“Still more mysteries of the universe remain hidden. Their discovery awaits the adventurous scientists of the future. I like it this way.”

Vera Rubin – Astronomer


  • At Clifton with Rawcliffe, the intent of our science curriculum is:
    • to support children to begin to understand the world around them
    • to build a secure base of scientific knowledge and conceptual understanding in our learners
    • to ensure our children have the ability to work and think like scientists, by developing their understanding of the nature, processes and methods of the subject
    • to build an understanding in our pupils of the relevance of science for our society today and into the future 


Through science, children begin to see how working together and recognising the values and beliefs of others  can have a positive impact on the world around us. 


The correct answer is not always readily apparent in science. Through learning to work like scientists, the children develop their resolve when faced with finding solutions to challenging problems. 


Pupils ability to complete enquiries and work like scientists is carefully scaffolded. As they progress through school, these scaffolds are removed to allow for an increasingly independent approach to conducting scientific enquiries. 


Children begin by being responsible for treating the science resources they handle in lessons with respect.  They also learn to care for the outstanding science areas found around the school such as our forest school, allotment, polytunnel and outdoor classrooms. As well as this, pupils learn to recognise our own human impact on the environment. 


Science lessons provide a vehicle through which pupils are able to develop values, behaviours and skills which will serve them both in the topic itself but also in the wider school context. Group work allows children to collaborate and provides them the chance to discuss and reflect on their own ideas and those of others.


  • All science teaching is driven by the National Curriculum (Y1-6) and Development Matters (EYFS)
  • Science has been carefully sequenced so that new learning and skills always build on prior knowledge 
  • Science uses clear progression documents that outline out the order of learning and contain the disciplinary and substantive knowledge, skills and vocabulary that children will need
  • We capitalise on our outstanding school site and ensure that science takes place across our outside spaces: the forest school, outdoor classrooms, orchard and playing fields are all utilised to develop our children’s understanding of the world around them  
  • We have invested as a school in high quality resources to support science teaching
  • We develop the science capital of our learners by allowing them to experience the subject outside of the lessons in their classrooms; this could be through science weeks, visits from local universities, taking part in after school clubs or science-themed school trips 


  • The intended impact is that:
    • Children will develop a secure understanding of each key block of knowledge they have covered 
    • Children will use the technical terminology of science accurately and precisely
    • Children will develop into independent, curious young scientists who ask questions and understand how they might approach answering these questions
    • Children will be engaged and motivated to study science in the next stage of their education