Science
Science Curriculum at Bramber
Intent
At Bramber, we encourage children to be inquisitive throughout their time at school and beyond. The Science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes.
Our children will acquire and develop the key knowledge that has been identified within each unit and across each year group in the National Curriculum, as well as the application of scientific skills. These skills include; observing over time, pattern seeking, research, identifying and classifying, comparative tests and fair tests. They develop progressively across each year group, building upon previous learning.
We ensure that the science vocabulary is built-on and embedded throughout children’s time at Bramber so that they can apply it consistently throughout their lessons and beyond. The ambition for each child is to for them to ask scientific questions, be curious about their surroundings and use their knowledge and skills to develop methods of investigating their questions.
Implementation
At Bramber, children have weekly lessons in science throughout the school. In Early years, science is taught through the children learning by play. We use a range of teaching strategies, including practical investigations, discussion, and enquiry-based learning, to bring science to life and encourage deeper thinking.
Half-termly units based on the class topic build upon prior learning and enable consolidation and deepening of key concepts, so that children can apply their knowledge and skills more widely.
The learning objectives for each lesson should have a knowledge objective and a working scientifically objective.
We are committed to ensuring all pupils can access the science curriculum, including those with special educational needs and disabilities (SEND) and those from disadvantaged backgrounds. We achieve this through:
- Adapted resources (e.g., visual aids, simplified instructions, and hands-on learning opportunities).
- Additional support (e.g., small group work, adult guidance, and differentiated questioning).
Flexible approaches to ensure engagement and accessibility for all learners.
Impact
Each child should develop a love of science and use the skills learned to be curious, ask questions and explore the world. The knowledge that they have will lay the foundations which will prepare them for more in-depth science as they move to key stage three.
Assessment of Children’s Learning
Children’s progress in science is monitored through a combination of formative and summative assessments. These include:
- Regular observations, discussions, and questioning during lessons to gauge understanding.
- Analysis of work in science books and practical activities, focusing on scientific skills as well as knowledge.
- End-of-unit assessments or quizzes to identify retention and understanding of key concepts.
- Pupil voice interviews and learning walks to evaluate engagement and depth of learning.
Assessment outcomes inform teacher planning and are used to identify any gaps in knowledge or understanding early on.
Addressing Gaps in Knowledge
Where children are found to be struggling or have gaps in their scientific knowledge or skills, teachers provide targeted support through:
- Tailored interventions during or outside of lessons.
- Pre-teaching key vocabulary and concepts for learners who may need extra support.
- Additional opportunities for hands-on, exploratory learning to reinforce difficult concepts.
- Working closely with SENDCo to provide scaffolded resources or adapt teaching approaches where necessary.
We aim to ensure that all children, regardless of background or ability, leave each year with the scientific knowledge and skills expected for their age group.