Science is a core subject of the National Curriculum, alongside mathematics and English, and forms an important entitlement for all young people. Science has changed our lives and is vital to the world’s future prosperity, which is why all pupils are taught essential aspects of both scientific knowledge and conceptual understanding.

Little Sutton pupils are encouraged to explore, observe, and discuss everyday phenomena, looking closely at the world around them. They are taught to be curious and ask questions about what they notice through observation, pattern identification, grouping, classifying, and comparative and fair testing. Disciplinary knowledge is taught within and through the substantive content.

Science is taught in every year group at Little Sutton, beginning in Reception which starts to develop scientific ideas. Staff follow the Early Years Foundation Stage (EYFS) curriculum in Reception and the National Curriculum programmes of study for science in Key Stages 1 and 2. Along with The National Curriculum, our science curriculum is sequenced so that there is progression and continuity throughout the years, in all scientific areas.

At Little Sutton, science is taught as a discrete subject, but it is also firmly embedded across all areas of the curriculum and in all aspects of school life. Throughout their time at Little Sutton, pupils have the opportunity to experience science related trips and hear from visiting speakers such as health workers from the Life Bus, Boots Opticians, local University scientists whom we invite into school to share their scientific knowledge and talk about their role in the local community. Scientists are chosen for our ‘role model of the month’. Where appropriate, educational visits are planned to support the science curriculum, for example trips to the farm, zoo and The Space Centre. Upper KS2 children have also taken part in STEM projects. It is Little Sutton Policy to make a determined effort to widen individual experiences and give meaning and purpose to the activities undertaken, from developing activities within the school grounds to visiting exhibits and museums.

Wherever possible, staff use other curriculum areas to further develop children’s understanding of science. There are numerous links to other subjects, for example PSHE and science are planned together where they offer opportunities, and there are links to computing. Additionally, statistics and data handling is taught in science but relates to the maths curriculum, and report writing corresponds to the English programme of study. In addition, whole school days and weeks are used to promote a creative curriculum approach and shared texts and resources, where appropriate, are chosen to support other curriculum areas too. This cross curricular approach helps to reinforce learning and build up the child’s schema.

Staff continually monitor pupils’ progress throughout science lessons and units, building on and extending prior learning. In Reception, staff undertake observations throughout the year and these are used to record attainment towards the EYFS goals. In KS1 and KS2, a tracking system called ‘Insight’ is used by staff to assess each child’s progress with the science programme of learning, identifying whether they are working towards expected, at expected or working at greater depth within that year group. This teacher assessment is based on observations, topic tests, oral or written work throughout the year.

At the end of each school year, a science report is given as part of the school’s policy on reporting to parents, which describes progression against the science objectives for that year group. In Reception, this is reported under the Understanding the World section.

By the end of Year 6, we aim for the pupils to:

• have developed a deeper understanding of a wide range of scientific ideas

• begin to recognise how more abstract ideas help them to understand and predict how the world operates

• recognise that scientific ideas change and develop over time

• select the most appropriate ways to answer enquiry questions

• use evidence to justify their ideas

• have developed a deeper understanding of a wide range of scientific ideas

• begin to recognise how more abstract ideas help them to understand and predict how the world operates

• recognise that scientific ideas change and develop over time

• select the most appropriate ways to answer enquiry questions

• use evidence to justify their ideas