Our Science curriculum is ambitious, inclusive and carefully sequenced. It is designed to develop secure scientific knowledge, conceptual understanding, practical competence and disciplined scientific thinking from the Early Years Foundation Stage to Year 6.

St Luke’s uses Developing Experts as an important resource to support curriculum planning and teaching. Subject leaders and teachers review and adapt the materials so that they reflect:

• the National Curriculum;
• the Early Years Foundation Stage;
• learners’ prior knowledge;
• the needs of the cohort;
• the school’s context;
• inclusion requirements;
• available resources;
• local and global scientific issues; and
• the wider aims of the St Luke’s curriculum.

Developing Experts supports teachers through structured lesson resources, scientific explanations, practical activities and connections with scientists and careers. It supports curriculum delivery but does not replace teachers’ professional judgement or St Luke’s responsibility for curriculum design.

Our Science curriculum enables learners to:

• develop secure scientific knowledge and conceptual understanding;
• understand aspects of biology, chemistry and physics;
• work scientifically through different types of enquiry;
• use scientific vocabulary accurately;
• observe and measure carefully;
• record and interpret evidence;
• identify patterns and relationships;
• evaluate the reliability of findings;
• understand how science is used in everyday life;
• recognise the implications of scientific developments;
• understand how scientific knowledge changes over time; and
• develop positive attitudes towards science and related careers.

Scientific knowledge is sequenced cumulatively. Teachers identify the essential knowledge learners need to remember and make explicit connections with earlier learning.

Important concepts are revisited in increasingly complex contexts. For example:

• early observations of plants develop into knowledge of plant structures, reproduction and life cycles;
• sorting everyday materials develops into understanding properties, changes and states of matter;
• noticing movement develops into knowledge of forces, friction, gravity and mechanisms;
• recognising body parts develops into understanding body systems, health and human development.

Practical work is carefully selected to strengthen scientific understanding. Learners do not undertake an activity simply because it is enjoyable or visually impressive.

Practical experiences are used to:

• observe a phenomenon;
• explore a scientific idea;
• practise a technique;
• compare materials or organisms;
• identify patterns;
• test a prediction;
• gather evidence;
• answer a scientific question; or
• apply existing knowledge.

Teachers make the purpose of practical work clear and help learners connect what they observe with the scientific concept being studied.

The curriculum develops scientific literacy. Learners are taught to read scientific information, interpret diagrams and data, communicate explanations and consider whether a claim is supported by reliable evidence.

They also learn that science has limitations. Scientific knowledge can explain many aspects of the natural and physical world, but scientific investigations must be conducted carefully and interpreted honestly.

The curriculum is ambitious for every learner. Teachers adapt explanations, vocabulary, practical methods, equipment and recording so that learners can participate meaningfully without unnecessarily reducing scientific challenge.

By the end of Year 6, learners should possess secure foundations across the primary Science curriculum. They should be able to explain important concepts, use scientific vocabulary accurately, plan and carry out age-appropriate enquiries, interpret evidence and approach scientific claims with informed curiosity.

Our Science curriculum develops two closely connected forms of knowledge: substantive scientific knowledge and disciplinary scientific knowledge.

Substantive Knowledge

Substantive knowledge is the established scientific content learners acquire about the natural and physical world.

It includes knowledge of:

• plants;
• animals, including humans;
• living things and their habitats;
• evolution and inheritance;
• everyday materials;
• uses of materials;
• rocks;
• states of matter;
• properties and changes of materials;
• seasonal change;
• light;
• sound;
• forces and magnets;
• electricity;
• Earth; and
• space.

It also includes important concepts that connect learning across units, such as:

• cause and effect;
• structure and function;
• change;
• energy;
• matter;
• systems;
• cycles;
• variation;
• adaptation;
• interdependence; and
• scale.

Substantive knowledge enables learners to explain scientific phenomena rather than relying only on personal experience or unsupported ideas.

For example, learners move from observing that some objects fall faster than others to understanding the effects of gravity, air resistance, shape and surface area.

Disciplinary Knowledge

Disciplinary knowledge is the knowledge learners use to understand how scientific knowledge is established, tested, communicated and evaluated.

It includes knowing how to:

• ask scientific questions;
• identify questions that can be investigated;
• observe closely;
• use equipment;
• measure accurately;
• classify and group;
• identify patterns;
• plan enquiries;
• select variables;
• carry out comparative and fair tests;
• collect data;
• record findings;
• use tables, diagrams and graphs;
• interpret results;
• draw conclusions;
• use evidence to support explanations;
• identify limitations;
• recognise anomalies;
• evaluate methods;
• suggest improvements;
• communicate findings; and
• consider the reliability of evidence.

Disciplinary knowledge also includes understanding that different questions require different types of scientific enquiry.

These include:

• observing over time;
• identifying, grouping and classifying;
• pattern seeking;
• comparative testing;
• fair testing; and
• researching using secondary sources.

Learners are taught that not every scientific question should be answered through a fair test.

For example:

• the growth of a plant may be investigated through observation over time;
• rocks may be examined through identification and classification;
• relationships between hand span and height may be explored through pattern seeking;
• the absorbency of materials may be investigated through comparative testing;
• information about distant planets may require reliable secondary sources.

Substantive and disciplinary knowledge are taught together.

