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Science Intent, Implementation and Impact Statement

Curriculum Lead Teacher: Mrs Nicholson/Mrs Phelan

“For in him all things were created: things in heaven and on earth, visible and invisible, whether thrones or powers, or rulers or authorities; all things have been created through him and for him”

Colossians 1:16


At St Gabriel’s, we encourage children to be inquisitive throughout their time at the school, and beyond.  The Science curriculum 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.

Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group/Key Stage.  The key knowledge is informed by the National Curriculum and builds towards identified phase ‘end points’ in accordance with National Curriculum expectations.

Key skills are mapped for each year group/Key Stage and are progressive throughout the school.  These too ensure systematic progression to identified skills end points which are in accordance with the Working Scientifically skills expectations of the National Curriculum.

The curriculum is designed to ensure that children are able to acquire key scientific knowledge through practical experiences; using equipment, conducting experiments, building arguments and explaining concepts confidently.  Children are encouraged to ask questions and be curious about their surroundings and a love of science is nurtured through a whole school ethos and a varied science curriculum

St Gabriel’s science curriculum is planned so that:

  • Children develop a love of science and are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
  • Children are taught essential aspects of knowledge, processes and uses of science
  • Children are able to recognise the power of rational explanation
  • Children understand how science can be used to explain what is occurring, predict how things will behave and analyse cause and effect

And above all:

  • Children develop a sense of excitement and curiosity about natural phenomena
  • Children are taught how to raise questions, problem solve and answer questions
  • Children work with independence
  • Children are taught to communicate effectively
  • Children are taught how to be a ‘scientist’


Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in science.

Our whole school approach to the teaching and learning of science involves the following;

Science is taught in planned units of work across Key Stages on a 2-year cycle due to having mixed age classes.

  • Each new unit of work begins with a recap of the related knowledge from previous years. This enables children to retrieve what they have learnt in the earlier sequence of the programme of study, and ensures that gaps in knowledge are identified and taught, before new knowledge and concepts are introduced.
  • Key vocabulary for the new unit of work is also introduced and children are provided with a ‘Knowledge Organiser’, which will also be displayed in class.
  • Knowledge organisers provide the children and parents with an overview of knowledge that will be learnt during the unit of work, along with definitions of key vocabulary and accompanying visuals ensuring accessibility to all.  This approach also means that children are able to understand the new vocabulary when it is used in teaching and learning activities and can then apply it themselves when they approach their work.
  • Within all lessons, teachers plan a phase of progressive questioning which extends and promotes the higher order thinking of all learners. Questions initially focus on the recall or retrieval of knowledge.  Questions then extend to promote application of the knowledge in a new situation and are designed to promote analytical thinking, such as examining something specific.
  • Through our planning, we involve problem solving opportunities that allow children to apply their knowledge, and find out answers for themselves. Children are encouraged to ask their own questions and are 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 pupils regularly to identify those children with gaps in learning, so that all pupils keep up. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion (adaptive learning).
  • We build upon the knowledge and skill development of the previous years. As the children’s knowledge and understanding increases, they become more proficient in selecting, using scientific equipment, collating and interpreting results, and 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 that skills are systematically 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 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.
  • Children are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.
  • At the end of each topic, key knowledge is reviewed by the children and rigorously checked by the teacher and consolidated as necessary.


The successful approach at St Gabriel’s results in a fun, engaging, high-quality science education that provides children with the foundations and knowledge for understanding the world.

Our engagement with the local environment, including our own Forest School, ensures that children learn through varied and first hand experiences of the world around them.

Frequent, continuous and progressive learning outside the classroom is embedded throughout the science curriculum.  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 learn the possibilities for careers in science, as a result of our community links and connection with national agencies including the STEM association.  They learn from and work with professionals, ensuring access to positive role models within the field of science from the immediate and wider local community.

From this exposure to a range of different scientists from various backgrounds, all children feel they are scientists and capable of achieving. Children at St Gabriel’s enjoy science and this results in motivated learners with sound scientific understanding.

Science Gallery

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