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At Wilbury Junior School, our intent is to give every child a broad and balanced Science curriculum which enables them to confidently explore and discover the natural world around them. We have a focus on practical learning to develop the children’s natural curiosity and scientific thinking, preparing them for the opportunities, responsibilities and experiences of later life.





At Wilbury, science topics are taught within each year in accordance with the National Curriculum.

Every year group will build upon the learning from prior year groups therefore developing depth of understanding and progression of skills.

Teachers promote enjoyment and foster interest of the scientific disciplines; Biology, Chemistry and Physics.

Planning Overviews layout the key areas to be covered in each unit (linking back to the National Curriculum). They detail how to challenge the more able pupils (aiming higher) and support pupils who need extra support(Helping hand). 

At least once in each unit, children are given the opportunity to carry out an investigation where they can explore, question, predict, plan, and observe as well as conclude their findings.

Children present their findings and learning using science specific language, observations and diagrams.

In order to support children in their ability to ‘know more and remember more’ there are regular opportunities to review the learning taken place in previous topics as well as previous lessons, developing pupils' ability to store facts and skills in their long term memory. 

At the start of each topic, children will review previous learning and will have the opportunity to share what they already know about a current topic.

Children are given a knowledge organiser at the start of each topic which details some key science curriculum statement information and vocabulary. 

‘Working Scientifically’ skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career, and new vocabulary and challenging concepts are introduced through direct teaching. 

Teachers demonstrate how to use scientific equipment, and the various ‘Working Scientifically’ skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and expert visitors.

Effective CPD and standardisation opportunities are available to staff to ensure high levels of confidence and knowledge are maintained.

Effective use of education visits and visitors are planned, to enrich and enhance the pupil’s learning experiences within the Science curriculum.

Links with Secondary schools allow pupils hands-on experience with equipment not available in the Primary setting. 

Effective modelling by teachers ensures that children are able to achieve their learning intention, with misconceptions addressed within it.

Through using a range of assessment tools, differentiation is facilitated by teachers, to ensure that each pupil can access the Science curriculum.

Pupils are regularly given the opportunity for self or peer assessment, which will then be used to inform planning, preparation, differentiation and address misconceptions within that lesson, or for the next lesson.

Pupils are assessed at the end of each unit against the National Curriculum objectives. This takes place at the end of each half term. The grade boundaries are SigB, BLW, EXS & GD.







The impact of this curriculum design will lead to outstanding progress over time, across the key stage, relative to a child’s individual starting point and their progression of skills. Children will therefore be expected to leave Wilbury reaching at least age related expectations for Science. Through various workshops, trips and interactions with experts our Science curriculum will lead pupils to be enthusiastic science learners and understand that science has changed our lives and that it is vital to the world’s future prosperity. We want to empower our children so they understand they have the capability to change the world. This is evidenced in a range of ways, including pupil voice, their work and their overwhelming enjoyment for science.