Learners need scientific knowledge to ask meaningful questions and interpret results. Enquiry then enables them to apply, deepen and sometimes reconsider what they know.

Practical activity without sufficient scientific knowledge can lead to weak conclusions. Scientific knowledge without opportunities to observe, investigate and apply ideas can remain disconnected and difficult to use.

Our curriculum therefore develops both systematically.

Our Science curriculum is structured around recurring concepts that help learners connect knowledge across different topics.

These concepts are introduced in age-appropriate ways and revisited with increasing depth and complexity.

Living Things

Learners develop understanding of what living things are and how they differ from things that have never been alive or are no longer alive.

They explore:

• life processes;
• growth;
• reproduction;
• nutrition;
• respiration;
• movement;
• sensitivity;
• excretion;
• life cycles; and
• the requirements for survival.

Structure and Function

Learners understand that the structures of living things, materials and systems are connected to what they do.

They explore how:

• roots, stems, leaves and flowers support plant life;
• skeletons, muscles and organs perform particular functions;
• teeth are suited to different purposes;
• animal features support survival;
• material properties affect use;
• electrical components perform different roles; and
• the shape of an object can influence movement.

Habitats and Interdependence

Learners understand that living things depend on their environments and on one another.

They explore:

• habitats;
• microhabitats;
• food chains;
• food webs;
• producers;
• consumers;
• predators;
• prey;
• environmental change;
• biodiversity; and
• human impact.

They learn that changes to one part of an ecosystem may affect other organisms.

Variation, Adaptation and Evolution

Learners understand that living things vary and that some characteristics help organisms survive in particular environments.

They explore:

• similarities and differences;
• inherited characteristics;
• environmental influence;
• adaptation;
• fossils;
• extinction;
• natural selection; and
• change over long periods of time.

Materials and Their Properties

Learners investigate the properties of materials and how these properties affect their suitability for different uses.

They explore:

• hardness;
• flexibility;
• transparency;
• absorbency;
• conductivity;
• magnetism;
• strength;
• solubility;
• density;
• thermal properties; and
• electrical properties.

Learners are taught to justify material choices using scientific evidence.

Matter and Change

Learners develop understanding that materials may change in different ways.

They explore:

• solids;
• liquids;
• gases;
• melting;
• freezing;
• evaporation;
• condensation;
• dissolving;
• filtering;
• sieving;
• reversible change;
• irreversible change; and
• chemical reactions at an age-appropriate level.

Forces

Learners understand that forces are pushes or pulls that can affect the movement or shape of objects.

They explore:

• contact forces;
• non-contact forces;
• gravity;
• friction;
• air resistance;
• water resistance;
• magnetic force;
• balanced and unbalanced forces; and
• the effects of mechanisms.

Energy

Learners develop age-appropriate understanding of energy through light, sound, electricity, movement, food and heat.

They explore how energy:

• is transferred;
• enables change;
• can be stored;
• can produce movement;
• can produce light or sound;
• is supplied by food;
• flows through electrical circuits; and
• is used in everyday life.

Technical language about energy is introduced carefully so that misconceptions are not reinforced.

Light

Learners understand that light enables us to see.

They explore:

• light sources;
• reflection;
• shadows;
• transparent, translucent and opaque materials;
• how light travels;
• how the eye receives light; and
• how shadows change.

Sound

Learners understand that sound is produced by vibrations and travels through a medium.

They explore:

• vibration;
• pitch;
• volume;
• distance;
• sound sources;
• the ear; and
• sound insulation.

Electricity

Learners develop understanding of circuits and electrical components.

They explore:

• electrical sources;
• cells;
• batteries;
• wires;
• bulbs;
• buzzers;
• motors;
• switches;
• complete and incomplete circuits;
• conductors;
• insulators; and
• circuit diagrams.

Earth and Space

Learners develop an understanding of Earth’s place within the solar system.

They explore:

• the Sun;
• Earth;
• the Moon;
• planets;
• rotation;
• orbit;
• day and night;
• seasons;
• gravity;
• scale; and
• models of the solar system.

They learn that scientific models help explain ideas but may not represent exact sizes or distances.

Systems and Cycles

Learners identify systems and recurring processes within Science.

These include:

• life cycles;
• food chains;
• the water cycle;
• electrical circuits;
• the circulatory system;
• movement of Earth and the Moon; and
• interactions within habitats.

They understand that the components of a system work together and that a change to one component may affect the whole.

Cause and Effect

Learners develop the ability to explain why something happens.

They are taught to distinguish between:

• observation and explanation;
• correlation and causation;
• prediction and conclusion; and
• evidence and opinion.

Evidence

Learners understand that scientific explanations should be supported by evidence.

They learn to consider:

• how evidence was gathered;
• whether measurements were accurate;
• whether a comparison was fair;
• whether results were repeated;
• whether a source is reliable;
• whether there is enough evidence;
• whether results support the conclusion; and
• what further evidence may be needed.

Patterns

Learners identify patterns in observations and data.

They learn to:

• compare;
• order;
• group;
• classify;
• recognise relationships;
• describe trends;
• notice exceptions; and
• avoid claiming more than the evidence shows.

Scientific Models

Learners encounter models used to represent objects, processes and systems that may be too large, small, slow, fast, distant or complex to observe directly.

