At High Ash, we spark curiosity, inspire critical thinking, and empower every child to view themselves as a scientist. Our Science curriculum equips pupils with the tools, vocabulary, and investigative skills needed to understand, question, and shape the world around them.

Our Vision & Core Objectives

• Inspire World-Ready Scientists: We provide opportunities for all children to develop the skills and passion required to become scientists and work scientifically within the wider world

• Nurture Curiosity & Connections: We encourage all children to build an interest and curiosity in Science, finding links between historical and modern scientific discoveries.

• Develop Independent Thinkers: We equip children to critically engage with Science—enabling them to think independently, question, investigate, and discover.

• Master Scientific Language: We provide pupils with the essential scientific tools and vocabulary needed to explain and understand the practical uses of Science.

National Curriculum Alignment

• Early Years Foundation Stage (EYFS): Science learning begins in Reception through the EYFS Statutory Framework under the Understanding the World area of learning, where pupils explore the natural world and observe changes over time.

• Key Stage 1 (Years 1 & 2): Following the Key Stage 1 Science Programme of Study, children focus on firsthand practical experiences, exploring everyday materials, plants, animals, and seasonal changes.

• Lower Key Stage 2 (Years 3 & 4): In line with the Lower Key Stage 2 Science Programme of Study, pupils broaden their scientific view through testing materials, forces, rocks, habitats, and light.

• Upper Key Stage 2 (Years 5 & 6): Adhering to the Upper Key Stage 2 Science Programme of Study, pupils encounter complex concepts including evolution, electricity, Earth and space, and light, while conducting systematic fair tests.

• Working Scientifically: Across all key stages, practical scientific enquiry skills are embedded into topic teaching, following statutory Working Scientifically Objectives.

How Science is Taught & Structured

To ensure high-quality, consistent science delivery across all year groups, learning follows a structured teaching sequence supported by high-quality schemes including Plymouth Science planning and PLAN Primary Science Assessment resources:

• Retrieval & Recap: Every lesson begins by reviewing previous key vocabulary, concepts, and scientific enquiry types. Teachers recap prior learning from recent lessons, as well as previous terms or years, to embed long-term memory.

• Explicit Modeling: Teachers introduce new knowledge clearly using visual aids, physical resources, and precise scientific language.

• Targeted Questioning: Continuous checking for understanding allows teachers to probe deeper, address misconceptions, and stretch thinking.

• Independent & Practical Practice: Pupils apply their knowledge through varied activities and different types of scientific enquiry.

Classroom Environment & Working Walls

Every classroom maintains an interactive learning environment designed to scaffold enquiry:

• Enquiry Types & Skills Displays: Prompts and posters clearly identify the active enquiry type (e.g., fair testing, classifying, pattern seeking) so children understand how they are working scientifically.

• Key Vocabulary & Diagrams: Displays showcase essential technical terms, scientific diagrams, visual symbols, and photographs to support learning.

Inclusive Provision & SEND Support

We ensure Science is accessible to all learners, enabling every child to achieve optimal progress:

• Vocabulary Access: Key terms and visual glossaries are readily available in all classrooms.

• Adapted Tasks: Instructions, tasks, and resources are modified where necessary without reducing learning ambition.

• Targeted Adult Support: Adult guidance is strategically deployed during practical investigations and written tasks.

Assessment & Progression

Pupil progress is tracked through ongoing formative assessment and end-of-unit evaluations:

• Continuous Checking: Start-of-lesson quizzes, vocabulary checks, and fill-in-the-blank activities gauge retention and readiness.

• Teacher Assessment: Work is evaluated against clear Learning Intentions (LIs) using green/yellow marking criteria.

• Unit Reviews: Comprehensive end-of-unit assessments using PLAN assessment tools evaluate both substantive knowledge and working scientifically skills.

• Book Expectations: Pupil books feature a Knowledge Organiser at the start of each unit, clear dates and LIs, and evidence of varied enquiry types and adapted work.