Science

Intent – What do we want our children to learn?

At the Phoenix Federation, we believe that science is an important part of every child’s education. Science helps children to understand the world around them, ask questions, solve problems and make informed decisions about their lives and their future.

Our ambition is for every child to see themselves as a scientist. We want pupils to be curious, confident and enthusiastic about science and to understand how science influences everyday life and the wider world.

Our science curriculum is ambitious, inclusive and carefully sequenced from the Early Years through Key Stage 1 and Key Stage 2. Learning builds progressively on what pupils already know so that knowledge, scientific vocabulary and enquiry skills become increasingly sophisticated as children move through the school.

In the Early Years, children begin by exploring and making sense of the natural world through observation, questioning and first-hand experiences. In Key Stage 1, pupils develop their curiosity by observing closely, asking simple questions, identifying and classifying, carrying out simple tests and recording what they notice. In Lower Key Stage 2, pupils build on these foundations by asking increasingly relevant questions, choosing appropriate enquiries, making careful measurements, recording data and drawing conclusions. By Upper Key Stage 2, pupils are expected to plan enquiries with greater independence, consider variables, take increasingly accurate measurements, analyse results, use evidence to support conclusions and evaluate their findings.

This progressive approach ensures that pupils are well prepared for the next stage of their science education.

Our curriculum follows the National Curriculum for Science and develops both:

• Substantive knowledge – the important scientific facts, concepts and ideas pupils need to understand biology, chemistry and physics; and
• Disciplinary knowledge – how scientists ask questions, investigate, collect and interpret evidence, draw conclusions and communicate their findings.

Working scientifically is embedded throughout the curriculum and is taught alongside scientific knowledge rather than as a separate subject. Children experience the different types of scientific enquiry, including observing over time, identifying and classifying, pattern seeking, comparative and fair testing, and researching using reliable secondary sources.

We place a strong emphasis on scientific vocabulary, reading, writing and oracy. Pupils are taught the vocabulary they need to explain their thinking accurately, discuss scientific ideas, challenge misconceptions and communicate conclusions confidently.

We also aim to develop pupils’ science capital. Children encounter scientists, engineers and STEM professionals from a wide variety of backgrounds, including people from our local community where possible. We deliberately introduce pupils to diverse scientists, including individuals whose contributions to scientific discovery have historically been less well known. This helps pupils understand that science belongs to everyone and opens their eyes to the wide range of careers connected to STEM.

Above all, we want children to leave the Phoenix Federation believing:

“Science is relevant to my life, I can be successful in science, and science could be part of my future.”

Implementation – How do we teach science?

Our science curriculum is planned carefully so that children know more, remember more and can do more over time.

Each year group’s curriculum identifies the important knowledge, vocabulary and scientific skills pupils need to learn. Teachers make explicit links to prior learning and revisit important concepts so that pupils can connect new knowledge to what they already understand.

Progression is deliberately planned across the Federation. Concepts are revisited at increasing levels of complexity. For example, children’s early observations of plants, animals and seasonal change provide foundations for later learning about habitats, life cycles, adaptation, inheritance and evolution. Similarly, early exploration of materials develops progressively into more sophisticated understanding of properties, states of matter and changes in materials.

High-quality teaching

Teachers create positive learning environments in which children are encouraged to be curious, ask questions, make predictions and learn from their observations.

Lessons are designed to be purposeful and engaging and include a balance of:

• explicit teaching of important scientific knowledge;
• teacher modelling and explanation;
• practical investigations and first-hand experiences;
• opportunities to ask and answer scientific questions;
• discussion using accurate scientific vocabulary;
• recording, presenting and interpreting findings;
• appropriate use of books, images, digital resources and other secondary sources;
• retrieval and revisiting of previous learning; and
• opportunities to apply learning to familiar and real-life contexts.

Practical work is carefully chosen because of what it helps pupils learn, rather than simply to make lessons enjoyable. Children are taught how to use scientific equipment appropriately and safely and how to collect increasingly accurate and meaningful evidence.

Working scientifically

Working scientifically is woven throughout science teaching. As pupils progress through the school, expectations increase from supported exploration towards greater independence. Children progressively learn to:

EYFS
observe, explore, notice similarities and differences, talk about change, ask questions and describe what they experience.

Key Stage 1
ask simple questions, observe closely, identify and classify, carry out simple tests, gather information and record observations.

