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Sowing seeds of success: Growing courageous learners

Growing Courageous Learners.


Science at Sowerby


  • At Sowerby Primary Academy we offer a broad and balanced Science curriculum based on the EYFS framework, National Curriculum and Elevate Progression Model – biology, chemistry and physics.
  • Our curriculum aims to develop courageous learners, who are engaged, curious and inquisitive scientists
  • It also aims to develop both independent and collaborative learning whilst enhancing problem solving skills.
  • Our children will have secure subject knowledge and be able to articulate their learning using a range of scientific vocabulary. They will also be confident in their application of scientific skills and in their knowledge of the different types of enquiry.
  • They will be able to work collaboratively with others and will be able to offer explanations on their findings which are grounded in scientific understanding.
  • Our pupils will have an understanding of the links between the scientific knowledge and skills being taught in school and their application and relevance to the wider world (in the past, present and future).



Our pupil’s first experiences of Science are through the Understanding the World section of the EYFS framework:

ELG: The natural world. 

  • Explore the natural world around them, making observations and drawing pictures of animals and plants
  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class
  • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter

We also acknowledge that the scientific learning of our children is not limited to one area and that the skills required to be a successful scientist are linked across the curriculum and feature in other ELG’s such as:

  • Listening attention and understanding
    • Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions
    • Make comments about what they have heard and ask questions to clarify their understanding
    • Hold conversation when engaged in back-and-forth exchanges with their teacher and peers
  • Speaking
    • Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary;
    • Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate;
    • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
  • Managing self
    • Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
  • Comprehension
    • Use and understand recently introduced vocabulary
  • People, culture and communities
    • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps
  • Creating with materials
    • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function

Key Stage 1 and 2

Our Science curriculum is based on the National Curriculum and the Elevate Curriculum Progression Model – biology, physics and chemistry.  This document has been carefully designed to ensure that pupils gain an understanding of the scientific principles and knowledge in each area of this subject.  It also balances this with a focus on establishing effective working scientifically skills which includes the 5 different types of enquiry.

Our Science curriculum is organised in a 2 year rolling programme which ensures progression of both knowledge and skills across each year group.  It has been carefully designed to ensure that within each year (Year A and B) there is a range of foci e.g. biology, physics and chemistry.

Scientific Enquiry Posters

High quality Science is taught weekly across the school and consists of a balance between knowledge and skills-based learning.  By the end of Key Stage 2, the children will be able to ask and answer their own scientific questions and identify which types of enquiry are being used or are being required.

The 5 different types of scientific enquiry are visible in each classroom throughout school, on working walls.  This takes the form of logos to represent each one.  These are discussed with the children during each Science session and as the pupils move through school they should become more confident in identifying which type of enquiry is being used or is required for answering a scientific question.

Throughout KS1 and KS2 children have their own Science book which moves with them throughout school.  This contains all written work, photos of practical work and knowledge organisers.  Having one book per child for Science enables pupils to see their own progression in this subject as they move through school and also enables them to refer back to previously learning to make connections and see how knowledge and skills build. 

Knowledge organisers are used for each Science unit taught throughout school and feature in each pupil’s book at the beginning of the unit of work.  These are designed to support children in recalling previously taught learning and communicate this prior knowledge using scientific language.  They include a glossary of key scientific vocabulary, diagrams of key concepts and images of the types of enquiry applied in that unit.  There is also space for children to record links to prior learning and learning in other subjects so that they are constantly making connections.

We also ensure that there are additional opportunities to enrich the Science curriculum through: Science week, curriculum assemblies, whole school assemblies, class trips and visitors.  We also ensure that there are planned opportunities for children to recall previously taught Science learning for example through Flashback Friday, use of websites such as Explorify, use of knowledge organisers and mini-quizzes to revisit and revise.

Assessment – Children are assessed at the end of each half term and this is recorded on Insight as Antony Conlin Steps.  This information is then reported to parents in the form of mini-report cards (bi-annually) and in an end of year report.


The impact of our Science curriculum is measured through a variety of techniques:

  • Pupil voice (including School Council, feedback in assemblies and focused discussion with children regarding PSHE)
  • Link Governor Monitoring
  • Parent Consultation
  • Teacher Feedback
  • Learning Walks
  • Examples of Pupil’s Work
  • Planning and annotations

Knowledge and skills are continuously built on throughout school..  Children are confident in their use and understanding of scientific vocabulary.  Children are confident in their application of scientific skills and can plan and carry out adult lead investigations as well as their own.  Children are able to identify and describe the 5 types of enquiry.  Children can recall previously taught learning.  Children are curious and enthusiastic about Science across the school.  The quality of Science work across the school is of a high standard.  Outcomes at the end of each Key Stage are in line with or above National statistics.  Children can apply their scientific knowledge and skill across the curriculum.


Progression of Skills in Science 

Progression in Chemistry

Progression in Biology

Progression in Physics