Science

Intent

At St Gerard’s, our science curriculum inspires curiosity, wonder and respect for God’s creation while equipping pupils with the substantive and disciplinary knowledge needed to understand the world around them. Through the disciplines of biology, chemistry and physics, children develop a secure foundation of scientific knowledge and progressively build their “Working Scientifically” skills so they can question, investigate, analyse and draw conclusions with confidence.

Our curriculum is designed to ensure children know more and remember more over time through carefully sequenced learning, regular retrieval of prior knowledge and the explicit teaching of key vocabulary and scientific concepts. Pupils develop as independent, resilient learners who can think critically, solve problems and communicate scientifically using accurate terminology.

We aim to make science meaningful and relevant through practical enquiry, real-life contexts and enrichment opportunities which demonstrate the importance of science in everyday life, future careers and the world’s future sustainability. Children learn about the significant contributions scientists have made to society and understand how scientific developments shape the modern world.

In line with Catholic Social Teaching, we encourage pupils to recognise their responsibility as stewards of God’s creation, caring for the environment and using scientific knowledge ethically for the common good. Through science, children develop respect for the dignity of all people, an appreciation of the awe and wonder of creation and an understanding of how science can contribute to a more just and sustainable world.

Implementation

Our whole-school approach to the teaching and learning of science involves:

1. The development of key scientific knowledge and enquiry skills identified within the National Curriculum Programmes of Study to ensure clear progression across all year groups.

2. We use PLAN Primary Science resources to support curriculum sequencing and progression, ensuring that substantive knowledge, disciplinary knowledge and vocabulary build systematically on prior learning.

• Whole School Science Curriculum Overview

• PLAN Progression in Knowledge

• PLAN Progression in Working Scientifically

3. Working Scientifically skills are explicitly taught and embedded within every unit. The Ogden Trust Working Scientifically “Big Questions” resource ensures pupils experience and revisit all five enquiry types across both key stages:

   • Comparative and fair testing

   • Research using secondary sources

   • Observing over time

   • Pattern seeking

   • Identifying, grouping and classifying

4. Science is taught weekly through carefully sequenced units which allow knowledge and enquiry skills to be revisited, practised and embedded.

5. Teachers use assessment for learning strategies, retrieval practice and questioning to identify prior knowledge, address misconceptions and adapt teaching to meet pupils’ needs.

6. Lessons are engaging, practical and ambitious for all learners. Teachers provide opportunities for hands-on investigations, prediction, observation, data collection and analysis to deepen conceptual understanding.

7. Scientific vocabulary is explicitly taught and consistently modelled using knowledge organisers, working walls, sentence stems and high-quality scientific talk.

8. Cross-curricular links, enrichment opportunities, visitors, outdoor learning and real-life experiences enhance learning and deepen pupils’ understanding of the relevance of science in the wider world.

9. Pupils are encouraged to ask their own scientific questions, plan enquiries, select appropriate equipment, record findings in a variety of ways and draw evidence-based conclusions.

10. Adaptive teaching ensures all pupils, including those with SEND and disadvantaged pupils, can access and succeed in science through scaffolded support, visual aids, pre-teaching of vocabulary and targeted adult support.

11. Opportunities for retrieval and revisiting prior learning are built into lessons and units to strengthen long-term memory and support progression.

12. In EYFS, scientific exploration is developed through Understanding the World within the Early Years Foundation Stage Framework. Children learn through active, hands-on experiences, exploration, play and first-hand investigations. They are encouraged to observe, question, predict and communicate their ideas while developing early scientific vocabulary and enquiry skills that provide strong foundations for Key Stage 1 science.

13. Teachers assess pupils’ understanding through formative assessment, pupil discussion, quizzes, practical outcomes and end-of-unit assessments to inform future teaching and ensure progression.

14. Subject leaders monitor the quality of teaching and learning through lesson visits, pupil voice, book monitoring and assessment analysis to ensure consistency, progression and high expectations across the school.

3. Whole School Science Curriculum Overview 
4. PLAN Progression in Knowledge
5. PLAN Progression in Working Scientifically

Impact

The impact of our science curriculum is demonstrated through children who are curious, enthusiastic and confident scientists.

• Children enjoy science and are eager to participate in practical investigations and scientific discussion.

• Pupils demonstrate secure scientific knowledge and strong retention of key concepts over time, showing they “know more and remember more.”

• Children use accurate scientific vocabulary confidently when explaining ideas, making predictions and discussing findings.

• Pupils apply Working Scientifically skills effectively by planning investigations, selecting equipment, recording results and drawing conclusions from evidence.

• Books and assessment evidence demonstrate clear progression in knowledge, vocabulary and enquiry skills across all year groups.

• Children work collaboratively, showing resilience, independence and perseverance when faced with challenge.

• Pupils can explain the relevance of science to their own lives, future careers and the wider world, including environmental responsibility and sustainability.

• Children understand the importance of caring for God’s creation and recognise how science can be used responsibly and ethically for the common good.

• Outcomes in science demonstrate that pupils are well prepared for the next stage of education and leave St Gerard’s with a lifelong curiosity and appreciation for science.