Science
- Intent
Vision and Core Purpose
At Our Lady & St Edward’s, our Science curriculum nurtures inquisitive, curious learners who are eager to explore and understand the natural world. Rooted in our Catholic ethos, we empower pupils to appreciate the beauty and complexity of creation while developing a deep sense of stewardship for our planet.
Our curriculum is designed to develop:
- Inquisitive scientists who ask perceptive questions, formulate hypotheses, and seek answers through rigorous scientific investigation.
- Critical thinkers who evaluate evidence, analyze data, and draw well-reasoned conclusions.
- Environmentally conscious citizens who understand pressing real-world environmental issues—such as sustainability, climate change, deforestation, and renewable energy—and recognize their duty to care for our common home.
Inclusion and Accessibility (SEND and Disadvantaged)
Our curriculum is intentionally structured so that every child, including those with Special Educational Needs and Disabilities (SEND) and disadvantaged pupils, can fully access and achieve excellence in Science. We ensure equitable access through:
- Adaptive teaching strategies, visual scaffolding, and tiered practical enquiries.
- Explicit pre-teaching and ongoing reinforcement of essential scientific vocabulary and sentence stems to strengthen speech and language development.
- Multi-sensory exploration, concrete visual organizers, and hands-on investigation prior to abstract scientific reasoning.
- Implementation
Teaching Approach and Pedagogy
Science at Our Lady & St Edward’s is delivered through a high-quality, enquiry-based approach. Practical, hands-on investigations are embedded into every unit to ensure children actively 'work scientifically' across the key enquiry types: observing over time, pattern seeking, identifying and classifying, fair testing, and secondary research.
Key features of our teaching methodology include:
- Bespoke connected curriculum: Internally designed to align with the Early Years Foundation Stage (EYFS) Statutory Framework and National Curriculum, enriched with integrated Sustainability threads in every year group.
- Retrieval practice: Regular low-stakes review strategies (retrieval starters, key concept revisiting, and vocabulary recall) to secure knowledge into long-term memory.
- Structured progression: Systematic building of domain knowledge (biology, chemistry, and physics) and Working Scientifically skills from Early Years through to Year 6.
Curriculum Organization and Delivery
- Frequency: Science is taught through structured, dedicated half-termly units from Foundation 2 (EYFS) through to Year 6.
- Literature-led EYFS learning: Early Years pupils explore foundational scientific concepts through high-quality texts (e.g., Leaf Man, Farmer Duck, Winnie and Wilbur Under the Sea).
- Connected Sustainability Units: Every year group investigates real-world environmental themes alongside core statutory biology, chemistry, and physics units.
Resources and Extended Learning
- Practical Equipment: Classrooms are equipped with high-quality investigation tools including thermometers, data loggers, classification keys, electrical components, measuring equipment, and outdoor environmental spaces.
- Beyond the Classroom: Learning is extended through local habitat surveys, school grounds planting, educational visits, workshops, and interactions with STEM professionals to contextualize learning.
- Impact
Formative Assessment
Teachers continuously assess pupils' understanding during lessons to address misconceptions and adapt learning in real time:
- Retrieval practice starters and diagnostic questioning.
- Direct observation during practical enquiry and working scientifically tasks.
- Labelled diagrams, classification keys, concept maps, and pupil self-assessment prompts.
Summative Assessment
At the end of each unit and term, knowledge retention and enquiry competence are evaluated through:
- End-of-unit application tasks and structured synthesis activities.
- Pupil conferencing and learning conversations.
- Moderation against school Working Scientifically and domain progression grids.