Science Statment of Intent

At Prospect Hill Junior School, our science curriculum is designed to ignite children’s natural curiosity and inspire them to explore the world around them. We aim to develop pupils’ understanding of how and why things happen, nurturing inquisitive minds that ask thoughtful, scientific questions.

Through a carefully sequenced curriculum, we support children in building both substantive knowledge—their understanding of key scientific concepts, laws, theories, and models—and disciplinary knowledge—their understanding of how scientific knowledge is established and refined through enquiry and evidence.

We aim for our pupils to think and work like scientists: to observe, question, investigate, analyse, and draw conclusions based on evidence. By doing so, we will help to develop a deeper appreciation of how science shapes their lives and influences the wider world—past, present, and future.

Our science cirriculum aims to ensure that all children:

•   Develop scientific knowledge and conceptual understanding of the disciplines of biology, chemistry and physics

• Appreciate the contributions of significant scientists and understand the impact of their discoveries

• Ask relevant scientific questions and plan investigations to test their ideas

• Use scientific equipment accurately and safely, making precise measurements and observations

• Collect, record, present, and evaluate data to identify patterns and draw evidence-based conclusions

• Work collaboratively and respectfully, sharing ideas and findings effectively

• Are able to make informed decisions about the uses and implications of science, both today and in the future

Through this approach, we aim to foster confident, reflective learners who view science not just as a subject, but as a vital part of understanding and improving the world around them.

Our science topics

Each year group has 6 areas of learning for science, as follows:

Year 3:

Rocks and soils

Bones and muscles

Light and shadows

Magnets

Trees and plants

Healthy eating

Year 4:

Sound

Electricity

Teeth

Digestion

Solids, liquids & gases

Food chains

Year 5:

Reversible changes

Irreversible changes

Dissolving

The solar system

Forces

Reproduction

Year 6:

Light

Electrical circuits

Blood and circulation

Adaptation

Classifying living things

Evolution

Teaching Sequences

Teaching sequences have been carefully planned for every unit of work - so that our children can develop the substantive knowledge and disciplinary knowledge needed for Key Stage 2. We consider previous learning so that children can build on what they know. We think about the vocabulary they will need to understand and use and this is explicitly taught in lessons.