Examples include models of:

• the solar system;
• the human body;
• particles;
• food chains;
• electrical circuits;
• light rays; and
• life cycles.

Learners understand that models are useful representations but have limitations.

Scientific Enquiry

Scientific enquiry is the disciplined process through which learners ask questions and gather evidence.

Learners develop increasing competence in:

• observation over time;
• pattern seeking;
• identification and classification;
• comparative testing;
• fair testing;
• research;
• measurement;
• data handling;
• explanation;
• evaluation; and
• communication.

Enquiry is integrated with scientific content rather than taught as a disconnected collection of generic skills.

Our Science curriculum is implemented through carefully planned units that develop learners’ scientific knowledge, vocabulary, practical competence and enquiry over time.

St Luke’s uses Developing Experts as an important resource to support curriculum planning and teaching. Subject leaders and teachers review and adapt the materials so that they reflect the National Curriculum, learners’ prior knowledge, the needs of the cohort, the school’s context and the wider aims of our curriculum.

Science is taught as a distinct subject. Purposeful links are made with Mathematics, English, Geography, Design and Technology, Computing and other areas where these connections strengthen scientific understanding. These links do not replace the specific scientific knowledge and disciplinary thinking taught within Science.

Teachers introduce new learning in a clear sequence. They identify what learners already know, revisit important concepts and address misconceptions before these become embedded.

New content is broken into manageable steps so that learners can develop secure understanding of:

• scientific concepts;
• specialist vocabulary;
• cause and effect;
• scientific models;
• practical methods;
• types of enquiry;
• measurement;
• recording;
• evidence;
• interpretation; and
• evaluation.

Explicit Teaching

Teachers provide clear explanations and model scientific thinking.

This includes:

• defining new vocabulary;
• explaining processes;
• using diagrams and models;
• demonstrating practical techniques;
• making connections with prior knowledge;
• comparing scientific and everyday meanings;
• modelling how to interpret evidence; and
• showing how to construct scientific explanations.

Learners are given regular opportunities to retrieve and apply earlier knowledge.

Practical Science

Practical work is selected because it supports a clear learning purpose.

Before an investigation, learners should understand:

• the scientific question;
• the relevant prior knowledge;
• the type of enquiry;
• what will be observed or measured;
• how evidence will be collected;
• which safety expectations apply; and
• how the findings will support scientific understanding.

Teachers distinguish between:

• an investigation;
• a demonstration;
• an observation;
• a technical exercise;
• a research task;
• a classification activity; and
• an illustrative practical experience.

Not every practical activity requires learners to plan a complete fair test.

Teachers ensure that practical work does not become dominated by writing, equipment management or following instructions without understanding.

Scientific Enquiry

Different types of enquiry are used according to the question being investigated.

These include:

• observing over time;
• pattern seeking;
• identifying, grouping and classifying;
• comparative testing;
• fair testing; and
• research using secondary sources.

Learners are taught why a particular enquiry type is suitable and how it can produce useful evidence.

Recording Science

Recording is purposeful and proportionate.

Learners may communicate findings through:

• labelled diagrams;
• drawings;
• tables;
• tally charts;
• classification keys;
• bar charts;
• line graphs;
• written explanations;
• photographs;
• oral presentations;
• scientific reports; and
• digital formats.

The recording method is selected to support the science being learned rather than to create unnecessary written work.

Real-World Science

Teachers make appropriate links with:

• scientific careers;
• engineering;
• medicine;
• technology;
• conservation;
• climate;
• agriculture;
• food production;
• local environments;
• public health; and
• current scientific applications.

Career links help learners understand where scientific knowledge is used and broaden their understanding of who can work in science.

Science teaching is supported through curriculum guidance, shared planning, appropriate resources, professional development and subject leadership.

Our Science curriculum is sequenced so that learners build increasingly secure and connected scientific knowledge from the Early Years Foundation Stage to Year 6.

Progression is not understood simply as completing a new topic each year. It involves the planned development of:

• scientific concepts;
• vocabulary;
• observation;
• classification;
• measurement;
• practical technique;
• enquiry design;
• recording;
• data interpretation;
• explanation;
• evaluation; and
• increasing independence.

Important concepts are revisited through increasingly complex content.

Early Years Foundation Stage

In Nursery and Reception, children develop scientific foundations through Understanding the World and the wider EYFS curriculum.

They begin to:

• observe closely;
• notice similarities and differences;
• describe materials;
• explore plants and animals;
• recognise seasonal change;
• ask questions;
• predict what might happen;
• use simple equipment;
• sort and classify;
• talk about change; and
• describe what they notice.

Key Stage 1

In Key Stage 1, learners develop foundational scientific knowledge and enquiry.

They begin to:

• observe using simple equipment;
• identify and classify;
• compare materials and living things;
• notice patterns;
• ask simple scientific questions;
• carry out simple tests;
• record findings;
• use basic scientific vocabulary; and
• explain observations using taught knowledge.

Lower Key Stage 2

In Lower Key Stage 2, learners develop greater conceptual understanding and practical control.

They begin to:

• ask more focused questions;
• select suitable enquiry approaches;
• make systematic observations;
• measure using standard units;
• set up simple comparative and fair tests;
• record data in tables and charts;
• identify patterns;
• draw conclusions;
• use evidence; and
• recognise limitations.

