Intent

At Meadowhead Junior School, our intent for our Science curriculum is to develop curious, knowledgeable and confident scientists who can understand the world around them, ask meaningful questions and use evidence to explain what they observe. Our curriculum is ambitious for all pupils and is designed to meet the requirements of the National Curriculum while building securely on prior learning and preparing pupils for future scientific study.

Through the PLAN Science scheme of work, pupils develop a carefully sequenced body of substantive scientific knowledge across biology, chemistry and physics. Key concepts, vocabulary and knowledge are revisited and progressively developed, enabling pupils to make connections between areas of learning and retain important scientific understanding over time. Teachers use retrieval, questioning, modelling and explicit teaching to identify and address misconceptions and ensure that new knowledge is built upon secure foundations.

Alongside substantive knowledge, we explicitly develop pupils' disciplinary knowledge and understanding of how science works. Through the TAPS (Teacher Assessment in Primary Science) approach, pupils experience a progression of scientific enquiry types, including observing over time, identifying and classifying, pattern seeking, comparative and fair testing, and research. This ensures that pupils do not simply learn scientific facts but progressively develop the skills and understanding needed to work scientifically. Pupils are taught to ask questions, make predictions, plan investigations, select appropriate equipment and methods, make careful observations and measurements, record and interpret results, identify patterns, draw evidence-based conclusions and evaluate their findings.

We place a strong emphasis on scientific vocabulary, oracy and reasoning. Explorify resources are used to stimulate curiosity, provide meaningful contexts and promote discussion, enabling pupils to articulate ideas, justify their thinking, challenge misconceptions and respond thoughtfully to the ideas of others. Pupils are explicitly taught the language they need to communicate scientific concepts accurately and confidently, supporting both their scientific understanding and wider communication skills.

Our Science curriculum is designed to be inclusive and ambitious for every pupil. Teachers adapt learning, resources and practical activities to remove barriers while maintaining high expectations, ensuring that pupils with SEND, disadvantaged pupils and those working at different starting points can access and participate meaningfully in scientific learning. Practical experiences are purposeful and carefully selected to deepen conceptual understanding and develop pupils' independence as scientists.

Ultimately, we want pupils to leave Key Stage 2 with a secure and connected body of scientific knowledge, a developing understanding of how scientific knowledge is generated and tested, and the confidence to use evidence and reasoning to make sense of the world. We want them to see science as relevant to their everyday lives and understand that scientific thinking helps us explain, question and investigate the world around us.

Implementation

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Science is taught weekly across Key Stage 2 using the PLAN Science scheme of work, with units organised through the school’s long-term curriculum overview. Teachers follow the agreed progression of learning and use prior learning to support pupils in developing their understanding throughout KS2. Key knowledge and vocabulary are explicitly taught, modelled and revisited through retrieval, questioning, discussion and practical experiences.

TAPS is used to plan and develop pupils’ scientific enquiry skills across KS2. Teachers ensure pupils experience a range of enquiry types, including identifying and classifying, pattern seeking, comparative and fair testing, observing over time and research using secondary sources. Pupils are given increasing opportunities to plan and carry out investigations, select appropriate equipment, record results and use evidence to explain their findings.

Explorify is used to support scientific discussion, questioning and reasoning. Activities such as concept cartoons, odd-one-out tasks and big questions provide opportunities for pupils to share ideas, use scientific vocabulary and address misconceptions through structured talk.

Teaching is adapted to meet the needs of all pupils. Scaffolding, visual resources, vocabulary support, practical equipment and structured talk are used to remove barriers for pupils with SEND and other identified needs, while maintaining high expectations and providing appropriate challenge.

Formative assessment is embedded throughout Science lessons. Teachers use retrieval questions, targeted questioning, discussion, observation, practical work and pupil explanations to check understanding and identify misconceptions. This information is used responsively to adapt teaching, revisit key knowledge and provide additional support or challenge. Knowledge organisers, key vocabulary and low-stakes quizzes are used regularly to support retrieval and retention.

The Science Subject Leader monitors the quality and consistency of Science provision through a planned programme of learning walks, lesson visits, book scrutiny, planning reviews, pupil voice and assessment analysis. Monitoring considers curriculum coverage, progression, pupils’ scientific knowledge and enquiry skills, use of vocabulary and the accessibility of learning for all pupils.

Findings are used to identify strengths and areas for development, inform and provide appropriate support or professional development for staff. The subject leader shares effective practice and reports key findings to senior leaders and governors where appropriate.

Impact

The impact of our Science curriculum is demonstrated through pupils’ knowledge, application and confidence as scientists. By the end of KS2, pupils will:

• Have developed a secure understanding of the key scientific knowledge taught across biology, chemistry and physics, and be able to recall and apply this knowledge in different contexts.
• Use an increasingly accurate and varied range of scientific vocabulary when explaining concepts, discussing ideas and communicating findings.
• Demonstrate increasing independence when working scientifically, selecting appropriate enquiry approaches, equipment and methods.
• Be able to record, interpret and discuss observations and results, using evidence to identify patterns, draw conclusions and explain their thinking.
• Recognise and address misconceptions by using scientific knowledge and evidence to reconsider their ideas.
• Make meaningful connections between different areas of Science and recognise how scientific knowledge relates to the world around them.
• Talk confidently about their scientific learning and explain the processes they have used during investigations.

The impact of the curriculum is evidenced through pupil voice, books, assessment information, practical work and monitoring activities. Work across KS2 demonstrates progression in both scientific knowledge and enquiry skills, with pupils becoming increasingly independent and confident in applying what they have learned.

By the end of Key Stage 2, pupils are equipped with the knowledge, vocabulary and scientific enquiry skills needed to access the secondary Science curriculum and continue to develop as curious, thoughtful and independent learners.