Science at John Wilkinson Primary School and Nursery

At John Wilkinson, science is about curiosity, exploration, and discovery. Grounded in our school values of Passion, Ambition, Curiosity and Equity, our science curriculum empowers every child to think like a scientist – questioning, investigating, and making sense of the world around them.

We believe that every child is a scientist. Our curriculum nurtures curiosity from the earliest years, providing rich, hands-on experiences that develop both scientific knowledge and the skills needed to enquire, test, and explain. By combining practical investigation with high-quality instruction and structured vocabulary development, pupils gain a deep understanding of how science shapes their lives and our world.

Science also plays a vital role in supporting SEND, and disadvantaged pupils. Through adapted teaching, practical enquiry, and a strong focus on vocabulary and oracy, every learner is given the opportunity to access deep challenge, make connections, and achieve success. High expectations are held for all, recognising that additional need or disadvantage does not limit curiosity, understanding, or potential.

Intent

Our intent is to ignite a lifelong love of science and equip children with the knowledge, skills, and confidence to think critically and creatively. Science at John Wilkinson develops the foundations for understanding the world through carefully sequenced learning in biology, chemistry, and physics, combined with opportunities to work scientifically.

Through practical enquiry, real-world connections, and reflection, pupils build a secure understanding of key scientific ideas and how these relate to the wider world. They learn to observe, question, predict, test, and evaluate – developing the resilience and curiosity that underpin all learning.

Aims and Principles

• Curiosity and enquiry: Pupils are encouraged to ask questions, make predictions, and test their ideas through observation, research, and fair testing.
• Knowledge and understanding: Learning builds on prior knowledge, ensuring concepts are revisited and deepened over time.
• Practical application: Pupils learn through hands-on, immersive experiences that develop investigative and analytical skills.
• Scientific literacy: We embed precise vocabulary so pupils can articulate ideas, explain findings, and reason scientifically.
• Real-world connections: Science is made meaningful through links to everyday life, sustainability, and careers in STEM – inspiring future innovators.

Implementation

We use the CUSP Science curriculum, which provides a well-sequenced, knowledge-rich approach to building both substantive knowledge (what scientists know) and disciplinary knowledge (how scientists work). Learning is cumulative and connected, helping pupils secure long-term understanding.

Building on Prior Knowledge

Science learning begins in the Early Years Foundation Stage through hands-on exploration of the natural world. These experiences are revisited and deepened through Key Stages 1 and 2, where each new unit builds on what has come before. For example, children who study “Animals, Including Humans” in Year 1 extend that understanding to explore human biology and life processes in later years.

Curriculum Structure and Sequencing

Our science curriculum is structured around the three scientific disciplines: biology, chemistry, and physics. Learning is broken into coherent chunks to reduce cognitive load and strengthen connections. Pupils become more expert with each study, building conceptual depth and scientific fluency.

Knowledge Notes and Knowledge Organisers

Each lesson is supported by Knowledge Notes summarising key learning and vocabulary, and each unit by a Knowledge Organiser that maps the big ideas and core concepts. These help pupils recall, review, and connect knowledge across topics.

Retrieval and Low-Stakes Quizzing

Cumulative low-stakes quizzes are used regularly to strengthen retrieval, reinforce prior learning, and ensure long-term retention. Teachers use these to identify misconceptions and plan responsive teaching.

Addressing Misconceptions

Misconceptions are explicitly identified and addressed throughout the curriculum. For example, in electricity, pupils explore how energy is transferred rather than “used up.” Structured questioning, visual models, and practical demonstrations ensure conceptual accuracy and secure understanding.

Working Scientifically

Disciplinary knowledge – knowing how to do science – is developed through enquiry types such as:
• Observing over time
• Identifying and classifying
• Pattern seeking
• Research
• Fair and comparative testing

Through these, pupils learn to collect, record, analyse, and evaluate evidence, applying their knowledge to real-life contexts.

Science in Context

Science at John Wilkinson extends beyond the classroom. Pupils learn about significant and diverse scientists past and present, explore current global challenges such as sustainability and climate change, and take part in British Science Week, workshops, and STEM enrichment projects.

Equity and Inclusion: RADY, SEND, and Disadvantaged Pupils

Science at John Wilkinson is ambitious and inclusive. Lessons are carefully adapted so that all pupils – including those with SEND and those identified through RADY or as disadvantaged – can access high challenge and achieve success.

Teachers use strategies such as pre-teaching of vocabulary, scaffolding, targeted questioning, and clear visual models to ensure accessibility and depth of understanding. Practical enquiry and peer discussion allow all pupils to demonstrate their thinking, whether through talk, recording, or hands-on investigation.

We believe that all pupils should experience high expectations, meaningful challenge, and opportunities to excel in science. Support is provided where needed, but curiosity, capability, and ambition are championed for every learner.

Impact

Our science curriculum creates confident, curious, and knowledgeable young scientists who can think critically and apply their learning beyond the classroom.

Pupils develop secure and connected knowledge:
They leave each year group with a coherent understanding of key scientific ideas, building on prior knowledge through cumulative teaching, Knowledge Notes, and retrieval practice.

Pupils think and work like scientists:
They hypothesise, test, observe, record, and analyse confidently, using accurate vocabulary and reasoning to draw conclusions.

Science learning is inclusive and aspirational:
All pupils – including those with SEND, disadvantaged backgrounds, and those identified through RADY – are challenged and supported to succeed. Diverse scientists are studied to broaden aspirations and challenge stereotypes.

Science is relevant and inspiring:
Pupils understand the importance of science in everyday life – from medicine to technology – and see themselves as future problem-solvers, innovators, and changemakers.

Monitoring includes lesson visits, book looks, and pupil voice interviews to evaluate how effectively knowledge is remembered and applied.

Science planning and progression documents: