Intent

Why do we teach this?

Science helps children to make sense of the world through observation, investigation and discovery. We want pupils to develop scientific knowledge and skills while becoming confident thinkers who can question, predict, investigate and draw conclusions using evidence. Through Science, children learn the importance of curiosity, resilience and critical thinking, preparing them to engage thoughtfully with the opportunities and challenges of the modern world.

Why do we teach it in the way that we do?

At Our Lady of Lourdes, we believe that every child is made in the image of God with a natural curiosity and wonder about the world around them. Through our science curriculum, we aim to inspire children to ask questions, explore ideas and develop an understanding of the world God created.

We teach Science in a practical, engaging and progressive way that develops children’s scientific knowledge alongside their enquiry and investigative skills. Lessons encourage children to work scientifically by asking questions, carrying out investigations, recording findings and evaluating evidence.

Our science curriculum is rooted in our school’s five core values:

Implementation

How do we implement our vision in our school?

We teach the aims of the Early Years Framework (2026) and the National Curriculum (2014), which provide a broad framework and outline the knowledge and skills taught in Early Years, Key Stage 1 and Key Stage 2. We use the Kapow Science scheme to support the delivery of our science curriculum.

What does it look like in our classrooms?

In Early Years, children begin developing scientific understanding through exploration, play, observation and adult-led activities within continuous provision. Children are encouraged to ask questions, investigate materials, observe changes and explore the natural world around them.

From Reception through to Year 6, pupils follow a progressive curriculum covering biology, chemistry and physics. Lessons provide opportunities for practical investigation, observation and enquiry, enabling children to develop both scientific knowledge and working scientifically skills over time.

Children are taught to ask scientific questions, make predictions, carry out fair tests, record results and draw conclusions based on evidence. Scientific vocabulary is explicitly taught and children are encouraged to explain their thinking using accurate language. Opportunities for discussion, collaboration and reflection are embedded throughout lessons.

Our lessons follow a clear five-part structure:

1. Review of Knowledge
We begin each lesson by revisiting prior learning through carefully chosen questions and tasks that require pupils to recall and apply previously taught knowledge. This strengthens retrieval, builds secure foundations and supports knowledge being retained in long-term memory.

2. Direct Instruction – 'I Do'
Teachers introduce new learning in small, manageable steps through clear explanations, questioning, modelling and worked examples. Appropriate scaffolds are provided to ensure all pupils can access new knowledge while being appropriately challenged.

3. Guided Practice – 'We Do'
Pupils practise new knowledge and skills alongside the teacher through carefully structured activities. Teachers continually check for understanding, provide additional models, scaffolds and checklists where needed, and address misconceptions before independent learning begins.

4. Independent Practice – 'You Do'
Pupils apply their learning independently using models, scaffolds and success criteria appropriate to their needs. This enables children to develop confidence, apply new knowledge and skills, and become increasingly independent learners.

5. Self-Review and Response to Feedback
Each lesson ends with time for pupils to review their own work using success criteria or checklists and respond to feedback. This encourages pupils to become reflective learners by identifying strengths, correcting errors, addressing misconceptions and deepening their understanding, while also providing teachers with valuable assessment information to inform future planning and teaching.

Impact

At Our Lady of Lourdes, we measure success not only in the skills and knowledge pupils develop, but in the kind of people they are becoming. We know our curriculum is working when our children:

• can talk confidently about what they have learned, using subject-specific scientific vocabulary
• show clear progress in scientific knowledge, enquiry and investigation skills
• can explain scientific concepts and use evidence to support their conclusions
• show competence in planning investigations, making observations and interpreting results accurately
• have acquired the knowledge and skills to build on in the next stage of their education
• approach scientific learning with curiosity, resilience and a desire to do their very best
• respond to scientific discoveries and environmental issues with curiosity, responsibility and respect
• understand how science helps us to understand and care for the world around us

How do we monitor and review the impact of science at our school?

The Science subject leader uses the following lines of enquiry to assess the impact of the Science curriculum:

• The profile of scientific exploration and enquiry in Early Years
• Opportunities for scientific investigation in the indoor and outdoor classroom environments in Early Years
• The quality of scientific enquiry and investigation across the school
• Science assessment data
• Evidence of the profile of science around our school
• Discussions with pupils and evaluations of their confidence and understanding in science
• Discussions with teachers
• Learning behaviour in science lessons
• Culture of curiosity and scientific enquiry across the school
• Opportunities for enrichment activities linked to science and STEM learning