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“Science is a way of thinking much more than it is a body of knowledge.”   Carl Sagan


At Redby Primary Academy the principal aim of our Curriculum is to create a genuine love of Science. We want all of our children, to be able to say confidently ‘I am a Scientist’ which is reflected in the skills, knowledge and ability to think in a scientific way that we aim to help them possess as move through our school.


Our desire is that all children have a clear understanding of what it means to be Scientist from both a Knowledge and Skills perspective by following the aims of the 2014 National Curriculum for Science:


  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics  
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them  
  • equipped with the scientific skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this


Cultural Capital

The children will develop an appreciation of all aspects of Science (Biology, Chemistry and Physics) and how it impacts their everyday lives.  They will also learn about Scientists who have played an important role in the development of Scientific Progress throughout history and modern day.

They will experience Science in the following ways:

  • An active and comprehensive Science Curriculum in school.
  • Visits in the local environment to expand understanding.
  • Possible visits to places of scientific interest (Science Centres, Universities and businesses).
  • Possible visits from scientists with appropriate workshops.


The Science Curriculum has been planned so that our children not only develop their scientific capital but also have great memories of Science lessons that may inspire them to a future career in some aspect of the subject.


In our Science lessons we ensure that both our pupil’s substantive and disciplinary knowledge is built upon year on year.


Substantive Knowledge is the knowledge (facts) that we teach in every topic and forms the ‘substance or core’ of our Curriculum.  Our aim to teach the knowledge for each topic progressively as children move through our school.


Disciplinary Knowledge is the skills that our children develop to help them to make sense of the Scientific World around us through activities such as Scientific Investigations or visits to allow them to experience Science directly.


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

  • Science is taught weekly following a planned Curriculum Route.
  • A question driven approach is taken for each lesson to develop awareness of how Science answers questions in real-life situations. Children are encouraged to ask their own questions about topics too.
  • Teachers plan engaging lessons that enthuse the natural curiosity of their pupils. These lessons make use of a range of high-quality resources, including where possible the use of external visits.
  • We build upon the knowledge and skill development of the previous years. As the children’s knowledge and understanding increases, and they become more proficient as Scientists, 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 these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching.
  • Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding.
  • Teachers use precise questioning in class to test conceptual knowledge and skills. Pupils are regularly assessed to identify those children with gaps in learning, so that all pupils keep up.  
  • Children are offered, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.




PSHE books and class Journals evidence a broad and balanced curriculum and demonstrate the children’s acquisition of identified key knowledge and skills.  Children also record what they have learned comparative to their starting points at the end of every topic. Significant theme days and weeks are celebrated such as Anti bullying and Mental Health. Evidence shows inclusive pupil engagement in activities and events and visitors also enrich the curriculum. Pupil voice is consistently encouraged and evidenced across the school.

The intended impact of our curriculum is that children build knowledge, make connection between this knowledge and use it to explore and create.

  • Children will know more and remember more about PSHE/RSE with having dedicated time to learn.
  • Children will be able to demonstrate a health outlook on life, health, school, family and friends, which will help with behaviour, care and respect.
  • Children will understand the physical aspects involved in RSE at an age appropriate level in line with the new statutory guidelines.
  • Children will have respect for themselves and others.
  • Children will have positive body and mind image.




In EYFS, children are taught Science through the ‘Understanding of the World’ strand of the Curriculum. This involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. The topics taught provide a platform from which future Science learning will take place.



We aim to create a learning environment that is inclusive and accessible for all pupils. Lessons will be taught in a way that is educational, sensitive yet enjoyable and teachers will remain inclusive and meet the needs all children. This is achieved by creating a space that feels safe and will encourage all children to explore their emotions and ask questions through carefully and appropriately planned lessons.  


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