At Fir Tree, we believe that Science should inspire pupils to be curious about the world around them and develop the knowledge and skills needed to understand it. Our science curriculum provides pupils with a strong foundation in scientific knowledge while encouraging them to question, investigate, observe and explain the world around them.

We want pupils to think and work like scientists. Through practical experiences and carefully structured investigations, pupils develop their understanding of how scientific knowledge is developed and tested. They are encouraged to ask questions, make predictions, gather evidence, recognise patterns and use their findings to draw conclusions.

Our curriculum develops knowledge across the three core areas of Biology, Chemistry and Physics, alongside a progressive understanding of Working Scientifically. Scientific vocabulary is explicitly taught and revisited so that pupils can communicate their ideas accurately and confidently.

We believe that Science should be meaningful and connected to pupils' lives. Where appropriate, learning is linked to real-life situations and the wider curriculum, helping pupils to understand the relevance of science in the world around them and encouraging them to consider how scientific knowledge can be used to address challenges and improve lives.

By the end of Year 6, pupils should have a secure body of scientific knowledge, a strong understanding of how science works and the confidence to ask questions, investigate ideas and use evidence to explain their understanding of the world.

Subject Implementation

Science is taught through a carefully sequenced curriculum which ensures that pupils revisit and build upon scientific knowledge and skills over time. Learning is organised around the key areas of Biology, Chemistry and Physics, with Working Scientifically embedded throughout.

In EYFS, scientific learning begins through play, observation and exploration. Pupils investigate the world around them, develop curiosity and begin to notice patterns and changes in materials, living things and their environment.

In KS1 and KS2, pupils study a range of scientific topics and develop increasingly detailed knowledge and understanding. Teachers explicitly introduce key scientific vocabulary and concepts, regularly revisiting prior learning to help pupils make connections and consolidate their understanding.

Practical work is an important part of Science at Fir Tree. Pupils have regular opportunities to carry out experiments and investigations, enabling them to apply their knowledge and develop their scientific skills. Depending on the enquiry, pupils may be asked to:

• ask scientific questions;
• make predictions;
• plan or select an appropriate investigation;
• identify and manage variables;
• make careful observations and measurements;
• gather and record evidence;
• identify patterns;
• interpret results;
• draw conclusions; and
• evaluate the investigation.

Working Scientifically is developed progressively. Younger pupils are supported to observe, describe and record what they notice, while older pupils increasingly plan investigations, select appropriate methods, identify variables, analyse data and use evidence to support conclusions.

Teachers use questioning and discussion to develop scientific thinking, challenge misconceptions and encourage pupils to explain their ideas. Mathematical knowledge is used where appropriate to support measurement, data collection and analysis, while links with Computing provide opportunities for pupils to use technology to record, present and analyse information.

Subject Overview

Across the school, pupils develop increasingly secure knowledge within Biology, Chemistry and Physics. They revisit important concepts in different contexts, enabling them to make connections between areas of science and build a coherent understanding over time.

Working Scientifically is not taught as a separate strand but is developed alongside scientific knowledge. Pupils progressively move from supported observation and simple investigation towards more independent enquiry, evidence gathering, analysis and evaluation.

In Lower KS2, pupils' learning and scientific investigations are recorded through floor books, providing a shared record of discussion, practical work, observations and developing understanding. As pupils progress through the school, they increasingly record and communicate their scientific thinking independently.

Assessment and Measuring Progress

Assessment in Science is ongoing and embedded within teaching. Teachers use questioning, discussion, observation, practical activities and pupils' recorded work to identify what pupils know, understand and can apply.

Teachers assess both scientific knowledge and Working Scientifically skills. Pupils are expected to increasingly demonstrate that they can:

• recall and explain key scientific knowledge;
• use scientific vocabulary accurately;
• describe and explain scientific processes;
• make predictions and suggest explanations;
• plan and carry out appropriate investigations;
• make careful observations and measurements;
• record and interpret evidence;
• identify patterns and relationships;
• draw conclusions using evidence; and
• evaluate methods and suggest improvements.

Practical work provides valuable opportunities for teachers to assess pupils' scientific thinking in action, rather than relying solely on written outcomes. Teachers use questioning and discussion to identify misconceptions and adapt teaching accordingly.

Regular retrieval and revisiting of prior learning supports pupils in retaining important scientific knowledge and making connections between different topics. Assessment information is used to identify areas that need further teaching, consolidation or challenge.

Progress in Science is therefore measured through both the depth of pupils' scientific knowledge and the increasing sophistication of their scientific enquiry skills. By the end of Year 6, pupils should be able to draw upon a secure body of scientific knowledge and use appropriate scientific methods, vocabulary and evidence to investigate and explain the world around them.

Examples of Learning