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Blessed Sacrament Primary School


Science Curriculum Map


At Blessed Sacrament Primary School our intention is to deliver a high-quality Science curriculum, providing pupils with the skills and knowledge to understand how Science shapes and influences the world they live in today. We use ‘SNAP’ Science which is a bespoke plan that accommodates our mixed cohort classes very well. We are striving to make the teaching of Science as creative, fun and practical as possible so that our pupils develop a love for learning and become inspired scientists! Science immerses children with experiences that engage their minds with natural phenomena. Our Curriculum sparks deep curiosity and inquisitiveness where children are compelled to ask questions such as ‘Why?’ and ‘How?’ It allows hands-on opportunities to conduct different forms of enquiry which stimulate creative and critical thinking. Our children develop positive attitudes and an increased understanding of the world that surrounds them. They gain an insight into the role of a scientist and appreciate the way science affects their future on a personal, national and global level. We aim to ensure that all pupils:

  •  Develop scientific knowledge through the specific disciplines of biology, chemistry and physics.
  • Develop skills in order to help them work scientifically.
  • Develop understanding of the nature, processes, and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.


To ensure our pupils receive a high-quality Science curriculum, we implement the following in our practices at Stone:

  • Science topics are taught in line with the National curriculum in KS1 and KS2.
  • In Early Years Foundation Stage (EYFS), Science is covered through ‘Understanding the world’.
  • We ensure our Science topics build upon progression of skills and knowledge.
  • We ensure lessons build upon pupils’ prior knowledge and skills taught in existing year groups/phases to consolidate and reinforce learning.
  • Effectively planned weekly science lessons and a ‘celebration of science work’
  • Scientific workshops/local educational visits to make rememberable experiences for our children.
  • We ensure our pupils have explicit teaching of the skills needed (question/predict/fair test/classify/grouping/find patterns in data when collecting and organising data) to conduct successful enquires and experiments.
  • Make relevant cross curricular links where necessary.
  • Build pupils vocabulary including working scientifically and collaboration.

Impact Monitoring and Assessment: 

Children should self-assess during individual lessons or group of lessons against the learning objectives and success criteria displayed by their teachers. Staff should assess the children’s work and progress using ongoing observations and marking throughout each lesson – this will inform future planning, ensuring that the children know what they are required to do next and that activities are appropriate to the learning needs of each child. Children in KS1 and LS2 are assessed against the learning outcomes highlighted in the National Curriculum. Children’s progress and attainment are reported to parents annually as part of a written report. In EYFS the children are assess against the EYFSP.

Equal Opportunities and SEN: 

All children in our school are valued. All lessons need to be carefully differentiated to ensure that all children’s needs are met. IEPs are written for children with specific needs, and they are supported through differentiation, both within class and in intervention groups (when appropriate). Class teacher’s use: additional resources; differentiated tasks and outcomes; and various teaching approaches to ensure that every child’s learning is support in the appropriate way. Use of ICT: As with all subjects, ICT should be used to inspire, support, consolidate and extend children’s thinking, knowledge, understanding and skills in science throughout the school. Use of the outdoors: As a school we strongly believe that the outdoors can enrich learning by providing experiences that promote personal growth, resilience, problem solving, and the ability acquire knowledge and understanding about the life processes and the world around them. As a result, we endeavour to use the outdoors where it will enhance the quality of teaching and learning for our students.