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Science Curriculum Statement


The aims of teaching science in our school are in line with Development Matters for EYFS and the National Curriculum in KS1. 


By the end of Reception we aim to ensure that all pupils:

  • explore the natural world around them, making observations and drawing pictures of animals and plants;
  • know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;
  • understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

In KS1 we aim to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future

At Silvertrees Academy, science is planned to meet the needs of all of our children, giving them the opportunities to

Be the Best Scientist they can be”.



Our subject content in science is taught in line with the National Curriculum programme of study. In KS1 Science is taught weekly and in EYFS it is taught through the specific area of learning understanding of world and through play. Science is taught in line with the year group’s topic, but where this isn’t possible it is taught through standalone lessons. To ensure high quality science lessons are taught at Silvertrees, we have developed our own progression grids so that children are continually building on prior knowledge but also learning new skills and vocabulary throughout their science journey. The progression grids follow a Head, Hand, Heart format:


Head – depth of scientific knowledge in each area

Hand – the skills to apply the scientific knowledge and the skills of working scientifically

Heart – emotional intelligence to understand the importance that science has in our world. To appreciate and understand how to look after the world in which we live.


At the beginning of each topic, children will be asked what they already know and what they would like to know by the end of the topic. At the end of the topic, we revisit this so that staff and children can see how their learning has moved on. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. In each class, a ‘Learning Journey’ board is displayed for children to refer back to for key vocabulary and prior learning.

Our medium-term plans set out what we are teaching, vocabulary we would like the children to learn and how these lessons will be taught. Teachers will plan lessons using the progression grids and also based on their own classes learning and interests to ensure that lessons are engaging for our pupils. Planning is supported by the PLAN Science knowledge matrices. Teachers will continuously use assessment for learning in order to keep track of their pupils’ learning and to plan next steps which will be different for every child. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge.




Our science curriculum is practical, high quality, well thought out and is planned to demonstrate progression from EYFS through to Key Stage 1. We focus on progression of knowledge, skills and vocabulary which form part of the units of work.

We measure the impact of our science curriculum through the following methods:

  • Assessing children’s understanding of topic linked vocabulary before and after the unit is taught.
  • Summative assessment of pupil discussions about their learning.
  • Images and videos of the children’s practical learning.
  • Interviewing the pupils about their learning and encourage class discussions, group and paired work (pupil voice).
  • Revisiting previous topics to assess whether children remember prior learning.
  • Moderation staff meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
  • Annual reporting of standards across the curriculum.
  • Marking of written work in books.
  • Learning walks and lesson observations.

Sivertrees Academy Science Head, Hand, Heart progression