Science Curriculum Intent

Science is a priority. It has changed the world we live in and the way we live in it. Everyday

decisions increasingly require British citizens and policy makers to be scientifically literate.

Ever more employers demand a high-quality STEM education from prospective candidates

in sectors where job satisfaction and pay are high. Yet Britain increasingly lacks the skills to

fill these jobs.

The science curriculum offer is rooted in a conviction to address social disadvantage,

promote social mobility and deliver social justice. To prepare all of our pupils with the

foundations of curiosity, skills and knowledge to make informed decisions, be prepared for

success in and enthused about their Secondary science education and to follow future

employment opportunities as confident learners – actively contributing to society and living

fulfilling lives that are underpinned by a thirst for knowledge and love of learning.

The science curriculum is planned and sequenced so that new knowledge and skills build

upon what has been taught before, and towards well-defined end-points. The Early Years

Foundation Stage encourages pupils to be curious and to ask questions – stimulating a

sense of excitement about natural phenomena and developing the foundations of scientific

enquiry. Key Stage 1 builds upon these foundations – empowering pupils to use the

methods of science to independently/practically investigate questions and develop their

understanding of scientific ideas - preparing them for Key Stage 2. During Key Stage 2,

pupils gain highly facilitated lessons that allow them to master the investigative skills and

scientific knowledge that will facilitate a lifetime of asking questions, being curious and


Pupils are taught wider Skills for Life - to make mistakes, become resilient to failure and

thrive on challenge. They develop, broaden and deepen their mathematical knowledge,

skills and understanding, their scientific vocabulary and oracy/reading skills – expressing

scientific concepts clearly and precisely. They know how to self-regulate their behaviour,

keep themselves and others safe and have an understanding of the fundamental British

values/protected characteristics.

These opportunities are closely linked to the lives of pupils, embedded in real world STEM

contexts (local, national and global) and explicitly linked to knowledge, skills and

understanding passports (e.g. an Engineers passport) - to provide an appreciation of the

importance and application of the scientific knowledge, conceptual understanding and the

nature, processes and methods of science.