Upper Key Stage 2

In Upper Key Stage 2, learners apply knowledge and enquiry with increasing independence.

They are expected to:

• identify scientific questions;
• select suitable methods;
• recognise and control variables;
• measure with increasing precision;
• repeat observations where appropriate;
• present data effectively;
• identify trends and anomalies;
• explain findings using scientific knowledge;
• evaluate evidence;
• identify limitations;
• suggest improvements; and
• consider whether conclusions are sufficiently supported.

By the end of Year 6, learners should be prepared to engage with the greater conceptual and practical demands of secondary Science.

Scientific vocabulary is deliberately selected, introduced, modelled and revisited throughout the curriculum.

Learners need precise language to describe observations, understand concepts, explain processes and communicate evidence.

Teachers explicitly teach:

• topic-specific vocabulary;
• enquiry vocabulary;
• measurement terminology;
• words used to describe patterns;
• language of cause and effect;
• words used to compare and classify;
• scientific verbs;
• and vocabulary used to evaluate evidence.

This includes words and phrases such as:

• observe;
• classify;
• compare;
• identify;
• measure;
• predict;
• evidence;
• result;
• conclusion;
• variable;
• fair test;
• pattern;
• relationship;
• accurate;
• precise;
• reliable;
• repeat;
• anomaly;
• evaluate;
• explain;
• cause;
• effect;
• increase;
• decrease;
• constant;
• transparent;
• absorbent;
• conductor;
• habitat;
• adaptation;
• force;
• energy; and
• system.

Vocabulary becomes increasingly precise as learners move through the school.

Teachers distinguish between everyday and scientific uses of words.

For example:

• “weight” and “mass” are not identical;
• “material” is different from an object;
• “energy” has a more precise scientific meaning than feeling energetic;
• “theory” in science does not simply mean a guess;
• and “fair” in a fair test relates to controlling variables.

Teachers support vocabulary development by:

• introducing words within meaningful contexts;
• using diagrams and real objects;
• modelling accurate pronunciation;
• revisiting earlier terms;
• displaying key vocabulary;
• linking words to word families;
• using morphology and etymology where helpful;
• encouraging oral rehearsal;
• using sentence structures where appropriate; and
• expecting precise language in explanations.

Scientific Communication

Learners are taught to communicate science through:

• speaking;
• writing;
• diagrams;
• tables;
• graphs;
• models;
• presentations;
• classification keys; and
• digital formats.

They learn to:

• describe accurately;
• explain using scientific knowledge;
• justify a prediction;
• compare results;
• identify patterns;
• support a conclusion with evidence;
• distinguish observation from inference;
• evaluate a method; and
• communicate uncertainty honestly.

Over time, learners should move from simple descriptions towards connected scientific explanations.

Assessment in Science is used to determine what learners know, understand and can apply.

It helps teachers identify whether learners have secured the intended substantive knowledge and disciplinary knowledge.

Assessment is used to inform teaching, address misconceptions and support curriculum development.

Teachers assess learning through a range of evidence, including:

• questioning;
• discussion;
• retrieval activities;
• concept maps;
• written explanations;
• labelled diagrams;
• classification tasks;
• practical observations;
• enquiry planning;
• data tables;
• graphs;
• conclusions;
• end-of-unit tasks;
• pupil voice; and
• application in unfamiliar contexts.

Teachers consider whether learners can:

• recall essential scientific knowledge;
• use vocabulary accurately;
• explain scientific concepts;
• make connections with prior learning;
• identify suitable enquiry types;
• use equipment safely;
• measure appropriately;
• record evidence;
• identify patterns;
• interpret results;
• draw supported conclusions;
• evaluate methods; and
• apply knowledge to new situations.

Teachers check understanding throughout lessons rather than relying only on end-of-unit assessment.

They identify:

• gaps in prior knowledge;
• weak vocabulary;
• everyday misconceptions;
• confusion between observation and explanation;
• insecure understanding of variables;
• inaccurate measurement;
• unsuitable recording methods;
• unsupported conclusions;
• overgeneralisation from limited evidence; and
• barriers to practical participation.

Common misconceptions may include beliefs that:

• all metals are magnetic;
• heavier objects always fall faster;
• plants take food directly from soil;
• seasons occur because Earth moves closer to the Sun;
• electricity is used up by the first component in a circuit;
• shadows are objects;
• or all microorganisms are harmful.

Teachers respond through:

• further explanation;
• alternative representations;
• practical demonstration;
• additional observation;
• retrieval of prerequisite knowledge;
• explicit vocabulary teaching;
• guided enquiry;
• comparison of examples and non-examples;
• targeted questioning;
• adapted resources;
• additional practice; and
• increased challenge.

Assessment is proportionate and should not be based only on the quantity of written work.

Subject leaders use assessment evidence to identify:

• curriculum strengths;
• concepts requiring further emphasis;
• variation between classes;
• gaps in practical experience;
• misconceptions across year groups;
• weaknesses in enquiry progression;
• groups who may not be achieving as expected;
• professional development needs;
• resource needs; and
• areas where curriculum sequencing should be refined.

The impact of our Science curriculum can be seen in what learners know, explain, investigate and apply.

We evaluate whether learners have developed secure scientific knowledge, disciplined enquiry habits and the confidence to engage with scientific questions.

