Curriculum Intent


At All Saints Primary School, we understand the importance of delivering a thorough and in depth science curriculum. We teach the Science Curriculum that is set out in the National Curriculum.

We provide pupils the opportunity to develop and build on scientific knowledge, ensuring subject knowledge is re-visited. We want our children to develop their curiosity about the world and be able to ask inquisitive questions, develop their problem solving skills and complete investigations. 


By the end of Key Stage One we want the children to be able to;

  • Ask simple questions and recognise they can be answered in different ways.
  • Observe closely, being able to use some simple scientific equipment.
  • Able to perform simple tests.
  • Identify and classify
  • use their observations and ideas to suggest answers to questions
  • gather and record data to help in answering questions.



Our aims the end of KS2 are to provide a curriculum that enables the children to;


  • Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
  • Observe and take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
  • To record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
  • Using test results to make predictions to set up further comparative and fair tests.
  • Report and present findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations.
  • Identifying scientific evidence that has been used to support or refute ideas or arguments.
  • To be aware of everyday science and how it influences the world around them.







Curriculum Implementation  


Pupils in the Early Years Foundation Stage begin their journey in science through their learning of Understanding the World. They are encouraged to explore the world through observations, questioning and investigations. The National Curriculum provides clear progression through age-related objectives from Key Stage 1 through to the end of Key Stage 2. Where possible, cross curricular links are made with both core and foundation subjects. We ensure that lessons within our curriculum cover the objectives that are clearly outlined in the Programme of Study and lessons are carefully planned with working scientifically embedded in each topic.



The curriculum is enriched by organising visitors to school, visits to farms and museums as well as connections with local secondary schools and universities.



The school also takes part in a local event each year - 'The Great Science Share', where pupils focus on a science project and consequently use their communication and listening skills to share their learning with other schools.


Our curriculum provides opportunities allowing pupils to recognise how science is linked to the world around them and broadens their understanding of what science is.





Curriculum Impact


We believe that our science curriculum is key for our pupils to become curious, enthusiastic and motivated learners about the world they are growing up in.


Both results from assessments and teacher judgement help to identify where pupils are in their learning.


Pupils are given verbal feedback during lessons as well as marking, through written feedback in their exercise books. Both strategies help to address any misconceptions and provide pupils with a clearer understanding of their learning.


In order to ensure knowledge is embedded, teachers re-visit a topic from the previous year each half term. These are covered by different methods including a quiz, mad science moment or brainstorming session. Teachers can identify any gaps in learning from the previous year and plan to cover the gaps or any misconceptions that occur. This ensures that children have secure knowledge of key concepts, thus allowing them to move their learning on. This supports the school’s metacognitive approach.