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Beaconsfield Primary School

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The aim of our science curriculum is to create learners who are curious about the world around them and all its phenomena. Our science curriculum is designed to enable pupils to develop the following essential characteristics:

  • The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings.
  • Confidence and competence in the full range of practical skills, for example, planning and carrying out scientific investigations and working scientifically.
  • Excellent scientific knowledge, extended specialist vocabulary and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings by applying mathematical knowledge.
  • Encouraging a culture of questioning and feeding the natural thirst for knowledge which pupils have.
  • The ability to undertake practical work in a variety of contexts including environmental areas and locality.


The curriculum map incorporates the required learning and understanding of the world through specific disciplines of biology, chemistry and physics – these underpin the areas of the Science Curriculum.

The learning is outlined in blocks of units in the National Curriculum and EYFS framework, where children are gain new knowledge, learn about the process of exploration and develop important life skills. Certain units have been allocated to take into account the time of year. For example, the ‘Seasons’ unit is taught throughout the academic year to develop a stronger understanding about the passage of time through exploration and observations. Science has links with other areas of the curriculum including geography, English, maths, art and design technology which widen deeper knowledge around the topic in a range of ways.

In Key Stage 1 pupils observe, explore and ask questions about living things, materials the world around them – physical phenomena. They begin to collect evidence to support their questions and to link them to scientific ideas. They then consider whether tests and comparisons are fair and unbiased. Ideas are shared through pictures, drawings and creating tally charts and tables.

In Key Stage 2, through a variety of models and theories, pupils will develop an understanding of physical and living things through simple models and theories. They also think about the effects of technological developments on society and the environment. They talk about their work and the significance of it. By the end of Key Stage 2, pupils carry out investigations independently or with others. They show their results using a range of mathematical knowledge.


Threshold Concepts

Knowledge Categories

Working Scientifically

This concept involves learning the methodologies of the discipline of Science and researching significant scientists:

Identifying, Grouping and Classifying, Comparative and Fair Testing, Observing over time, Pattern Seeking, Research using secondary sources.


Plants, Animals including Humans, Living things and their Habitats




Forces and Magnets, Light, Sound, Electricity (Space)


The programmes of study for science are set out year-by-year for Key Stages 1 and 2. Within each key stage, building up a body of key foundational knowledge and revisiting some or having links to other concepts, children develop a deeper yet advancing knowledge through the years.

Year 1 Science Curriculum – click here

Year 2 Science Curriculum – click here

Year 3 Science Curriculum – click here

Year 4 Science Curriculum – click here

Year 5 Science Curriculum – click here

Year 6 Science Curriculum – click here


Teachers primarily assess pupil progress through questioning, observation and pupil work. Another assessment tool used is a range of questions given in the form of POP (Proof of Progress) quizzes for each unit enabling pupils to revisit the definitions of vocabulary and concepts learnt previously, helping to embed them in pupils’ long-term memory.

Children also complete end of term science assessments which helps teachers to see a range of gaps in learning and to plan for misconceptions taught within each topic.

Attainment scores are given each term and by the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Progress in science is reported to parents in end of year written reports in addition to termly Parent Open Evenings.

Enrichment Activities

Enrichment activities provide children with opportunities to try new and various activities. Children are able to enhance and extend their learning further, helping to teach them life skills that would benefit children beyond the classroom and develop appreciation for cultural and community issues, teamwork and social responsibility. We aim to bring learning to life through themed weeks and days in school, trips to museums, zoos and farms and hands on workshops in school.

One example of this is a Geobus online workshop on fossils and evolution (an outreach programme run by UCL) which our Year 3 and 6 children took part in. Children were sent 3D glasses to explore different fossils and enjoyed hands on activities looking at fossils and how animals have evolved over time.

Across the main topics of ‘Animals, including humans’ and ‘Living things and their habitats’ in the science curriculum, we had Alan ‘The Birdman’ and his selection of birds visit. He covered habitats, life cycles, adaptation etc. Children were in awe seeing the Eagle, Falcon, Owl and Hawk fly just over their heads.