Over time, learners should demonstrate:

• increasing curiosity;
• stronger scientific vocabulary;
• secure knowledge of key concepts;
• improved observation;
• more accurate classification;
• greater confidence with equipment;
• increasingly precise measurement;
• secure understanding of different enquiry types;
• stronger data recording;
• improved interpretation;
• evidence-informed conclusions;
• greater awareness of limitations;
• improved ability to evaluate methods;
• increasing independence;
• positive attitudes towards Science;
• understanding of scientific careers; and
• readiness for secondary education.

Impact is evaluated through a range of evidence, including:

• discussions with learners;
• science books;
• practical outcomes;
• photographs of investigations;
• assessment tasks;
• lesson visits;
• curriculum reviews;
• subject-leadership monitoring;
• pupil voice;
• displays;
• enrichment;
• career learning; and
• readiness for the next stage.

No single source of evidence is used in isolation.

Leaders consider whether learners have retained important knowledge and can apply it beyond the lesson or unit in which it was first taught.

Particular attention is given to:

• learners with SEND;
• disadvantaged learners;
• learners with English as an additional language;
• learners with physical or sensory needs;
• learners with limited scientific experiences beyond school;
• learners with gaps caused by absence;
• learners with low confidence; and
• learners who require greater challenge.

Leaders also consider whether all learners have equitable access to:

• practical investigation;
• scientific equipment;
• outdoor learning;
• scientific visitors;
• enrichment;
• career encounters;
• high-quality vocabulary teaching; and
• opportunities to lead or communicate science.

Where evaluation identifies weaknesses or inconsistency, leaders refine curriculum planning, provide professional development, improve resources and evaluate the impact of subsequent action.

By the end of Year 6, learners should be knowledgeable, curious and increasingly independent scientists.

They should be able to explain important scientific ideas, select appropriate enquiry approaches, gather and interpret evidence, identify limitations and communicate conclusions accurately.

They should understand that science is both a body of knowledge and an ongoing human endeavour that helps us understand and respond to the world.

Our Science curriculum is ambitious for every learner. All learners are entitled to develop secure scientific knowledge, practical competence, curiosity and confidence through meaningful participation.

Teachers identify potential barriers and adapt teaching without unnecessarily reducing scientific challenge or limiting access to important concepts.

Adaptations may include:

• explicit teaching and pre-teaching of vocabulary;
• clear visual explanations;
• practical demonstrations;
• diagrams, models and real objects;
• sentence starters and structured talk;
• alternative ways to record findings;
• adapted equipment;
• larger or easier-to-handle resources;
• additional processing time;
• repeated practice;
• smaller steps within an enquiry;
• carefully planned adult support;
• strategic grouping;
• digital or assistive technology; and
• opportunities to revisit essential knowledge.

For learners with physical, sensory or medical needs, teachers work with families, the SENCo and relevant professionals to identify safe and appropriate adaptations.

Learners with visual impairments may benefit from:

• tactile models;
• raised diagrams;
• enlarged images;
• high-contrast resources;
• verbal description;
• direct handling of safe objects; and
• adapted measuring equipment.

Learners with fine-motor difficulties may use:

• larger apparatus;
• easy-grip tools;
• pre-prepared materials;
• digital recording;
• partner support; and
• alternative methods of measuring or presenting results.

Learners with sensory sensitivities may require thoughtful access to particular smells, textures, sounds, outdoor environments or practical materials.

For learners with English as an additional language, teachers support understanding through:

• visual resources;
• real objects;
• gestures;
• word banks;
• repeated vocabulary;
• oral rehearsal;
• diagrams;
• modelling; and
• opportunities to connect scientific ideas with other languages they know.

Learners with low confidence are supported through:

• predictable practical routines;
• clear roles;
• structured questions;
• opportunities to rehearse answers;
• collaborative investigation;
• carefully framed feedback; and
• celebration of curiosity, effort and improvement.

Learners who demonstrate secure understanding are challenged through:

• more complex explanations;
• greater independence;
• unfamiliar applications;
• evaluation of evidence;
• consideration of limitations;
• comparison of methods;
• deeper research;
• more demanding data interpretation; and
• leadership or peer-support roles.

Teachers and leaders review participation as well as recorded outcomes. They consider whether every learner can:

• access practical work;
• understand key vocabulary;
• handle equipment safely;
• contribute to enquiries;
• record evidence;
• explain scientific ideas;
• interpret findings;
• recognise limitations; and
• see themselves as capable of succeeding in Science.

Inclusion in Science means ensuring that every learner can access important scientific knowledge and participate meaningfully in the processes through which that knowledge is explored.

In Nursery and Reception, children develop the foundations of Science primarily through Understanding the World.

Their learning is also supported through Communication and Language, Mathematics, Physical Development and the wider daily life of the setting.

Through carefully planned provision and adult interaction, children are encouraged to:

• observe closely;
• notice change;
• explore materials;
• investigate living things;
• ask questions;
• make predictions;
• compare;
• sort and classify;
• use simple equipment;
• talk about what they notice;
• describe similarities and differences;
• recognise patterns;
• explore cause and effect; and
• care for the natural environment.

Children begin to develop knowledge of:

• plants;
• animals;
• body parts;
• growth;
• life cycles;
• habitats;
• weather;
• seasons;
• materials;
• light;
• sound;
• movement;
• floating and sinking;
• magnets;
• heating and cooling; and
• change over time.

