At St. Teresa’s, our children’s excitement and curiosity about natural phenomena is recognised and developed from the moment they enter our school nursery, and this innate sense of curiosity is fostered throughout their remaining years in our school family.




Our science curriculum aims to ensure that all pupils:

  •        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
  •         are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.


The National Curriculum programmes of study describe a sequence of scientific knowledge and concepts to be taught within suggested year groups. However, we are only required to teach the relevant statutory content by the end of the key stage. Within each key stage, we have the flexibility to introduce content earlier or later than suggested in the programmes of study.


In Year 5 and Year 6 at St. Teresa’s, we teach the scientific knowledge and concepts that are suggested to be covered in each year group within upper Key Stage 2.


In Year 1 and Year 2, and Year 3 and Year 4 – due to the mixed age classes – we have adopted a two-year rotation cycle so that we can ensure full coverage of the statutory content for both Key Stage 1 and lower Key Stage 2.



‘Working scientifically’ refers to the nature, processes and methods of science. According to the National Curriculum, ‘working scientifically’ should be embedded within the content of biology, chemistry and physics and should not be taught as a separate strand.


At St. Teresa’s we recognise five types of scientific enquiry as being integral to our children’s progression of ‘working scientifically’ skills:

  •          observing over time
  •          pattern seeking
  •          identifying, classifying and grouping
  •        comparative and fair testing
  •        researching using secondary sources.

This important strand of science is made explicit in all teachers’ planning and is assessed separately to children’s scientific knowledge.