited frequently to strengthen longâ€‘term retention.
Lessons are enquiryâ€‘based and include regular opportunities for pupils to plan investigations, make predictions, collect and record data, and evaluate results.
Teachers use consistent approaches, including knowledge organisers, tiered vocabulary and worked examples to support pupil understanding.
Oracy is prioritised through the Voice21 approach, enabling pupils to articulate scientific thinking confidently using sentence stems, partner talk and structured discussion.
Technology enhances learning, with all pupils having access to iPads to support research, data collection, recording observations and presenting findings.
Enrichment experiences such as visits, theme days, assemblies and practical experiments provide meaningful realâ€‘world contexts that deepen understanding and engagement.

How we support SEND pupils in Science

Science teaching is inclusive by design. Teachers adapt lessons to meet the needs of SEND pupils through:

Scaffolded tasks and chunked instructions
Visual supports, concrete resources and vocabulary banks
Adaptive teaching strategies and targeted adult support

Technology further enhances accessibility through assistive features on iPads, allowing SEND pupils to engage with content independently and confidently.

How we support Disadvantaged pupils in Science

Disadvantaged pupils benefit from highâ€‘quality first teaching and targeted support. Barriers to learning are removed through:

Careful scaffolding and explicit teaching of vocabulary and concepts
Access to enrichment opportunities and practical experiences
Use of technology to support engagement and personalisation

Staff maintain high expectations for all pupils, ensuring disadvantaged learners achieve well and are fully included in all aspects of Science learning.

How Science relates to Skills Builder

The Science curriculum 360 actively develops the Skills Builder essential skills through enquiryâ€‘based and collaborative learning:

Listening and Speaking: communicating observations, explanations and conclusions clearly
Problem Solving and Creativity: designing investigations and adapting approaches
Planning: planning fair tests and investigations
Teamwork: working collaboratively during practical work
Leadership: leading group tasks and discussions

These transferable skills are embedded within lessons, supporting pupils’ wider development and readiness for future learning.

Impact

The impact of the Science curriculum is evidenced through pupil outcomes, secure knowledge and application of scientific skills.

Assessment is regular and purposeful, including quizzes, knowledge checks and end of unit activities aligned to curriculum objectives.
Teachers use assessment to identify gaps and adapt teaching to ensure all pupils make good progress.
Pupil voice demonstrates high levels of engagement, curiosity and confidence in discussing scientific concepts.
Work in books, practical outcomes and classroom discussions show clear progression in knowledge, skills and scientific vocabulary.

Learning is evident in pupils’ books, classroom displays and discussions, demonstrating strong progress in scientific knowledge, enquiry skills and confidence. Pupils leave Academy 360 as curious, capable and reflective scientific thinkers.