They begin to use language such as:

• observe;
• notice;
• compare;
• same;
• different;
• grow;
• change;
• living;
• non-living;
• material;
• hard;
• soft;
• rough;
• smooth;
• light;
• dark;
• hot;
• cold;
• float;
• sink;
• push;
• pull;
• predict; and
• investigate.

Adults model scientific curiosity by asking questions such as:

• What do you notice?
• What is the same?
• What is different?
• What do you think will happen?
• How could we find out?
• What changed?
• Why do you think that happened?
• Can we sort these in another way?

Children are given repeated opportunities to revisit familiar phenomena so that they can notice patterns and develop more secure explanations.

Outdoor provision may include:

• observing weather;
• growing plants;
• investigating soil;
• exploring minibeasts;
• comparing natural materials;
• monitoring seasonal change;
• testing movement;
• collecting and classifying;
• and caring for living things.

These early experiences prepare children for Key Stage 1 by developing curiosity, observation, vocabulary, comparison, classification and the confidence to ask and answer questions.

Our Science curriculum introduces learners to a broad and thoughtfully selected range of scientists, engineers, doctors, conservationists, technicians, researchers and inventors.

Learners should encounter people from:

• different historical periods;
• different cultures and countries;
• Britain and the wider world;
• different social backgrounds;
• different scientific disciplines;
• local communities;
• contemporary research; and
• groups whose contributions have historically received less attention.

Curriculum content is reviewed so that learners encounter:

• women scientists;
• Black and minority ethnic scientists;
• disabled scientists;
• scientists from different faith traditions;
• environmental scientists;
• medical researchers;
• engineers;
• space scientists;
• chemists;
• physicists;
• biologists;
• geologists;
• technicians; and
• people working in applied science.

Representation is considered when selecting:

• case studies;
• biographies;
• lesson examples;
• images;
• videos;
• career links;
• visitors;
• displays; and
• enrichment opportunities.

Learners consider:

• what question the scientist investigated;
• which evidence was gathered;
• which methods were used;
• what challenges were faced;
• how the findings changed understanding;
• who benefited from the work;
• whether the research raised ethical questions; and
• how scientific knowledge has developed over time.

Teachers avoid presenting science as the work of a small number of isolated geniuses.

Learners understand that scientific progress often depends on:

• collaboration;
• repeated testing;
• technical expertise;
• discussion;
• challenge;
• peer review;
• improved technology;
• funding;
• communication; and
• the contributions of many people.

The curriculum also helps learners understand that scientific ideas have sometimes been shaped by inequality, exclusion or limited access to education and recognition.

Through this breadth, learners develop a more accurate understanding of science as a diverse, collaborative and evolving human endeavour.

Enrichment extends learners’ scientific experience and helps them apply classroom knowledge in real contexts.

Opportunities may include:

• practical workshops;
• visiting scientists;
• engineering challenges;
• medical or health-related visitors;
• museum visits;
• science centres;
• local environmental studies;
• gardening;
• habitat investigations;
• nature walks;
• citizen-science projects;
• STEM activities;
• science clubs;
• competitions;
• themed science events;
• university or industry partnerships; and
• links with local organisations.

Enrichment is selected to deepen curriculum knowledge rather than provide isolated entertainment.

Before an activity, visit or workshop, learners are prepared with:

• relevant scientific knowledge;
• vocabulary;
• questions;
• safety expectations;
• enquiry purpose; and
• a clear understanding of what they are expected to observe or investigate.

Afterwards, they are given opportunities to:

• reflect;
• record;
• explain;
• apply new knowledge;
• compare findings;
• ask further questions;
• evaluate evidence; and
• connect the experience with future learning.

Outdoor Science

Outdoor learning provides valuable opportunities to investigate living things, materials, forces, weather, seasonal change and environmental systems.

Learners may:

• observe changes over time;
• survey habitats;
• classify organisms;
• measure environmental conditions;
• investigate shadows;
• explore forces and movement;
• compare soils or materials;
• collect data;
• identify patterns; and
• evaluate human impact.

Outdoor activity is linked to clear scientific learning and is planned with appropriate safeguarding and risk-management arrangements.

Scientific Careers

Career learning is embedded within the curriculum.

Learners encounter roles such as:

• doctor;
• nurse;
• pharmacist;
• physiotherapist;
• veterinarian;
• ecologist;
• environmental scientist;
• engineer;
• laboratory technician;
• meteorologist;
• astronomer;
• geologist;
• food scientist;
• forensic scientist;
• conservationist;
• radiographer;
• biomedical scientist; and
• science teacher.

Career links help learners understand:

• how science is used;
• the range of people involved;
• the skills required;
• the importance of teamwork;
• different routes into employment; and
• how scientific work can benefit society.

Science Leadership

Learners may develop leadership through roles such as:

• Science Ambassadors;
• eco or environmental leaders;
• practical-resource monitors;
• peer demonstrators;
• science-fair presenters;
• garden leaders; and
• contributors to citizen-science projects.

Leaders review who participates and whether disadvantaged learners, learners with SEND and less confident learners have equitable access to visits, clubs, practical opportunities and leadership roles.

Science contributes strongly to learners’ personal, spiritual, moral, social and cultural development.

