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The long term plan for Early Years follows the Development Matters and EYFS profiling and is taken from ‘Understanding the World’. The years 1 to 6 in school, have topics as detailed in the Science Long Term Plan.  This plan has been developed on a two year rolling programme which ensures that all children cover all areas of the National Curriculum.

The science topics are split up into different areas;

KS1- Plants, Animals includes: humans, Everyday materials, Seasonal changes, Living things and their habitats, Uses of everyday materials.

KS2- Plants, Animals includes: humans, Rocks, Light, Forces and magnets, Living things and their habitats, States of matter, Sound, Electricity, Properties and changes of materials, Earth and space, Evolution and inheritance.


To facilitate access to the curriculum for all children, class teachers differentiate work according to their class’s needs. This differentiation provides the children with work matched to their needs such as additional adult support, the material resources used or by the expected outcome of the work. KS2 teachers organise the children by ability groups therefore SEN and A & T children can be provided for by the above examples.  Details of differentiation are outlined in short term planning.  Also, children with EAL are supported.


The individual and group needs of pupils with Special Educational Needs are provided with full access to the curriculum through a differentiated approach.  However, AG&T children can be taught through investigations which create independent learning and questioning therefore develops their thinking skills further. 


As part of our science lessons we use Explorify which is curriculum linked and are used throughout the whole curriculum.  Explorify activities can help children practise and improve key skills they need for science enquiry.  Big Questions, Problem Solvers and Mission Survive activities provide a range of opportunities to develop key skills. We assess Working Scientifically using TAPS assessments. We learn about diversity in science. In each block of knowledge we teach the children about the diverse range of scientists and people who work in a science related job using Why and How? Primary Science Teaching Trust.



Science fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living.

We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Science is taught through a thematic approach from Early Years through to Year 6.  In Early Years Foundation Stage the essential skills in science are taken from ‘Development Matters’ and is called ‘Understanding the World’.   When the children reach National Curriculum expectations in Year One to Year Six the skills are taken from the ASE - The PLAN primary science assessment, which show the development and progression of each year group and Key Stage.  This has been adapted to the unique class set up within our school. Resources are stored centrally in the school’s resource room and are organised by topics and scientific equipment.



Teachers and Teaching Assistants 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. We aim to teach two hours of science per week. Our whole school approach to the teaching and learning of science involves the following:

  • Science will be taught in planned and arranged topic blocks by the class teacher, to have a project-based approach. This is a strategy to enable the achievement of a greater depth of knowledge

  • Through our planning, we involve problem solving opportunities that allow children to find out for themselves. 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. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up

  • We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.


Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in-keeping with the topics.

  • Teachers and Teaching assistants demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.
  • Resources are stored centrally in the school’s resource room and are organised by topics and scientific equipment
  • Learning has been sequenced by class teachers in each setting, allowing for as many cross curricular links as is possible.  We focus on scientific vocabulary at the beginning of each lesson.  That vocabulary is displayed on a Science Working Wall.  We assess vocabulary at the beginning and end of each block of learning to ensure progress.



We provide a fun, engaging, high-quality science education, that provides children with the foundations for understanding the world. Our engagement with the local environment ensures that children learn through varied and first hand experiences of the world around them. So much of science lends itself to outdoor learning and so we provide children with opportunities to experience this. Through various workshops, trips and interactions with experts, children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity.

 Children at St Augustine’s overwhelmingly enjoy science and this results in motivated learners.