Science 2023-2024

Our intent:

At St Stephen Churchtown Academy, our vision in science is to ignite curiosity and encourage creative thinking while providing safe opportunities for risk taking in a supportive environment.


We aim to:

  • Promote the development of scientific knowledge (disciplinary) and conceptual understanding (substantive) through the disciplines of biology, chemistry and physics.
  • Develop working scientifically skills (disciplinary knowledge) through different types of scientific enquiry and relate those processes and methods to the wider world.
  • Delivering the curriculum in a way that makes learning applicable to the real world, encouraging aspirations in STEM careers and providing Culture Capital. 
  • Bring personal knowledge and experience into the learning (Science Capital) and unite the school and the community through local connection and context.
Learning in Action
Understanding the World is one of the four specific areas of learning in the EYFS framework and lays the foundation for the development of science through the rest of the school. Children are encouraged and guided to make sense of their physical world through exploration both in and out of the classroom and learning is delivered through high quality interactions and resources. 
In reception, children continue their learning of the natural world through the many opportunities provided in their indoor and outdoor environment. Children are encouraged and supported to use specific vocabulary, ask questions and make observations which further strengthens their learning in Understanding the World. In this way, pupils begin to develop their confidence in their working scientifically skills and conceptual understanding. 
Key Stage 1
As children begin their journey into KS1 science, the principal focus is to enable children to experience and observe the world around them. They are encouraged to be curious and ask questions, while developing their understanding of different scientific enquiry and further building their vocabulary at a level consistent with their word reading. All science is underpinned by practical experiences with an opportunity in each session to build different working scientifically skills. 
Year 1
Year 2
Lower Key Stage 2
Once children reach lower key stage 2, the focus in science is still to experience and explore the world around them, but with a broader scientific view. Children begin to develop their own tests and theories about everyday phenomena and start to recognise relationships between key concepts and real life experiences. Enquiries become more varied and children are encouraged to draw conclusions using scientific language through talking and writing using the scientific method. 
Year 3
Year 4
Upper Key Stage 2
Finally, as children enter into key stage 2 and their final years of primary school, the focus shifts to having a deeper understanding of a wide range of scientific ideas. At this stage, children should be confident in all skills needed to work scientifically and have the opportunity to experience a variety of enquiry types. Children should not only be able to ask questions about scientific phenomena, but analyse data and find patterns and relationships independently. They should use these ideas to help them understand and predict how the world operates and recognise that scientific ideas change over time. 
Year 5
Year 6
Suggested Websites:
Curriculum and Progression Overviews:
SEND Provision in Science:

At St Stephen Churchtown Academy, the provision on offer for our SEN students in science reflects the intent of the subject itself. Our students, regardless of need, are encouraged to develop an excitement and curiosity about the world around them, to ask questions and be curious about the phenomena they observe and to correlate their own life experiences to the curriculum content.

Specific provisions for SEN children include:

  • A safe space which encourages open discussion on the concepts being taught and provides the environment needed to take risks for new learning.
  • The use of floor books within our lessons to evidence learning and encourage participation from all students. In this way, children who may not flourish in some areas of the curriculum feel secure enough to vocalise their learning during the practical aspects of the lessons, demonstrating good understanding in a way they would otherwise not be able to.
  • Adult support when and as needed.
  • Work can be differentiated based on the needs of the student, scaffolded in a way that makes it accessible to their individual learning need.
  • Up to date working walls that the children can access easily. E.g. removable vocabulary cards.
  • Adapted tools and equipment.
The Wider Curriculum:

St Stephen Churchtown Academy
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