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What does Science look like at Highweek?



We are raising the profile of science at Highweek by providing a consistent, progressive, vocabulary rich curriculum that has been built on prior learning with clear outcomes. We provide practical, hands-on experience, ensuring the interplay between ‘Substantive Knowledge’ and ‘Disciplinary Knowledge’ within the science curriculum. We strive to increase science capital of pupils by personalising, localising and broadening their experiences, as the more science capital a child has, the more likely they are to continue with science in the future.

We ensure that children’s scientific dialogue and thinking is recorded through different mediums, not just through written work. We incorporate the 5C’s (collaboration, challenge, connection-making, curiosity & creativity) in to our science planning and delivery of the science curriculum across all key stages. We endeavour to promote the link between science and current environmental issues in the world today. We incorporate a wide variety of assessment tools to ensure effective assessment of science across the key stages. Ultimately, we aim for our children at Highweek to leave with rich scientific vocabulary, be equipped with knowledge, have a real awareness of environmental issues affecting their world today and be curious, collaborative risk takers.



At Highweek, Science topics are taught within each year group in accordance with the National Curriculum.

  • Each year group builds 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.

  • Science is taught in planned, progressive, sequenced, weekly sessions with a strong focus on new vocabulary.

  • Planning involves teachers creating practical, engaging lessons with opportunities for precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning.

  • The progression of both ‘Substantive Knowledge’ and ‘Disciplinary Knowledge’ are developed through the year groups. There is interplay between ‘Substantive Knowledge and ‘Disciplinary Knowledge’.

  • Effective CPD 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, such as National Science week and Planet Action, who are supporting our Eco Club progression.

  • Teachers use highly effective assessment for learning in each lesson to ensure misconceptions are highlighted and addressed.

  • 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.

  • Cross-curricular links are planned for, with other subjects such as Maths, English and Computing.

  • At Highweek, teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science.

  • Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom.



The successful approach to the teaching of science at Highweek results in a fun, engaging, high quality science education, that provides children with the foundations for understanding the world that they can take with them once they complete their primary education. So much of science lends itself to outdoor learning, and so we provide children with opportunities to experience this. The impact of this curriculum design will lead to outstanding progress over time, across key stages, relative to a child’s individual starting point and their progression of skills. Children will therefore be expected to leave Highweek 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.

Progression of skills

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