“Nothing in life is to be feared, it is only to be understood.”
 Marie Curie

 

At St Mary's, Science helps children make sense of the world through curiosity, observation, evidence and enquiry. We want every child to develop secure scientific knowledge, learn how scientists work, ask thoughtful questions and become increasingly independent in finding reliable answers.

Our Science curriculum reflects our mission:

Rooted in Love • Faith in Action • Learning for Life

As a Catholic school, we recognise that scientific learning provides opportunities for awe and wonder, respectful dialogue, responsible decision-making and care for God's creation. Children are encouraged to use knowledge wisely, value the dignity of others and understand their responsibility as stewards of our common home.

Science brings our curriculum golden threads to life:

• Belonging: children learn about themselves, living things, the Earth and the universe, helping them understand their place within God's creation.
• Independence and Curiosity: children ask questions, investigate ideas, gather evidence and develop confidence in finding answers for themselves.
• Responsibility: children learn to use evidence carefully, care for living things and make informed choices that benefit people and the environment.

Our teaching follows the statutory National Curriculum for Science and is carefully adapted to meet the needs of our children and mixed-age classes. Our curriculum is organised through three-year rolling programmes for Years 1-3 and Years 4-6 to ensure full coverage, careful sequencing and meaningful progression.

Our Approach to Science

We believe that successful science education requires children to develop both scientific knowledge and scientific thinking.

Science teaching therefore develops two connected forms of knowledge:

• Substantive knowledge: the scientific facts, concepts, vocabulary and understanding that children learn across biology, chemistry and physics.
• Disciplinary knowledge: understanding how scientists work by asking questions, gathering evidence, testing ideas, analysing results and communicating conclusions.

Children need both. Scientific knowledge allows them to understand the world, while scientific enquiry helps them evaluate information, solve problems and make informed decisions.

Our curriculum helps children to:

Know more science → Think scientifically → Use evidence to explain

Scientific Knowledge

Throughout their time at St Mary's, children develop increasingly secure knowledge across the three main disciplines of science:

• Biology – living things, habitats, plants, animals and humans;
• Chemistry – materials and their properties, states of matter and changes of materials; and
• Physics – light, sound, forces, electricity, Earth and space.

Knowledge is carefully sequenced so that important prior learning is secure before children encounter more complex scientific concepts. This is particularly important in our mixed-age classes and rolling curriculum.

Recurring concepts such as materials, plants, living things and seasonal change are revisited throughout the curriculum with increasing depth and sophistication.

Working Scientifically

Working Scientifically is woven throughout our curriculum rather than being taught separately.

Children are taught to think and work like scientists by:

• asking meaningful questions;
• making careful observations;
• planning investigations;
• using and selecting equipment appropriately;
• measuring accurately;
• recording results;
• identifying patterns;
• drawing conclusions from evidence;
• evaluating their findings; and
• communicating scientific ideas clearly.

Across their time at St Mary's, children experience the five main types of scientific enquiry:

• pattern seeking;
• comparative and fair testing;
• observation over time;
• identifying, classifying and grouping; and
• research using secondary sources.

These enquiry approaches are revisited regularly so that children develop increasing confidence, accuracy and independence.

Learning Through First-Hand Experience

We believe that children learn science best when they experience it for themselves.

Practical activities and first-hand experiences are central to our curriculum. Children investigate questions, test ideas and gather evidence through meaningful scientific experiences.

These may include:

• observing seasonal changes throughout the year;
• growing plants and monitoring change over time;
• exploring habitats in the school grounds and local environment;
• identifying and classifying living things;
• investigating materials and their properties;
• carrying out fair tests;
• collecting and analysing data; and
• using models to explain scientific ideas.

Whenever possible, children apply their learning through real-world contexts and authentic scientific questions.

Science and Our Catholic Mission

Science and faith work together in helping us understand the world.

Science allows children to investigate how the world works, while faith helps them consider how scientific knowledge should be used responsibly and ethically. Children are encouraged to wonder at the complexity of creation, appreciate its beauty and consider how scientific understanding can contribute to the common good.

Through science, children learn to:

• appreciate the wonder of creation;
• care for living things and the environment;
• recognise the importance of sustainability;
• discuss scientific issues respectfully;
• evaluate evidence thoughtfully; and
• understand how scientific knowledge can improve people's lives.

Science Across the Curriculum

Science makes meaningful connections with many areas of learning while retaining its distinct disciplinary identity.

Children may:

• collect, present and interpret data using mathematics;
• communicate findings through speaking, reading and writing;
• use technology to research and present information;
• explore environmental issues through geography;
• consider ethical questions through religious education and PSHE;
• apply design and problem-solving skills through design technology; and
• develop scientific understanding through Forest School and outdoor learning.

These connections help children recognise the relevance of science in everyday life and future careers.

Knowing That Children Are Succeeding

The impact of our science curriculum is evident when children:

• remember and connect important scientific knowledge;
• ask thoughtful and relevant questions;
• use scientific vocabulary accurately;
• make careful observations and measurements;
• identify patterns and relationships;
• plan and carry out investigations appropriately;
• understand the importance of evidence;
• draw conclusions that are supported by data;
• communicate scientific ideas clearly;
• recognise the relevance of science in everyday life; and
• demonstrate curiosity about the world around them.

We want children to leave St Mary's with the knowledge, skills and confidence needed to continue learning about science throughout their lives.

Assessment

Assessment is an integral part of science teaching and learning.

Teachers assess both:

• substantive knowledge – what children know and understand; and
• disciplinary knowledge – how effectively they can work scientifically.

Assessment may include:

• questioning and discussion;
• practical investigations;
• pupil explanations;
• observations;
• quizzes and retrieval activities;
• scientific diagrams and models;
• written outcomes; and
• presentations of findings.

We recognise that good science learning is not always evidenced through lengthy written work. Practical experiences, discussion, data, diagrams, photographs and scientific explanations can all provide valuable evidence of learning.

Supporting Science at Home

Families can play an important role in developing children's curiosity about the world.

You can support your child by:

• encouraging them to ask questions;
• talking about how everyday objects work;
• observing weather and seasonal changes;
• growing plants and caring for living things;
• visiting parks, beaches, museums and science centres;
• cooking and discussing changes in materials;
• exploring the night sky;
• watching age-appropriate science programmes; and
• discussing environmental issues and sustainability.

Helpful questions include:

• What do you notice?
• What do you think will happen?
• Why do you think that happened?
• How could we find out?
• What evidence do we have?
• Is that always true?
• What patterns can you see?
• How could we test that idea?

Science Curriculum Documents

Please use the links below to explore our science curriculum in greater detail:

• Science Progression Document
• Working Scientifically Progression
• Years 1-3 Science Long-Term Plan
• Years 4-6 Science Long-Term Plan
• Science Policy