Our Science Curriculum (Intent)
Our bespoke science curriculum at Springhead is ambitious, inclusive and rich in both scientific knowledge and skill development. It nurtures curiosity, promotes problem‑solving and inspires future thinkers, while fully meeting the expectations of the EYFS Framework and the National Curriculum.
Practical learning is deliberately sequenced so that pupils secure the foundational knowledge needed to make sense of their investigations. This ensures that practical work is purposeful and meaningful, giving pupils regular opportunities to rehearse and retrieve prior learning as they apply it in new contexts.
Our full Science Policy can be accessed using the link below.
Science Dashboard Documents
Each year group has its own Science Dashboard Document, which provides a clear overview of what pupils will learn in science and how learning is structured across the year. Each document brings together the following elements:
- Programme of Study – an overview of the scientific knowledge (what pupils will know), enquiry types and ‘working scientifically’ skills (what pupils will be able to do) that will be taught throughout the year.
- Small‑Step Learning Sequences and Knowledge Builders – detailed, step‑by‑step progression of component knowledge and key vocabulary for every unit (e.g., plants, forces), ensuring pupils develop secure understanding through manageable chunks of learning.
- Core Investigations – the practical enquiries we commit to delivering as pupils move through our school, outlining what they will investigate, the skills they will use and how these investigations build conceptual understanding.
- Suggested Lesson Sequences – example lesson‑by‑lesson guidance showing how units could be taught, including BAD (Basic/Advancing/Deep) statements to support in‑lesson assessment.
- Cross‑Curricular Links – ways in which science learning connects to maths, English, geography, art and other subjects.
- Pupil Reference Sheets and Assessment Materials – pupil‑friendly knowledge organisers and end‑of‑unit assessments to support retrieval and measure understanding.
- Common Misconceptions – guidance on concepts pupils may find difficult, helping teachers identify and address misunderstandings early.
Year 1 Science Dashboard Document
Year 2 Science Dashboard Document
Year 3 Science Dashboard Document
Year 4 Science Dashboard Document
Year 5 Science Dashboard Document
Year 6 Science Dashboard Document
Lesson Pathway
Every science lesson begins with an opportunity for pupils to retrieve, revisit and consolidate prior learning—this is our Smart Start. These questions draw on:
- What pupils learned last lesson
- What pupils learned in the last unit
- What they learned the last time they studied the current unit (last link)
- What they learned last year
Lessons then move into a discussion of the learning journey, including the learning objective and BAD statements, which outline the depth at which pupils will engage with new content.
Key vocabulary is introduced before new learning is modelled using our ‘I Do – We Do – You Do’ structure, with low‑stakes quizzing interwoven throughout to support assessment and retrieval.
Assessment
Our approach to assessment aims to give timely feedback that moves learning forward. We use both formative and summative assessment to evaluate pupils’ understanding, knowledge and skills. This includes:
- Smart Start activities
- Live marking and feedback during independent tasks
- Class discussions
- Targeted questioning
Teachers also make summative judgements at the end of each unit, considering both substantive knowledge and pupils’ ability to work scientifically.
In Year 2 and Year 6, teachers also submit statutory end‑of‑key‑stage teacher assessment judgements, and these are shared with parents and carers.