“Science is not just about knowledge, it’s about curiosity and wonder.” Lawrence M Krauss
Science provides the foundation for understanding the world around us. It can not only teach pupils about the world they live in, but also how to study it and make sense of various phenomena. As such, it is a fundamental aspect of all children’s learning.
The teaching of science at Great Tew aspires to create Scientists who challenge their own thinking and the thinking of others and so develop a persistent curiosity. Our curriculum is planned so that pupils progressively build on learnt scientific knowledge and skills. We aim to ensure that children have a high level of science capital, with meaningful experiences which promote positive attitudes. We strive to inspire life-long interest and engagement with the subject. Pupils regularly have the opportunity to apply skills with increased independence, raising questions and recognising ways in which they might scientifically answer questions and understand the uses and implications of science, today and for the future.
We follow the Cornerstones curriculum for science, on a two year cycle, and children develop and build on their scientific knowledge and conceptual understanding over time. Units are revisited (see whole school science overview) and the sequence of units has been carefully considered to maximise learning opportunities. For example, teaching ‘Earth and Space’ when the phases of the moon can more easily be observed and ‘Plants’ during the growing season. Lessons provide distinct opportunities for children to make links, ask questions, think critically and acquire scientific vocabulary. Assessment for learning ensures that misconceptions are highlighted and addressed. Each lesson includes time for children to recall prior learning and embed knowledge and time for children to think and talk about science in a broader context.
The children’s learning at Key Stage Two builds on what they have learnt in Key Stage One. For example having learned about human body parts, the senses and survival in Key Stage One, children then focus on the skeletal and muscular system and the digestive system in lower Key Stage Two, before moving on to the circulatory system in upper Key Stage Two.
Working scientifically is integrated into each unit and children are taught and encouraged to work collaboratively. The progression of scientific enquiry is carefully planned so that children become more independent and skilled in each of the stages of an investigation as they move through the school.
Whole School Science Overview
| Cycle A (2025-26) | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Years 1&2 | Use of Materials | Plant Survival | Human Survival | Habitats | Animal Survival | |
| Years 3&4 | Animal Nutrition and the Skeletal System | Forces and Magnets | Plant Nutrition and Reproduction | Light and Shadows | ||
| Years 5&6 | Forces and Mechanisms | Earth and Space | Human Reproduction and Ageing | Properties and Changes of Materials | ||
| Cycle B (2024-25) | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Years 1&2 | Everyday Materials | Human Senses | Seasonal Changes | Plant Parts | Animal Parts | |
| Years 3&4 | Food & the Digestive System | Sound | States of Matter | Grouping and Classifying | Electrical Circuits and Conductors | |
| Years 5&6 | Circulatory System | Electrical Circuits and Components | Light Theory | Evolution and Inheritance | ||
Click here for our Science Curriculum Statement