Science Curriculum


Implementation Impact

At Roade Primary School, our science teaching promotes ambition, creativity, diversity and knowledge through an engaging curriculum. We aim to foster diversity so that all children learn more and remember more.  

In science, children are taught to be ambitious about developing their knowledge of natural phenomena, the process of understanding the world around them and the use of scientific enquiry skills. This is underpinned by scientific terminology that builds on prior language development within the subject. 

Pupils will be encouraged to work creatively, improving original ideas by working together, independently, to continually question, discuss, engage and reflect throughout using enquiry learning.  

Our curriculum follows the National Curriculum Science Programmes of Study: children will learn about plants, animals including humans, materials, seasonal change, habitats, rocks, light, forces, states of matter, sound, electricity, Earth and space and evolution and inheritance. 

In Early Years. Our children are encouraged to explore science through different resources using a variety of natural materials found in school and at home, fostering an early acquisition of knowledge. This time is used to develop scientific vocabulary introducing experiences of phenomena the children will learn about in later year groups.

Children have weekly science lessons throughout Key Stage 1 and 2. Additional opportunities are provided in science, using the school grounds, local environment and educational visits.

Science will be taught in planned and arranged topic blocks by the class teacher. This is a strategy to enable the achievement of a greater depth of knowledge.

Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children can achieve high standards. Our whole school approach to the teaching and learning of science involves the following:

  • Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, they assess children regularly to identify those children with gaps in learning, so that interventions can be used.
  • We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
  • Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career with new vocabulary and challenging concepts introduced through direct teaching. This is developed through the years, in-keeping with the area of study.
  • Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills to embed scientific knowledge. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning.
  • We use problem solving opportunities that encourage children to ask their own questions and opportunities to use their scientific skills and research to discover the answers.
  • Science road maps are used by pupils to help children know where their learning fits, building upon previous knowledge, preparing them for the next steps and in knowing more.
  • We promote knowledge and vocabulary for working scientifically using knowledge organisers. Knowledge organisers alongside the learning road map and progression maps are used by teachers to understand what children already know and how they are adding to pupils’ knowledge.
  • The science curriculum and its delivery is monitored by the subject leader through observation, pupil voice, book monitoring and checking pupil progress. Staff are supported where needed to further enhance the teaching and learning within science.

We believe that science knowledge and understanding is embedded through working scientifically to develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics. By focusing on the key features of scientific enquiry children can use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry include observing over time, pattern seeking, identifying, classifying and grouping; comparative and fair testing (controlled investigations) and researching using secondary sources.




Our Science Threads

Below are the threads to our science curriculum, to ensure the children progress their skills throughout their time at Roade Primary School:

  • Working Scientifically
  • Animals, Including Humans
  • Living Things and their Habitats
  • Plants
  • Forces and Magnets
  • Materials
    • Everyday Materials
    • Uses of Everyday Materials 
    • Properties and Changes of Materials
  • States of Matter
  • Light
  • Electricity
  • Seasonal Changes
  • Rocks
  • Sound
  • Earth and Space
  • Evolution and Inheritance



At Roade Primary School we study science as part of our continuous provision within EYFS. 

Science is then studied through a timetabled lesson once a week from years 1 to 6.


Our 'Science Road', detailing the topics studied through the primary curriculum here at Roade:

Below are the knowledge organisers for each of the projects listed above, if you would like to find out anymore information:

Year 1: Everyday Materials

Year 1: Human Senses

Year 1: Seasonal Changes

Year 1: Plant Parts

Year 1: Animal Parts

Year 2: Human Survival

Year 2: Habitats

Year 2: Uses of Materials

Year 2: Plant Survival

Year 2: Animal Survival

Year 3: Animal Nutrition and the Skeletal Systems

Year 3: Forces and Magnets

Year 3: Rocks

Year 3: Plant Nutrition and Reproduction

Year 3: Light and Shadows


Year 4: Food and the Digestive System

Year 4: Sound

Year 4: States of Matter

Year 4: Habitats

Year 4: Grouping and Classifying

 Year 4: Electrical Circuits and Conductors

Year 5: Forces and Mechanisms

Year 5: Earth and Space

Year 5: Living Things and Their Habitats

Year 5: Human Reproduction and Ageing

Year 5: Properties and Changes of Materials

Year 6: Circulatory System

Year 6: Electrical Circuits and Components

Year 6: Living Things and Their Habitats

Year 6: Light Theory

Year 6: Evolution and Inheritance


If you have any questions about our science curriculum, please contact your child's teacher or our science subject lead.