1. Learning & Support
  2. Curriculum
  3. Science


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 we believe that all pupils should be taught essential aspects of the knowledge, methods processes, and uses of science. Through building up a body of foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave and analyse causes.

A systematic way of exploring the world, we learn and understand about living things, energy, matter, forces, light and sound, the earth and beyond.  From this understanding, ideas are refined through testing and experiments.  At Key Stage 1 we have developed a programme linked to projects that allows for development and progression within the class and across Key Stages.  At Key Stage 2 pupils’ study also includes specific scientific concepts that are sometimes best taught as a discrete subject.  Learning is kept as relevant and purposeful as possible.

In our school, we use the  'Explore, Engage and Extend' principle through which teachers elicit children’s knowledge and understanding in science and use this to inform the planning of new learning experiences. The Explore, Engage, Extend approach provides highly engaging practical activities to support teachers with assessment for learning in science. The activities generate rich assessment data, enabling the teacher to plan the topic in response to the children’s specific needs. 

Our 'more able and gifted' scientists are challenged in class through higher order questioning and differentiated activities and also have the opportunity to get involved in workshops at the local independent school, such as forensics and astronomy.