Curriculum - Science



Our intention in the teaching of Science at Marlborough, is to develop in all young people a lifelong curiosity and interest in the sciences. When planning for the science curriculum, we intend for children to have the opportunity, wherever possible, to learn through varied systematic investigations, leading to them being equipped for life to ask and answer scientific questions about the world around them. As children progress through the year groups, they build on their skills in working scientifically, as well as on their scientific knowledge, as they develop greater independence in planning and carrying out fair and comparative tests to answer a range of scientific questions. Each Science unit has an accompanying knowledge organiser which can be used to help reinforce the key knowledge for each unit as set out in the science national curriculum. The knowledge organisers help children to consolidate and retain the science knowledge they have learnt and also reinforce key scientific vocabulary from each unit. The delivery of Science at Marlborough, ensures that children have a varied, progressive and well-mapped-out science curriculum that provides the opportunity for progression across the full breadth of the science national curriculum for KS1 and KS2. Across each year group’s curriculum teachers will take opportunities to embed mathematical skills and increase opportunities for both reading and oracy skills through the development of learning walls


The acquisition of key scientific knowledge is an integral part of our science lessons. Linked knowledge organisers enable children to learn and retain the important, useful and powerful vocabulary and knowledge contained within each unit. The progression of skills for working scientifically are developed through the year groups and scientific enquiry skills are of key importance within lessons. The progression of these skills is set out in the Working Scientifically Science Progression Map. Each lesson has a clear focus. Scientific knowledge and enquiry skills are developed with increasing depth and challenge as children move through the year groups. They complete investigations and hands-on activities while gaining the scientific knowledge for each unit. Teachers use planned questions throughout a teaching sequence. These allow teachers to assess children's levels of understanding at various points in the lesson. They also enable opportunities to recap concepts where necessary. The sequence of lessons helps to embed scientific knowledge and skills, with each lesson building on previous learning. There is also the opportunity to regularly review and evaluate children's understanding. Activities are effectively differentiated so that all children have an appropriate level of support and challenge. Teachers are equipped with secure scientific subject knowledge, enabling them to deliver high-quality teaching and learning opportunities while making them aware of possible scientific misconceptions.

Science Long Term Planning Overview 2021-22

In Early Years and Key Stage One, the science is taught as part of a companion project for the Cornerstones Maestro Curriculum main themed project. In Key Stage Two the Science is more often taught discreetly to ensure coverage of the Science National Curriculum Programs of Study and the changing mixed aged classes, as the children move through Key Stage Two.

Lesson Structure - Science

Science starter

Every Science lesson must start with a quick fire quiz with children answering questions from prior learning in order to deepen learning – refer to Solo Taxonomy. 

Revisit and review prior learning

Review previous learning.

Use Knowledge organizers to assess vocabulary knowledge.


Clearly introduce the focus for the lesson.

Ensure that scientific skills are focused on

in the lesson.


Children should be given opportunities to practise and apply scientific skills… including Oracy skills describing and explaining thinking.


Children reflect on the lesson.

Refer again to Solo Taxonomy

Teacher uses the assessment to inform future planning.


Science, progress is measured through a child’s ability to know more, remember more and explain more. This can be measured in different ways throughout science units. The use of key questions ensures opportunities are built into the lesson for ongoing assessment. Attainment and progress can be measured across the school using our assessment spreadsheets. The learning environment across the school will be more consistent with science technical vocabulary displayed, spoken and used by all learners. Whole-school and parental engagement will be improved through the use of science-specific home learning tasks and shared use of knowledge organisers. Children who feel confident in their science knowledge and enquiry skills will be excited about science, show that they are actively curious to learn more and will see the relevance of what they learn in science lessons to real-life situations and also the importance of science in the real world