Science Curriculum: Intent, Implementation, and Impact

Intent

The school's science curriculum is deliberately designed and sequenced to provide a robust and connected understanding of scientific concepts across the entire primary phase, from the Early Years Foundation Stage (EYFS) through to the end of Key Stage 2. The intent is to foster children's natural curiosity and deepen their knowledge of the world around them, ensuring they build both substantive knowledge (factual content, laws, and theories) and disciplinary knowledge (the practices and methods of science, or "working scientifically").

Key features of the curriculum intent include:

• Clear Progression: The curriculum acts as a progression model, ensuring new knowledge builds on prior learning in a logical sequence.

• Integrated Learning: Meaningful links are established with other curriculum areas (e.g., design and technology, geography, art) to provide real-life contexts and embed understanding.

• Vocabulary Development: A strong emphasis is placed on acquiring and using rich, subject-specific vocabulary from an early age.

• Contextual Timeliness: Learning opportunities are planned to align with natural seasonal changes, allowing pupils to make first-hand observations, such as plant growth cycles.

Implementation

Implementation is driven by a coherent plan that translates curriculum intent into effective classroom practice.

• Early Years Foundation Stage (EYFS): In the EYFS, children's learning in "Understanding the World" lays the critical foundation for future science learning. Activities involve hands-on exploration, observation of natural phenomena, and inquiry into cause and effect. This play-based, investigative approach builds foundational skills, knowledge, and vocabulary that directly feed into the Key Stage 1 curriculum.

• Key Stage 1 and 2: Across Key Stages 1 and 2, the curriculum is implemented through a series of carefully chosen, thematic projects that cover all national curriculum aspects, such as Living things and their habitats and Earth and space.

  • Sequenced Content: For example, the Humans project in Year 1 focuses on body parts and senses before expanding to a broader study of animal survival needs and habitats in Year 2. Similarly, the study of the human body progresses from basic parts in KS1 to specific systems (skeletal, muscular, circulatory, digestive) and nutrition in KS2.

  • Developing Disciplinary Knowledge: Disciplinary knowledge is not taught in isolation but is embedded within substantive content. Pupils learn how knowledge becomes established, engaging in various types of scientific enquiry, including pattern seeking, observation over time, and fair testing, with clear progression identified across phases.

  • Assessment: Formative assessment is used effectively to check pupils' understanding and identify misconceptions, ensuring content is secure before moving on to new learning.

Impact

The carefully designed and implemented curriculum ensures that pupils are gaining the knowledge they need to succeed. The intended impact includes:

• Secure Knowledge: Pupils develop a deep and connected knowledge base in science, enabling them to build increasingly complex conceptual frameworks over time.

• Scientific Fluency: Children are able to articulate their understanding using rich, scientific vocabulary and apply their disciplinary knowledge to plan and carry out different types of scientific enquiry.

High Attainment and Aspiration: The progression of knowledge across year groups ensures pupils achieve well in science, are well-prepared for the next stage of their education, and develop high aspirations for future learning and careers in science.