Lower Key Stage 2
ask relevant questions, select different types of enquiry, set up simple comparative and fair tests, take measurements, gather and present data and use evidence to draw conclusions.

Upper Key Stage 2
plan different types of enquiry, identify and control variables where appropriate, use equipment with increasing accuracy and precision, record more complex data, make predictions, explain results, evaluate evidence and identify further questions.

Vocabulary and communication

Scientific vocabulary is planned progressively so that children develop an increasingly precise scientific language.

Teachers model vocabulary explicitly and provide regular opportunities for pupils to use scientific terminology when speaking and writing. Children are encouraged to explain how they know, not simply provide an answer.

This strengthens scientific understanding while also supporting pupils’ wider development in reading, writing and spoken language.

Assessment

Assessment is an integral part of science teaching.

Teachers regularly check what pupils know and understand through questioning, discussion, observation of practical work, pupil explanations, retrieval activities and review of recorded work.

Assessment is purposeful and proportionate. It helps teachers to:

• identify what pupils have remembered;
• recognise misconceptions quickly;
• adapt teaching where necessary;
• identify pupils requiring further support or challenge; and
• ensure that pupils are ready to move on to new learning.

Teachers revisit important knowledge to strengthen pupils’ long-term memory rather than relying on one-off assessments at the end of a topic.

Inclusion

We have high expectations for all pupils.

Science is planned and adapted so that pupils with SEND, disadvantaged pupils and pupils who may experience other barriers to learning can access the same ambitious curriculum alongside their peers.

Teachers use appropriate scaffolding, resources, vocabulary support, practical experiences and reasonable adjustments while maintaining high expectations for what pupils can achieve.

Enrichment and science capital

We raise the profile of science beyond individual lessons through enrichment opportunities such as science events, clubs, visitors, STEM ambassadors, educational visits and links with the wider community where appropriate.

These experiences help pupils understand how classroom science connects with everyday life, further education and future careers.

Leadership and monitoring

The Science Lead has a clear understanding of the strengths and priorities for science across the Federation and works alongside senior leaders and teachers to maintain high expectations and consistency.

The quality of the science curriculum is monitored through a range of appropriate activities, which may include:

• discussions with pupils;
• review of pupils’ work;
• lesson visits and learning walks;
• curriculum and planning reviews;
• assessment information;
• discussions with teachers; and
• professional development and staff feedback.

Findings from monitoring are used to celebrate strengths, identify priorities and continually improve teaching, resources and curriculum provision.

Senior leaders and governors maintain appropriate oversight of science so that they understand how effectively the curriculum is being implemented and the difference it is making to pupils.

Impact – How do we know our science curriculum is successful?

The impact of our science curriculum can be seen in what pupils know, remember, understand and can do.

We want pupils to make strong progress from their individual starting points and to build secure scientific knowledge and skills year by year.

We evaluate the impact of our curriculum through teachers’ assessment, pupils’ work, discussions with pupils, observation of learning, curriculum monitoring and pupils’ ability to recall and apply previous learning.

Successful science education at the Phoenix Federation means that pupils:

• achieve the expectations of the National Curriculum and are well prepared for their next stage of education;
• build secure knowledge progressively from the Early Years to the end of Year 6;
• remember important scientific knowledge and make connections between current and previous learning;
• confidently use increasingly sophisticated scientific vocabulary;
• ask thoughtful scientific questions and recognise appropriate ways of investigating them;
• plan, carry out and evaluate investigations with increasing independence;
• collect, present and interpret scientific evidence;
• explain their ideas and draw conclusions using appropriate evidence;
• recognise that scientific ideas are developed through evidence and may change as new evidence becomes available;
• apply their scientific knowledge to everyday situations and the wider world;
• demonstrate curiosity, resilience, collaboration and independence;
• understand that science is relevant to their lives and their future;
• recognise scientists and STEM professionals from a broad range of backgrounds;
• have high aspirations and an awareness of future opportunities within STEM; and
• are ready to build successfully on their scientific learning at secondary school.

By the time pupils leave the Phoenix Federation…

We want every child to leave us as a curious, knowledgeable and confident young scientist.

They will have experienced a rich and progressive science curriculum that has encouraged them to question the world around them, investigate ideas, use evidence and communicate scientifically.

Most importantly, they will understand that science is not simply something they learn in school: science helps them understand their world, make informed choices and imagine what they might contribute to the future.