Science Curriculum "Nothing in life is to be feared, it is only to be understood" Marie Curie

The purpose of the science curriculum...

all pupils develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics; develop 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 knowledge required to understand the uses and implications of science, today and for the future’.

To develop applicable skills that learners will require in future careers e.g. cause and effect, processes, systematic evaluation, analysis, spotting patterns

Recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.

Learners should be encouraged to understand how science can explain processes, what is occurring, predict how things will behave and analyse causes'. Mary Myatt


At Wentworth C of E Primary School our aims are to fulfil the requirements of the National Curriculum for science; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of knowledge, skills and vocabulary across the disciplines of Biology, Physics and Chemistry and for the children to develop a love for science. Furthermore, we aim to inspire in learners a curiosity and fascination about the natural and man-made world and a respect for the environment that will remain with them for the rest of their lives. The experiences that they are offered, such as our Tribe Time Curriculum, educational visits, residentals and enrichment days ensure our learning is beyond the classroom.

We aim to inspire our learners to work as real scientists by encouraging enthusiasm in questioning and developing their scientific knowledge through practical work, observations, predictions and investigation. We encourage the use of speaking like scientists, using specific vocabulary and language whilst acting like scientists - taking into account the health and safety needed to perform scientific experiments. We strive to encourage our learners to offer their own suggestions and be creative in their approach to investigating and lines of inquiry by thinking collectively and drawing on their current knowledge of science, to confidently question and think critically about the world around them.


Our teachers are passionate about children exploring the world around them, we aim to use science as a tool to promote a deep interest in the ever changing world around us. Teachers plan lessons for their class using our progression of knowledge and skills documents, which incorporates working scientifically.

Our approach to the teaching and learning of science includes giving our learners opportunities to immerse themselves in practical learning through our project based approach. Learners gain a first hand experience of science through; educational visits, using scientific equipment and a first hand experience of the world around them, outside of the classroom. We encourage our learners to think as scientists throughout the whole project, to develop their scientific minds across the disciplines. By following our subject specific honeycombs we ensure learners gain an indepth bank of knowledge and skills that layers upon previous teaching and learning. Throughout scientific projects, we encourage the use of correct-scientific vocabulary in written and spoken responses throughout all year groups, whilst promoting being a real scientist throughout the whole project. In return, our learners have the opportunity to question scientific concepts and theories with confidence and inquisitiveness.

Before planning a unit of work, our teachers assess children’s prior knowledge and understanding to ensure work is pitched at the correct level. This is explicit in our subject specific honeycombs to ensure there are no gaps in our learners scientific knowledge . A variety of teaching approaches are used based on the teacher’s judgement. At Wentworth formative assessment is personalised for every child, we are able to assess the children's use of vocabulary and knowledge throughout the whole project to pinpoint gaps and inform future learning.


Within science, we strive to create a supportive and collaborative ethos for learning by providing opportunities for children to question and investigate to discover answers for themselves and take their learning in a direction they are interested in.Our science curriculum is high quality, well thought out and is planned to demonstrate progression through our project based curriculum. We focus on progression of knowledge and skills and discreet vocabulary progression also form part of the units of work.

Our community projects give our learners knowledge of the human impact on the environment and their personal responsibility to take care of the world around them. Science allows our learners to question, test and investigate different aspects of the subject through the use of

We measure the impact of our curriculum through an array of different methods and strategies. Through the use of summative assessments and learner discussion we are able to assess children's learning during lesson times. Learners are able to create images and videos of their practical learning to independently reflect


  • Assessing children’s understanding of project linked vocabulary before and after the unit is taught.
  • Using dialogic learning tasks to assess children’s understanding
  • Summative assessment of pupil discussions about their learning.
  • Images and videos of the children’s practical learning.
  • Interviewing the pupils about their learning (pupil voice)
  • Moderation staff meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work
  • External moderation of children’s work through links within our MAT
  • Learning walks and reflective staff feedback
  • Presentation of work through Fabulous Finish Exhibitions