Through scientific study, learners develop:

• curiosity;
• resilience;
• patience;
• honesty;
• precision;
• critical thinking;
• collaboration;
• responsibility;
• independence;
• respect for evidence;
• openness to challenge;
• care for the environment; and
• confidence in asking questions.

Science teaches learners that responsible enquiry requires honesty.

They learn to:

• record results accurately;
• avoid changing evidence to fit a prediction;
• acknowledge uncertainty;
• identify limitations;
• repeat measurements;
• listen to alternative explanations;
• change their view when evidence is stronger; and
• communicate findings responsibly.

The subject gives learners opportunities to explore:

• the complexity of living things;
• the scale of the universe;
• human health;
• environmental responsibility;
• biodiversity;
• medical innovation;
• climate;
• technology;
• ethical questions;
• the limits of scientific knowledge; and
• humanity’s relationship with the natural world.

Science contributes to learners’ understanding of democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs through:

• collaborative decision-making;
• agreed safety rules;
• respectful debate;
• evidence-based reasoning;
• consideration of ethical questions;
• recognition of different perspectives;
• responsibility for the environment; and
• understanding how scientific decisions affect society.

Our school values are developed meaningfully through Science.

Kindness

Learners work cooperatively, share equipment, support peers and consider how scientific knowledge can improve health, wellbeing and the environment.

Respect

Learners respect evidence, living things, the natural world, safety expectations and the contributions and viewpoints of others.

Confidence

Learners develop confidence by asking questions, making predictions, handling equipment, explaining ideas and presenting findings.

Excellence

Learners pursue excellence through careful observation, accurate measurement, disciplined enquiry, precise vocabulary and thoughtful evaluation.

Science supports our vision to Believe, Achieve and Thrive by helping learners believe in their capacity to understand the world, achieve through knowledge and disciplined enquiry, and thrive as curious, responsible and informed members of society.

Families can support Science by encouraging curiosity, careful observation and discussion about the natural and physical world.

The most valuable support does not require specialist equipment or formal science lessons. Parents and carers can help learners develop scientific thinking through everyday experiences, questions and conversations.

Families can support learning by:

• observing seasonal change;
• growing plants;
• noticing wildlife;
• discussing materials and their uses;
• preparing food together;
• investigating shadows;
• exploring sound;
• observing the Moon;
• discussing health and the human body;
• comparing objects and materials;
• measuring during practical activities;
• visiting museums, parks and science centres;
• reading scientific books;
• watching age-appropriate science programmes; and
• discussing scientific news carefully.

Useful questions include:

• What do you notice?
• What is the same?
• What is different?
• What do you think will happen?
• Why do you think that?
• How could we find out?
• What evidence do we have?
• Did anything surprise you?
• Was the test fair?
• Could we repeat it?
• What might have affected the result?
• What new question do you have?

Families are encouraged to distinguish between exploring an idea and carrying out a reliable scientific investigation.

A useful home activity might involve:

• making an observation;
• asking a question;
• making a prediction;
• testing an idea safely;
• recording what happened; and
• discussing whether the evidence supported the prediction.

Learners should understand that an unexpected result is not a failure. It may reveal that:

• a prediction was incorrect;
• the method needs improving;
• another variable affected the outcome;
• more evidence is needed; or
• the scientific explanation is more complex than first expected.

Safe Science at Home

Home science activities should be age-appropriate and safely supervised.

Learners should not:

• mix unknown household substances;
• taste experimental materials;
• use heat, flames or electricity without suitable adult supervision;
• handle medicines;
• touch unidentified plants, fungi or animals;
• collect living things irresponsibly; or
• carry out online experiments without checking them with an adult.

Families should follow product instructions and allergy, hygiene and safety guidance.

Evaluating Online Information

Families can help learners understand that not everything described as scientific online is reliable.

Useful questions include:

• Who created this information?
• Is the source trustworthy?
• What evidence is provided?
• Has the claim been checked by experts?
• Is the information current?
• Is the headline exaggerating the findings?
• Is the claim based on one result or a larger body of evidence?

Families who would like further guidance about Science or enrichment should contact the school.

Our Science curriculum is planned so that learners develop increasingly secure knowledge of biology, chemistry, physics and scientific enquiry.

The content taught in each year group is informed by the Early Years Foundation Stage and the National Curriculum and supported by Developing Experts resources.

Teachers and subject leaders review and adapt units to reflect prior learning, the needs of the cohort, the school’s context and the needs of learners.

The summaries below should be read alongside the whole-school Science curriculum overview and progression documents.

Nursery

Children explore living things, materials, weather, movement and change through play, observation and adult-guided experiences.

They begin to ask questions, compare objects, notice patterns and describe what they observe.

Reception

Children deepen their understanding of plants, animals, seasons, materials, forces and the natural world.

They make predictions, use simple equipment, sort and classify and begin to explain changes.

Year 1

Learners study:

• plants;
• animals, including humans;
• everyday materials; and
• seasonal change.

They develop skills in observing, identifying, grouping, comparing and carrying out simple tests.

Year 2

Learners study:

• living things and their habitats;
• plants;
• animals, including humans; and
• uses of everyday materials.

They develop greater confidence in asking questions, observing over time, classifying and recording findings.

Year 3

Learners study:

• plants;
• animals, including humans;
• rocks;
• light; and
• forces and magnets.

