As scientists, our INTENT is:

At St Alban’s Primary School, we believe that an engaging Science curriculum will develop children’s love of discovery of the world around them. We aim to inspire an appreciation of the biological, physical and chemical elements of our surroundings.  We recognise the importance of nurturing a culture where children take pride in the results of their enquiries, and how they have recorded their findings. We believe that children need to develop a secure grasp of skills and knowledge in Science; following a clear pathway of progression as they advance through the primary curriculum.

And we IMPLEMENT this by:

The science curriculum is implemented in line with the National Curriculum, ensuring full coverage of biology, chemistry, and physics while building knowledge progressively across each key stage. Learning is organised into carefully sequenced learning quests that begin with activating prior knowledge and introducing key vocabulary, before developing substantive and disciplinary knowledge through practical experiences. Each learning quest is structured around meaningful scientific questions, allowing pupils to explore concepts in depth, revisit ideas, and make connections over time. Teachers use consistent approaches to modelling, questioning, and assessment to support pupils in remembering more and applying their learning with increasing confidence.

Scientific enquiry is at the heart of curriculum implementation, with pupils regularly planning and carrying out investigations, observing over time, identifying and classifying, pattern seeking, and researching using secondary sources. Inclusive teaching strategies ensure all pupils can access and succeed in science learning, including clear scaffolding, adapted resources, and opportunities for hands-on exploration. Learning quests are designed to engage and challenge all learners, promoting curiosity, collaboration, and resilience, while providing appropriate support and stretch where needed. Through these approaches, pupils develop the skills and understanding required to think and work scientifically, preparing them for future learning and real-world scientific contexts.

The IMPACT of this is:

The impact of our science curriculum is that pupils leave our school as knowledgeable, curious, and confident scientists who can clearly explain their learning and apply it to real-life contexts. We know our science provision is effective because pupils can articulate what science is, what they are learning, and how it builds on prior knowledge across learning quests. Learning quest books show clear progression in scientific knowledge and enquiry skills, with evidence of practical investigations, accurate use of scientific vocabulary, reflection, and developing understanding over time.

Teachers use assessment effectively to identify misconceptions, adapt teaching, and ensure strong progress for all pupils. Pupil voice demonstrates high levels of engagement, enjoyment, and curiosity, particularly during hands-on investigations and enquiry-based learning. Behaviour and attitudes in science lessons are consistently positive, with pupils showing resilience, collaboration, and increasing independence when working scientifically.

All pupils, including disadvantaged and SEND learners, make good progress from their starting points through inclusive teaching, appropriate scaffolding, and practical learning opportunities. Science is clearly visible and valued across the school and contributes to pupils’ understanding of the world around them, developing critical thinking, problem-solving skills, and an appreciation of the role of science in everyday life and future careers.

Governors, through the Governor Visit Plan and Subject Leader Reports, evaluate the work of the science leader in ensuring that the quality of teaching and learning across the school is effective for all pupils. They ensure that pupils are ready for transition to secondary school and are equipped with the skills to flourish and succeed as caring individuals.