The National Curriculum provides a structure and skill development for the Science curriculum to be taught throughout the school, which is linked to theme topics where possible. This provides a scheme of work which is creative, reflecting a balanced programme of study. Scientific skills are developed and nurtured through the five types of enquiry: observation over time, comparative and fair testing, identifying and classifying, pattern seeking and research. Children work scientifically to test their own hypotheses and learn practical science skills such as measuring, testing and recording. 

In Early Years, Science is taught through the children learning about the world around them through play.

In KS1 and KS2, we have a 2 year rolling programme, which are carefully scheduled so that children build on what has been taught before helping to develop the children’s knowledge and understanding on a deeper level. At Forest View, we provide experiences to learn outside of the classroom. This is through opportunities such as, educational visits, a range of wildlife organisations visiting the school to provide hands-on experiences and Forest Schools.

• In Early Years, scientific exploration is an integral part of the curriculum; links are made to other subjects so children can start to develop and apply their scientific skills.
• Children are introduced to a wide range of vocabulary and are encouraged to use this beyond Science lessons.
• Children are taught the concepts and procedures needed to work scientifically.
• Children are encouraged to raise scientific questions, plan, prepare and execute their own investigations.
• Lessons are often enquiry based, to encourage children to be curious and use their existing knowledge to solve problems.
• Lessons are appropriately sequenced for children to develop their scientific knowledge and skills.
• Pupils are provided with a range of activities including learning beyond the classroom.
• Real-life experiences are developed through trips and visitors.

• Books and Seesaw show progress and independent work.
• Pupil voice and children’s reflections on science teaching are also important indicators of progress.
• Children will have increased confidence in using scientific language.
• Staff voice and feedback ensures confidence in delivering lessons as well as support being given when needed.
• Science learning walks ensure fidelity with the model.
• Planning scrutiny and lesson observations to provide teachers with important feedback.

In primary Science, inclusive approaches ensure that all children can access age‑appropriate learning and experience success through carefully planned, practical and engaging lessons. Teaching is adapted so concepts are taught using a range of strategies such as hands‑on investigations, visual prompts, modelling, talk partners and real‑life contexts, allowing pupils with different learning styles and needs to fully participate. Lessons are scaffolded through retrieval questions, clear instructions, key vocabulary, adult support and flexible grouping so that all pupils can work towards the same learning intention at an appropriate level.  Where needed, support is provided through targeted interventions, pre‑teaching of vocabulary, small‑group work and additional adult support. Resources such as practical equipment, visual aids, sentence stems, digital tools and concrete materials are used to remove barriers to learning. Open‑ended investigations further challenge pupils, ensuring Science teaching meets the needs of all learners while promoting confidence, curiosity and inclusion.

Enrichment in primary Science takes pupils beyond the national curriculum by providing inspiring, real‑world experiences that deepen curiosity and sustain enthusiasm for the subject. Learning is enriched through hands‑on workshops, themed Science week, visiting scientists who deliver interactive assemblies that introduce pupils to scientific ideas and careers they may not otherwise encounter. Educational visits to places such as science centres, farms, nature reserves and local environmental sites allow pupils to explore Science in meaningful contexts and apply their learning beyond the classroom. Practical investigations, science fairs and cross‑curricular projects help maintain interest and enjoyment, while enabling pupils to see the relevance of Science in everyday life. These enrichment opportunities support aspiration, broaden experiences and ensure Science is engaging, memorable and accessible for all pupils