Science should….

“…inspire a sense of excitement and curiosity in children so that they ask questions that fuel explorations and investigations about the universe we live in.”

Mrs Mann (Science Lead)



At St Botolph’s Primary School, we believe the Bible shows us that the world was created specially and we, ourselves, are part of it. Therefore, the intent of our Science curriculum is to allow our naturally curious and inquisitive children to develop scientific knowledge and conceptual understanding and practical skills, which stimulate them to understand the uses and implications of science, today and in the future.

We encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence. Through building up a body of key foundational knowledge, vocabulary and concepts, pupils will be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.

We encourage children to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

We ensure that all children are exposed to high quality learning and teaching, which allows children to explore their outdoor environment and locality, thus developing their scientific enquiry and investigative skills.

Our science curriculum builds upon ‘hands on’ practical lessons. Children are encouraged to think about their own understanding of the world; to ask questions and to explore ways in which these questions can be answered through investigation.

Implementation – The Big Ideas

Within the Science curriculum, we focus on 7 big ideas:

Investigation: children ask and answer scientific questions about the local and wider world through a range of enquiries drawing conclusions from their findings.

Place: describe a range of local habitats and habitats beyond the locality making comparisons to the changes in environment due to human and natural influences.

Nature: learn how plants and animals (including humans) adapt to their environment for survival. Children learn about the characteristics and purpose of the human body.

Humankind: children learn about the need for a healthy lifestyle and its impact on the body.

Materials: children compare, describe, and group everyday materials; learning about solids, liquids, and gases; the properties of materials and their uses.

Comparison: children compare, group, and investigate materials including the volume and pitch of sounds; shadows made by different objects; water and air resistance; friction and how components work in electrical circuits.

Processes: children identify, demonstrate, and compare reversible and irreversible changes; learn about natural phenomena (force and gravity); describe the water cycle and seasonal changes; and how fossils are formed.

The National Curriculum provides a structure and skill development for the science curriculum being taught throughout the school, which is taught through themed topics and/or discrete units. We provide all children with a broad and balanced science curriculum.

Children are taught how to make predictions, plan investigations, keep tests fair, use equipment safely, measure and record their results, draw conclusions, and present their results using a range of methods to communicate their scientific information, including I.C.T., diagrams, graphs, and charts.

How we assess knowledge and understanding

Skills and knowledge within the curriculum are separated into ‘Milestones’. Each Milestone contains a range of descriptors that support the children’s progression within the subject. Download the ‘Milestones’ document to see the skills expected within each milestone.



The successful approach at St Botolph’s results in a fun, engaging, high-quality science education, that provides children with the foundations for understanding the world. Our engagement with the local environment ensures that children learn through varied and first-hand experiences of the world around them. So much of science lends itself to outdoor learning and so we provide children with opportunities to experience this. Through different avenues (forest school, workshops, trips, and interactions with experts) children have the understanding that science has changed our lives and they learn about the possibilities of careers in science and that it is vital to the world’s future prosperity.

We ensure children not only acquire the appropriate age-related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives.