St Mary's

Church of England Primary

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Through our Christian ethos, we teach children to hear, understand and live the word of God, helping them to give back to the world as global citizens. As every child is uniquely created in God’s image, we nurture their individual development through a holistic approach to all aspects of life.





At St Mary’s, we aim to develop a fun, engaging, and high-quality curriculum that inspires the next generation to excel in science. We do this through the acquisition of scientific knowledge that enables the children to become inquiry-based learners. Children will be immersed in key scientific vocabulary, which supports developing scientific knowledge and understanding.

The school follows a progressive curriculum, which means that the lessons are also based on knowledge from the previous years. Our teachers check the knowledge through quizzes and knowledge organisers and they address misconceptions or gaps whenever necessary. We also value cross-curricular activities and apply knowledge from other subjects where possible. For example, the children can apply their mathematical knowledge of collecting, presenting, and analysing data.

Our curriculum reflects the high importance of scientific investigations. In each year group, the teachers aim to deliver lessons where learning is facilitated through systematic investigations, leading to increasing pupils’ knowledge and understanding of the world around them. Children will be encouraged to ask questions and work scientifically to further their conceptual understanding and scientific knowledge.



At St Mary’s, we use Hamilton resources for science. This scheme’s planning is arranged to take advantage of seasonal study opportunities and to ensure progression in scientific working skills while covering the National Curriculum for England. Each year is comprised of six blocks of six sessions dedicated to one of the science areas and culminating in a meaningful outcome. Teachers create a positive attitude towards learning, encouraging scientific inquiry skills and reinforcing that every child is capable of achieving good progress in every lesson. Hamilton also provides a targeted two-year rolling program for mixed-year classes in each key stage. The blocks are carefully devised to allow teachers to teach the whole class together with appropriate differentiation while covering a whole key stage’s worth of objectives over the course of two years.


In the foundation stage, children are taught science through the key areas of learning set out within the EYFS Statutory Framework.

In KS1 and KS2, science is taught by class teachers in planned and arranged topic blocks that are fully adhering to the aims of the National Curriculum. Linked knowledge organisers enable children to learn and retain the important vocabulary and knowledge contained in each unit.


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


  • At the beginning of lessons, the class teacher asks a few revision questions, enabling the children to consolidate their previous learning, while also preparing them for future learning, in line with the sequence of lessons.
  • Lessons contain at least one ‘wow’ fact/task, in order to develop a sense of excitement and curiosity. If children find more ‘wow’ facts during research or experiments, they are surely appreciated and shared in the classroom. Also, curiosity and innovative ideas are praised by the class teacher at all times.
  • Children are encouraged to use a developing scientific vocabulary, both written and verbal, to explain their ideas and make sense of their observations, often revisiting the knowledge organisers before lessons.
  • Teachers make sure to demonstrate how to use the scientific equipment and show skills necessary to facilitate and develop scientific understanding. Based on prior knowledge and linking ideas together, children learn to become inquiry-based learners. Opportunities for children to meet the full range of scientific investigative approaches entail pattern-seeking, exploring, problem-solving, fair testing, and analysing secondary resources.
  • Teachers find opportunities to link the classroom knowledge to the surroundings by accessing outdoor learning and arranging workshops/school trips when possible.
  • In class, teachers will use questions to test conceptual knowledge and skills. This is necessary to identify children with gaps but it is also important for providing appropriate challenges to all learners. At the end of each unit of work, key knowledge is reviewed by the children and rigorously assessed by the teacher, and consolidated as necessary.




We use summative assessments to check progress at the end of each science unit. Class teachers complete an additional annual assessment grid from Hamilton at the end of each academic year. These grids enable teachers to monitor progress towards science curriculum objectives, including scientific working, as described in the National Curriculum for England.

The successful approach to the teaching of science at our school results in a fun and engaging science education, with children retaining scientific knowledge linked to real life contexts. Our pupils show growing interest and curiosity towards learning about the world around us, and they learn to work collaboratively and practically when conducting investigations/scientific experiments.





The year overviews describe the key activities for each block throughout the year, specify the science learning objectives for each block and highlight extended writing opportunities. Each block has its own overview that outlines the sessions, required resources, and scientific working objectives, as well as other curriculum objectives covered.