Learning & Support


At All Saints we believe that a high quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Science in our school is about developing children’s ideas and ways of working that enable them to make sense of the world in which they live through investigation, as well as using and applying process skills. By Nurturing Hearts and Inspiring Minds, the staff at All Saints ensure that all children are exposed to high quality teaching and learning experiences, which includes allowing children to explore their outdoor environment and locality, thus developing their scientific enquiry and investigative skills.



 In order to meet the aims of the National curriculum for Science and in response to the Ofsted Research review into Science, we have identified the following key strands:

● Scientific knowledge and understanding of:

  • Biology - living organisms and vital processes.
  • Chemistry - matter and its properties.
  • Physics - how the world we live in ‘works’.

● Working scientifically - processes and methods of science to answer questions about the world around us.

● Science in action - uses and implications of science in the past, present and for the future.

 All Saints’ Primary’s Science scheme is a spiral curriculum, with essential knowledge and skills revisited with increasing complexity, allowing pupils to revise and build on their previous learning. A range of engaging recall activities promote frequent pupil reflection on prior learning, ensuring new learning is approached with confidence. The Science in action strand is interwoven throughout the scheme to make the concepts and skills relevant to pupils and inspiring for future application. Cross-curricular links are included throughout each unit, allowing children to make connections and apply their Science skills to other areas of learning.

 Each unit is based upon one of the key science disciplines; Biology, Chemistry and Physics and to show progression throughout the school we have grouped the National curriculum content into six key areas of science:


Animals, including humans

Living things and habitats



Forces, Earth and space.

 Pupils explore knowledge and conceptual understanding through engaging activities and an introduction to relevant specialist vocabulary. As suggested in Ofsted’s Science research review (April 2021), the ‘working scientifically’ skills are integrated with conceptual understanding rather than taught discretely. This provides frequent, but relevant, opportunities for developing scientific enquiry skills. The scheme utilises practical activities that aid in the progression of individual skills and also provides opportunities for full investigations.

Lessons incorporate various teaching strategies from independent tasks to paired and group work, including practical, creative, computer-based and collaborative tasks. This variety means that lessons are engaging and appeal to those with different learning styles. Guidance for adapting the learning is available for every lesson to ensure that all pupils can access learning, and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit help to identify prior and future curriculum links to make the scheme as meaningful as possible and reinforce key technical terms.




 The impact of All Saints’ Science scheme can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives and any relevant scientific enquiry skills. Furthermore, each unit has a unit quiz and a knowledge and skills catcher, which can be used at the beginning and/or end of the unit to provide a summative assessment. Opportunities for children to communicate using scientific vocabulary will also form part of the assessment process in each unit.

 Pupils should leave school equipped with the requisite skills and knowledge to succeed in key stage 3 Science. They will have the necessary tools to confidently and meaningfully question and explore the world around them as well as critically and analytically experiencing and observing phenomena. Pupils will understand the significance and impact of Science on society.

 The expected impact of following the Science scheme of work is that children will:

 ● Develop a body of foundational knowledge for the Biology topics in the National curriculum: Plants; Animals, Including Humans; Living Things and Their Habitats; Evolution and Inheritance.

● Develop a body of foundational knowledge for the Chemistry topics in the National curriculum: Everyday Materials; Uses of Everyday Materials; Properties and Changes of Materials; States of Matter; Rocks.

● Develop a body of foundational knowledge for the Physics topics in the National curriculum: Seasonal Changes; Forces and Magnets; Sound; Light; Electricity; Earth and Space.

● Be able to evaluate and identify the methods that ‘real world’ scientists use to develop and answer scientific questions.

● Identify and use equipment effectively to accurately gather, measure and record data.

● Be able to display and convey data in a variety of ways, including graphs.

● Analyse data in order to identify, classify, group, and find patterns.

● Use evidence to formulate explanations and conclusions.

● Demonstrate scientific literacy through presenting concepts and communicating ideas using scientific vocabulary.

● Understand the importance of resilience and a growth mindset, particularly in reference to scientific enquiry.

● Meet the end of key stage expectations outlined in the National curriculum for Science.




(to be developed in all lessons)

Spiritual: Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.

Sharing moments of awe and wonder at the natural world and scientific processes.    Exploring and respecting different faiths and recognising that some people may have different views on evolution, space and other areas of the science curriculum. 

Moral: Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views. 

Making links to global warming, habitat loss for living things around the world and recognising the impact people can have on the natural world. 

Social: Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the 'British values' of democracy, the rule of law, liberty, respect and tolerance. 

Exploring scientific opportunities in our local area, making links to farming, the countryside and the way in which we can support our communities through innovation and understanding. 

Cultural: Appreciate cultural influences; appreciate the role of Britain's parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity



(to be developed in all lessons)

The core British Values are:

  •  Democracy
  • Rule of Law
  • Mutual Respect
  • Individual Liberty
  • Tolerance

Our science curriculum incorporates the awe and wonder of the world we live in. 

Working Scientifically
STEAM CLUB  Spring 2023
We finished off this year's block of Science Club activities with investigations into...
*Animal Adaptations
(including how polar bears insulate against the cold, and how ducks waterproof their feathers).
*Capillary Action
(walking water rainbows)
*Surface Tension
(letting the surface tension of the water draw dry wipe pictures up off the foil to the surface so they float!)
STEM CLUB Spring 2023
Mrs Legg's STEM Club kicked off to a great start this week!  
First the children worked in pairs to complete an Engineering challenge... what was the fewest number of paper cups they could stand on without them crumpling?   
There were some excellent suggestions of stacking the cups to reinforce them, and of spreading the load by placing a sheet of card on top of them.
After that, we explored light and reflection using the torches.   We used sweet wrappers to create some incredible colour combinations, created shadow puppets, and used mirrors to shine reflections across the room and hit targets.