Intent

At Newchurch St Nicholas Primary School, our Science curriculum is designed to nurture curiosity, deepen understanding and empower children to make sense of the world around them. Rooted in the principles of the Plymouth Science scheme, our curriculum ensures a strong balance between the National Curriculum requirements and the needs of our mixed-age classes.

Our intention is for all children to:

• Develop secure and connected scientific knowledge across biology, chemistry and physics.
• Build confidence and competence in practical scientific enquiry.
• Use scientific vocabulary accurately and purposefully.
• Make meaningful links between prior learning, real-life contexts and other curriculum areas.
• Understand that science is a dynamic, evolving discipline where mistakes, questioning and exploration are essential.

Children are encouraged to think critically, ask questions and engage in hands-on investigations. Through the six enquiry types used in Plymouth Science, pupils learn to plan, observe, measure, record, interpret and evaluate scientific processes. Our curriculum spirals, revisiting key concepts to strengthen retention and deepen understanding over time.

Implementation

Our Science curriculum is delivered through the Plymouth Science scheme, adapted carefully to meet the needs of mixed-age classes. Teachers follow a clear long-term overview that ensures full National Curriculum coverage across each two-year cycle.

Curriculum Structure

• All lessons include one of the six enquiry types: comparative/fair testing, research, observation over time, pattern seeking, identifying/classifying, and problem-solving.
• Scientific vocabulary is explicitly taught and revisited through models, simulations, discussion and written explanations.
• Working Scientifically skills are embedded in every lesson and progressively developed across year groups.
• Knowledge builds cumulatively, with opportunities to revisit and deepen understanding.
• Mixed-age planning ensures progression for both year groups within each class.

SKILLS

 The skills progression outlined in the Plymouth scheme of learning is aligned with the National Curriculum statements regarding ‘Working Scientifically’. These skills are embedded within the content of biology, chemistry and physics, focussing on the key features of scientific enquiry, so that pupils use a variety of approaches to answer relevant scientific questions. These types of enquiry include those outlined by the National Curriculum and shown above. Pupils seek answers to these questions through collecting, analysing and presenting data. Skills for each keystage are broken down into small steps which prepare children for the next stage of their learning.

KNOWLEDGE

The programmes of study taken from the National Curriculum describe a sequence of knowledge and concepts that develop pupils' scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics. The spiral nature of the Science curriculum ensures that knowledge is revisited during children’s learning journey, providing students with multiple opportunities to reinforce their understanding and retention of material, allowing for deeper understanding of topics. Teachers are supported in making these connections and deepening understanding through the use of Plymouth Science, which builds on knowledge gained at the previous stage of learning and provides opportunities to revisit and revise learning. Pupils are given opportunities to describe associated processes and key characteristics in common language, and use technical terminology accurately and precisely. They also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data.

Assessment

• End-of-unit quizzes assess pupils’ substantive knowledge. Results are recorded on a whole-school spreadsheet monitored by the Science Subject Leader to identify strengths, gaps and next steps.
• Working Scientifically objectives are assessed in every lesson. Teachers transfer this information to the Substantive and Disciplinary Tracking Grid, ensuring a clear picture of progression across enquiry skills.
• Pupil voice, book looks and lesson observations further support ongoing evaluation of curriculum effectiveness.

Impact

By the end of their time at Newchurch St Nicholas, children will:

• Have a secure body of scientific knowledge that they can recall, apply and explain.
• Demonstrate confidence and independence in using scientific enquiry skills.
• Use scientific vocabulary with accuracy and precision.
• Make connections between scientific ideas and the wider world.
• Show curiosity, resilience and critical thinking when approaching scientific questions.

Our assessment systems ensure that progress is carefully monitored and that teaching is responsive to pupils’ needs. The subject leader uses tracking information to evaluate the effectiveness of the curriculum and to plan targeted improvements. As a result, pupils leave our school well-prepared for the next stage of their scientific learning, equipped with the knowledge, skills and attitudes needed to succeed in an ever-changing world.