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The National Curriculum for Science aims to ensure that all children:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • are equipped with the scientific skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this


At Gainsborough, we follow the National Curriculum and our Science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes.  When children start their educational journey in the Early Years, the Science curriculum begins, we encourage children to investigate the world and engage in scientific inquiry within their settings by connecting to science-related topics and content in the EYFS curriculum's "Understanding of the World" strand. Utilising children's natural curiosity in the Early Years Foundation Stage, fostering respect for living things and the environment, and ensuring that our children  learn science, are able to remember what they've learned in subsequent year groups will help them become more informed and independent learners as they progress through the key stages. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments, explaining concepts confidently and continue to ask questions and be curious about their surroundings. We build on children’s prior learning; provide first hand learning experiences; build resilience and ensure that they leave primary school equipped for life in modern Britain in the 21st century. We recognise every child as a unique individual and we recognise their learning pathways. By the end of KS1, children would have developed their ‘Working Scientifically’ by:

  • asking simple questions and recognising that they can be answered in different ways (which parts of the body are associated with which sense?)
  • observing closely, using simple equipment (What animals can we find in our School garden and local park)
  • performing simple tests ( What do seeds need to grow?)
  • identifying and classifying ( Do all animals stay the same?)
  • using their observations and ideas to suggest answers to questions (Which material will be the most suitable for a raincoat? )
  • gathering and recording data to help in answering questions (What impact does exercise have on our body?)

By the end of Y6, children would have developed their ‘Working Scientifically’ by:

  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary (Does the shape of shadows change?)
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs (branching key to classify vertebrates)
  • using test results to make predictions to set up further comparative and fair tests (What impact do foods and drinks have on our teeth?)
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations (adaptation may lead to natural selection and evolution.)
  • identifying scientific evidence that has been used to support or refute ideas or arguments







At Gainsborough school we follow the guidelines of the National Curriculum. We ensure that our children are equipped with the knowledge and skills that they need to move them from one level to another. By doing this teachers create a positive approach to the teaching of science both in and out of the classroom. In EYFS through the strand, Understanding the world, children observe, ask questions and learn about their environment. Science is taught in all the classes from Years 1 - 6., weekly. All the units are taught and the topic  has a Medium Term Plan with knowledge, skills, vocabulary and prior learning. Through the planning children have a chance to ask questions, find answers and develop problem solving skills. They are given opportunities to use and apply their scientific skills to find answers to their questions.


Planning involves teachers creating engaging four path lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills. End of unit assessments are completed by the children at the end of each topic. During each term throughout the year, teachers also plan Retrieval activities in the form of quizzes, True/False statements, diagrams, tables or graphs. Through these activities teachers assess the learning and clear up any misconceptions that may arise.


In Upper Key stage 2 as children gain confidence, they will select scientific equipment, carry out experiments, collate and interpret results. Growing in confidence they are able to draw conclusions based on real evidence and to refute ideas that have been tested before.

For SEND children the teacher or another adult guides the children through their learning by asking questions to ensure that they acquire the intended learning. Scientific skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and  concepts are introduced through direct teaching. To ensure that children are confident with using the scientific vocabulary these are pre taught. In  order to enhance the teaching of Science and to provide a broader curriculum a wide range of extra-curricular activities such as  visits, trips and workshops are planned. The children in our school come from various backgrounds and in some instances they are not secure in previous knowledge on topics so we  aim to provide this through our science curriculum.through a hands on approach.  These are purposeful and link with the knowledge being taught in class. Regular events, such as Science Week, provide broader provision and the acquisition and application of knowledge and skills. Sometimes these events  involve families and the wider community.





At Gainsborough our approach to Science teaching is engaging and interactive thus providing a sturdy base of high quality teaching and equips the children with knowledge and understanding of the wider community and world. Children get first hand experiences and where possible we get professionals to do workshops where the children's curriculum knowledge and skills  are  broadened.

We treat every child as a scientist and we provide opportunities for them to show off their learning through pupil interviews, show and tell at Assembly and during parents evening. By revisiting key concepts regularly and developing the children in becoming confident speakers, they can speak about their science learning with confidence. When visitors ask questions children feel proud to speak about what they have learnt in different topics throughout the year. Each class has a Learning Journey which captures the children as they carry out scientific activities. When questioned children will talk about what they were investigating. In FS we introduced a Floor Book and here the adult is working on large paper on the table and whichever topic is being discussed the adult writes down each child's response and this is added to each time and this encourages much talk amongst the children. The teacher can listen  and assess the children’s understanding. Parents are encouraged to talk to their children about their learning and where possible we encourage parents to do scientific activities with their children. During Science pupil interviews,  children usually refer to the experiments as their favourite part of the lesson. For each topic there are six lessons and the last two lessons are practical where experiments are done. In Upper key stage these are set up by children with minimal input from the teacher as older children are expected to set up experiments and  carry out further texts if necessary.