Science at Park

Statement of Intent


At Park Primary, it is our intention to recognise the importance of Science in every aspect of daily life. We give the teaching and learning of Science the prominence it requires. The Scientific area of learning is concerned with increasing pupils’ knowledge and understanding of our world, and with developing skills associated with Science as a process of enquiry. Science is a vehicle for developing the natural curiosity of the child, encouraging respect for living organisms and the physical environment and providing opportunities for critical evaluation of evidence. We intend to build a Science curriculum which develops learning and results in the acquisition of knowledge and build a Science curriculum which enables children to become enquiry based learners. At Park Primary we use the Snap Science scheme of work which is an enquiry lead scheme encompassing the expectations of the national science curriculum Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group. The key knowledge identified by each year group is informed by the national curriculum and builds towards identified phase ‘end points’ in accordance with NC expectations. Key skills are also mapped for each year group and are progressive throughout the school. These too ensure systematic progression to identified skills end points which are in accordance with the Working Scientifically skills expectations of the national curriculum. The curriculum is designed to ensure that children are able to acquire key scientific knowledge through practical experiences; using equipment, conducting experiments, building arguments and explaining concepts confidently. Opportunities for outdoor learning are provided through Park’s Forest School. Children are encouraged to ask questions and be curious about their surroundings and a love of science is nurtured through a whole school ethos and a varied and engaging  science curriculum.


Statement of Implementation

At Park we believe every child is a scientist and we promote a love of science through an engaging curriculum. Our whole school approach to the teaching and learning of science involves the following;


  • Existing knowledge is checked at the beginning of each topic, as part of an assessment task where children write what they know about key concepts based on key vocabulary.  This ensures that teaching is informed by the children’s starting points.
  • We build upon the knowledge 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.
  • Our lessons follow a structured approach where initially children are given the opportunity to explore concepts. At this stage children may ask questions about a concept or might develop the knowledge needed to carry out a scientific enquiry. During the enquiry phase of the lesson knowledge is developed through working scientifically. During the reflect and review stage of the lesson children get to reflect on their learning and consolidate what they have learned. 
  • Working Scientifically skills are embedded into lessons to ensure that skills are systematically developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in-keeping with the topics.
  • Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. 
  • Science learning is complemented at Park’s Forest School. Clear links have been made between the science curriculum and opportunities for outdoor learning. Topic related educational trips also serve to contextualise learning. 
  • At the end of each topic, children revisit the topic vocabulary task. Teachers use this as an  assessment tool to map progress, comparing what children knew at the beginning of the topic to what they know now. 

Year 5 Children carrying out a fair test involving air resistance.


Children exploring the benefits of robots in keyhole surgery during Science Week.