Dunn Street Primary School

Science Curriculum

Intent

Our science curriculum ensures that every child, regardless of background, need or starting point, develops curiosity, knowledge and practical enquiry skills through rich, hands-on experiences from EYFS to Year 6. We aim to:

  • Provide hands-on, enquiry-led learning so that children learn science through doing.
  • Develop strong scientific enquiry skills, teaching children how to question, test, measure, observe and evaluate like scientists.
  • Ensure that all pupils—including SEND, EAL and disadvantaged pupils—have equitable access to high-quality science experiences.
  • Promote STEM awareness, introducing children to real scientists, engineers and innovators and showing the relevance of science in everyday life.
  • Inspire children to understand the wide range of future STEM careers, raising aspirations and challenging stereotypes.
  • Sequence knowledge and skills progressively to build confidence and independence from EYFS exploration through to Year 6 systematic investigation.
  • Foster curiosity, awe and wonder about the natural world.

Implementation

 

  • Science is taught weekly using a well-sequenced, progressive curriculum across EYFS, KS1 and KS2.
  • EYFS promotes early scientific understanding through sensory exploration, outdoor learning and discovery play, aligned with Understanding the World.
  • KS1 and KS2 build on this foundation with structured enquiry involving prediction, testing, observation, measurement and evaluation.
  • Every unit includes meaningful practical science, ensuring active learning for all.
  • Pupils experience all five enquiry types:
    observing over time, pattern seeking, identifying and classifying, comparative/fair testing, and research.
  • Practical learning is scaffolded to ensure full accessibility:
    • EYFS: sensory-based exploration, open investigation, outdoor learning.
    • KS1: guided hands-on testing and simple observations.
    • Lower KS2: structured investigations with increasing independence.
    • Upper KS2: complex fair tests, accurate measurements and careful data handling.

We ensure all children succeed through:

  • Adaptive teaching and scaffolding (visuals, vocabulary support, equipment modelling, step-by-step guidance).
  • Targeted adult support while maintaining high expectations for every learner.
  • Celebrating diverse scientists and STEM role models to reflect the identities and backgrounds of all pupils.
  • Lessons include retrieval practice, explicit vocabulary teaching, direct instruction and hands-on enquiry.
  • Teachers model how to use scientific equipment safely and accurately.
  • Outdoor areas, workshops, visits and science days enhance learning for all pupils.
  • Formative assessment through questioning, discussion and observation during practical activities.
  • Summative assessments measure progress in both substantive knowledge and scientific enquiry skills.
  • Learning is captured in science books and floor books.

 

  • STEM and career awareness are woven throughout the curriculum by:

    • Highlighting how scientific concepts link to real-world STEM fields.
    • Introducing pupils to a wide range of STEM careers, such as engineers, ecologists, technicians, architects, doctors and environmental scientists.
    • Challenging stereotypes and ensuring every child sees science as “for them”.
    • Using STEM visitors, assemblies, virtual talks, local industry links and themed weeks.
    • Emphasising problem-solving, creativity and teamwork as core STEM competencies.

Impact

By the time pupils leave Dunn Street, they will:

  • Apply scientific enquiry skills confidently: asking questions, planning tests, gathering data, analysing results and drawing conclusions.
  • Use scientific vocabulary accurately and explain their thinking clearly.
  • Demonstrate curiosity, resilience and enthusiasm for hands-on science.
  • Understand that STEM is accessible to everyone, including themselves.
  • Recognise a wide range of STEM pathways and future careers, with raised aspirations for what they can achieve.
  • Transition to secondary school as confident, capable and motivated young scientists.

Impact is evaluated through: Pupil voice, lesson observations with a focus on hands-on enquiry, book/floor book scrutiny and assessment data.

 

science overview cycle a and b.pdf

 

 

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