They begin to set up simple enquiries, measure, record data and use evidence to answer questions.

Year 4

Learners study:

• living things and their habitats;
• animals, including humans;
• states of matter;
• sound; and
• electricity.

They develop greater confidence in comparative and fair testing, data recording, pattern recognition and scientific explanation.

Year 5

Learners study:

• living things and their habitats;
• animals, including humans;
• properties and changes of materials;
• Earth and space; and
• forces.

They plan enquiries with increasing independence, control variables, measure precisely and evaluate findings.

Year 6

Learners study:

• living things and their habitats;
• animals, including humans;
• evolution and inheritance;
• light; and
• electricity.

They apply scientific knowledge across increasingly complex enquiries and prepare for secondary Science.

Year-Group Curriculum Links

• Nursery Understanding the World overview
• Reception Understanding the World overview
• Year 1 Science overview
• Year 2 Science overview
• Year 3 Science overview
• Year 4 Science overview
• Year 5 Science overview
• Year 6 Science overview

The following documents provide further information about the Science curriculum at St Luke’s.

Core Science Documents

• Whole-School Science Curriculum Overview
• Science Progression of Knowledge and Skills
• Working Scientifically Progression
• Biology Progression
• Chemistry Progression
• Physics Progression
• Scientific Vocabulary Progression
• Scientific Enquiry Progression
• Practical Skills and Equipment Progression
• Scientists and Careers Overview
• Science Curriculum by Year Group
• Science Assessment Guidance
• Science Policy
• Science Health and Safety Guidance
• Science Enrichment Overview

The Science subject leader works with teachers, senior leaders, the SENCo, the designated safeguarding lead where relevant, premises staff, external practitioners and governors to support the quality, consistency and development of Science across the school.

The subject leader ensures that the intended curriculum is ambitious, inclusive, progressive, safe and accurately represented in published information.

Subject leadership includes:

• reviewing curriculum plans and progression documents;
• checking alignment with the Early Years Foundation Stage and National Curriculum;
• ensuring that progression from Nursery to Year 6 is clear;
• reviewing the use and adaptation of Developing Experts;
• supporting teachers’ scientific subject knowledge;
• identifying professional development needs;
• reviewing substantive and disciplinary knowledge;
• monitoring the balance of biology, chemistry and physics;
• evaluating practical and enquiry provision;
• checking progression in scientific vocabulary;
• speaking with learners about their knowledge and experiences;
• visiting lessons;
• reviewing books and practical evidence;
• reviewing assessment information;
• identifying recurring misconceptions;
• monitoring resources and equipment;
• checking health and safety expectations;
• evaluating scientists, careers and representation;
• reviewing outdoor learning and enrichment;
• checking inclusion and accessibility;
• identifying strengths and inconsistencies;
• reviewing the impact of improvement actions; and
• refining curriculum content and resources where necessary.

The subject leader considers whether learners are building secure scientific knowledge and increasingly disciplined enquiry habits over time.

Particular attention is given to whether:

• essential scientific knowledge is identified clearly;
• prior learning is revisited;
• misconceptions are addressed;
• vocabulary develops progressively;
• practical work has a clear scientific purpose;
• learners experience different types of enquiry;
• working scientifically is integrated with scientific content;
• recording is proportionate;
• learners use evidence to explain findings;
• assessment checks knowledge as well as activity completion;
• learners with SEND access an ambitious curriculum;
• disadvantaged learners have equitable access to practical and enrichment opportunities;
• staff have sufficient scientific confidence;
• health and safety expectations are followed; and
• learners are prepared for the next stage.

The Science leader works with relevant staff to ensure that:

• resources are suitable and maintained;
• chemicals and equipment are stored safely;
• practical activities are risk assessed appropriately;
• allergies and medical needs are understood;
• electrical equipment is used safely;
• living organisms are treated responsibly;
• outdoor learning is planned safely; and
• staff know where to seek advice.

The subject leader reports relevant findings to senior leaders and governors.

Evaluation informs:

• curriculum refinement;
• professional development;
• resource purchases;
• intervention and support;
• enrichment opportunities;
• career learning;
• outdoor provision;
• health and safety improvement; and
• school improvement priorities.

The published Science page and linked documents are reviewed regularly to ensure that they remain current and reflect actual practice.

Further information about the Science curriculum is available from the school.

Parents and carers can request:

• more detailed information about the content taught in a particular year group;
• copies of curriculum overviews;
• information about progression;
• guidance on supporting Science at home;
• accessible versions of published curriculum documents;
• information about practical science;
• information about scientific enquiry;
• details of scientists and careers studied;
• details of visits, clubs, workshops or outdoor learning;
• clarification about curriculum resources; and
• information about health and safety arrangements.

Please contact the school office through the contact details provided on the school website.

Parents and carers should inform the school promptly of any changes to:

• allergies;
• medical needs;
• sensory needs;
• physical needs; or
• other circumstances that may affect participation in practical Science.

Families should refer to school communications for current information about visits, workshops, practical activities and enrichment.

Paper copies of curriculum information can be provided on request.

The school welcomes constructive feedback about the accessibility and usefulness of its curriculum information. Published content is reviewed regularly to ensure that it remains accurate, clear and consistent with the Science curriculum learners receive.