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Teaching Science at Haselworth




At Haselworth Primary School, we strive to provide a high quality and engaging science curriculum which encourages and enables our children to explore and discover the world around them, sparking their curiosity so that they develop a deeper understanding of our world and beyond


The 2014 national curriculum for science aims to ensure that 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 skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this


At Haselworth Primary School, we encourage children to be inquisitive throughout their time at the school and beyond. The Science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes.


The curriculum is designed to ensure that children are able to acquire key scientific knowledge through practical experiences; using equipment, conducting experiments, building arguments and explaining concepts confidently.


Cross curricular opportunities are also identified, mapped and planned to ensure contextual relevance. Children are encouraged to ask questions and be curious about their surroundings and a love of science is nurtured through a whole school ethos and a varied science curriculum.




Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in science. Rosenshine’s Principles of Instruction are a non-negotiable teaching pedagogy in all core subjects at Haselworth. This pedagogy can also be applied to the foundation subjects when appropriate.


These are:

  1. Begin the lesson with a review of previous learning.
  2. Present new material in small steps.
  3. Ask questions.
  4. Provide models and worked examples.
  5. Guide student practise.
  6. Check for understanding frequently and correct errors.
  7. Obtain a high success rate.
  8. Provide scaffolds for difficult tasks.
  9. Independent practice.
  10. Monthly and weekly reviews.


● Science is taught in planned and arranged topic blocks by the science leader by reviewing the curriculum offer with staff, annually.


● Each new unit of work begins with a recap of the previous related knowledge from previous years. This helps children to retrieve what they have learnt in the earlier sequence of the programme of study, and ensures that new knowledge is taught in the context of previous learning to promote a shift in long term memory. Key vocabulary for the new topic is also introduced as part of this ‘unit introduction’ and children are shown


● Within all sequences of lessons, teachers plan a phase of progressive questioning which extends to and promotes the higher order thinking of all learners. Questions initially focus on the recall or retrieval of knowledge and then extend to promote application of the knowledge in a new situation to promote analytical thinking. Higher order questions focus on the children’s own work and how they might change or create an outcome and justify a choice they have made which is based on their evaluation.


● Through our planning, we involve problem solving opportunities that allow children to apply their knowledge, and find out answers for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils keep up. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion.


● We build upon the knowledge and skill development of the previous years. As the children’s knowledge and understanding increases, they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.


● Working Scientifically skills are embedded into lessons to ensure that skills are systematically developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in keeping with the topics.


● Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.


● Children are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.


● Regular events, such as Science Week, allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events often involve families and the wider community.


● At the end of each topic, key knowledge is reviewed by the children and rigorously checked by the teacher and consolidated as necessary.


Teaching and Learning

The science curriculum is mapped to ensure alignment with the national curriculum content and programme of study. Key knowledge relates directly and builds towards the achievement of end of phase (KS1, Lower KS2 and upper KS2) ‘end points’, informed by the National Curriculum statements. Key skills are also mapped so that these are developed systematically and align directly to the specified working scientifically statements as outlined in the NC for each phase.


In the Early Years Foundation Stage Science is taught through Understanding of the World and the ELG The Natural World.

Children at the expected level of development will:

  • Explore the natural world around them, making observations and drawing pictures of animals and plants;
  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;
  • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter


Science is developed by building upon the children’s natural curiosity and fascination for their environment and the world around them. Children are encouraged to use all their senses to investigate, explore and make predictions.


Year 1 & 2

The main focus of science teaching is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests and finding things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways.  Pupils should read and spell scientific vocabulary at a level consistent with their reading and spelling knowledge at Key Stage 1.


Year 3 & 4

The main focus of Science teaching in Lower Key Stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

‘Working scientifically’ must always be taught through and clearly related to substantive Science content in the programme of study. Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing reading and spelling knowledge.


Year 5 & 6

The main focus of Science teaching in Upper Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific

phenomena; and analysing functions, relationships and interactions more systematically.


At Upper Key Stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer Science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings. Pupils should read, spell and pronounce scientific vocabulary correctly.


A working wall will be used to support and celebrate learning throughout each unit of work. This will also be used to support the acquisition of key knowledge and will support the accurate use of an extended specialist vocabulary.


Opportunities will be sought by the school to provide the children with access to places of scientific significance and learning outside the classroom within units of work. The subject leader themselves will identify and map school trips that support, where appropriate the topics.

In addition, we enrich our Science Curriculum with trips, visitors and after school clubs. We use STEM (Science, Technology, Engineering and Maths) to develop team work, creativity, problem solving skills and independence.



At Haselworth Primary School we are committed to providing all children with an equal entitlement to scientific activities and opportunities regardless of race, gender, culture or class in line with our SEN and equal opportunities policies.


Science work will be differentiated by the class teacher so that it meets the needs of all children, and is appropriate to the child’s needs and level of development. Science learning also offers good opportunities for group work, where mixed ability children can work together on a common task, accessing it at their own ability, and also be able to learn from others.




The monitoring of the standards of children’s work and of the quality of teaching in science is the responsibility of the subject leader. The work of the subject leader also involves supporting colleagues in the teaching of science being informed about current developments in the subject and providing a strategic lead and direction for the subject in the school.


The following information outlines how subject leaders monitor, evaluate and review their subject.


  • Subject Leaders use self-evaluation and write clear action plans and ensure that they are understood by all those involved in putting the plans into practice, including staff who are new to the school. These are reviewed termly and contribute to the monitoring, review and evaluation of the school development plan.
  • Subject Leaders develop a cycle of monitoring throughout the school for the academic year, ensuring that they are able to make judgements about the standards within their subject. This includes learning walks, planning and books looks, pupil conferencing, internal/external moderation and working with LA advisors to monitor standards.
  • Subject leaders report their impact to Governors via reports, attending committee meetings or FGB to present.
  • Subject Leaders ensure that teachers are clear about the teaching objectives in lessons, understand the sequence of teaching and learning in the subject, and communicate such information to pupils.
  • Subject Leaders ensure curriculum coverage, continuity and progression of skills in their subject for all pupils, including those of high achievers and those with special educational or linguistic needs;
  • Subject Leaders establish a clear, shared understanding of the importance and role of the subject in contributing to pupils’ spiritual, moral, social, cultural, mental and physical development, and in preparing pupils for the opportunities, responsibilities and experiences of adult life.
  • Subject Leaders use data effectively to identify pupils who are underachieving in the subject and, where necessary, create and implement effective plans of action to support those pupils;
  • Subject Leaders create a climate which enables other staff to develop and maintain positive attitudes towards the subject and confidence in teaching it.