Intent 

At Pearl Hyde Primary, our children are scientists. Our intent is to deliver a broad, balanced and ambitious science curriculum that enables all pupils to confidently explore, question and understand the world around them. We aim to develop deep scientific knowledge alongside curiosity, resilience and a lifelong love of science. 

We want our children to see science as relevant, purposeful and achievable. Through high-quality teaching and rich learning experiences, pupils develop a realistic understanding of how science is applied in the real world and how it can shape future aspirations. We want our pupils to believe they can become astronauts, forensic scientists, toxicologists, microbiologists—or pursue any pathway they choose—by developing confidence in their own capabilities. 

Our curriculum is designed to build secure foundations in scientific knowledge, skills and vocabulary, while creating positive memories of science that pupils cherish and carry forward. Learning is underpinned by hands-on, practical experiences that promote curiosity, questioning and investigation, alongside explicit teaching of key scientific concepts and disciplinary knowledge. 

Oracy is a core driver of learning in science at Pearl Hyde, aligned with the Voice 21 Oracy Framework. We intend for pupils to: 

• Speak confidently using subject-specific scientific vocabulary 

• Listen attentively and respond thoughtfully to others 

• Explain ideas clearly, justify conclusions using evidence and challenge ideas respectfully 

• Collaborate effectively during investigations and discussions 

Through purposeful talk, pupils develop the physical, linguistic, cognitive and social-emotional strands of Oracy, enabling them to think, reason and communicate like scientists. 

Our science curriculum has been carefully designed with the needs of every child at its centre. It goes beyond the minimum statutory requirements of the National Curriculum, ensuring all pupils—including those with SEND and EAL—are supported to achieve well and are prepared for the opportunities, responsibilities and experiences of later life. 

Science Implementation 

At Pearl Hyde Primary, science is taught as a stand-alone subject in each year group, in line with the National Curriculum. This approach ensures clarity of progression, depth of learning and a strong focus on working scientifically. 

Science topics are blocked and carefully sequenced, allowing pupils to study each area in depth and build cumulatively on prior knowledge and skills. Lessons provide regular opportunities for pupils to explore, question, predict, plan, carry out investigations, observe outcomes and draw conclusions, applying both prior learning and newly acquired skills. As pupils progress through the school, they are explicitly taught to present findings confidently, using accurate scientific vocabulary, diagrams and structured explanations, while developing resilience when outcomes differ from expectations. In line with Ofsted’s focus on pupils knowing more and remembering more, regular retrieval opportunities are built into lessons and units. These include topic brainstorms at the start of units as well as retrieval practice at the start of each lesson based on prior learning. In terms on assessment, double-page spreads at the end of each unit allow teachers to assess understanding without excessive testing. 

In every phase we use working walls to display key scientific knowledge, vocabulary and concepts to support acquisition and retention. These act as reference tools rather than assessment materials. We use these alongside our Voice 21 bullseye. This helps to consolidate vocabulary already taught and encourages dialogue based around ambitious vocabulary choices. 

Oracy implementation 

Oracy is explicitly planned and taught through: 

• Structured talk activities (e.g. talk partners, group investigations, think–pair–share) 

• Sentence stems to support scientific reasoning and explanation 

• Teacher modelling of effective scientific talk, aligned with Voice 21 principles 

• Opportunities to present, explain, evaluate and reflect verbally throughout lessons 

• Teachers use effective assessment for learning, including questioning and discussion, to identify and address misconceptions promptly. 

• Clear success criteria are shared with pupils, supporting increasing independence and ownership of learning. 

• Self- and peer-assessment opportunities are embedded to develop reflection, metacognition and purposeful talk. 

• Staff benefit from ongoing CPD and standardisation, supported by a coaching system to maintain high confidence and subject knowledge. 

• Educational visits, visitors and enrichment opportunities are planned to enhance real-world understanding and engagement. 

• Cross-curricular links with Maths, English and Computing are thoughtfully planned to strengthen knowledge application and Oracy. 

EYFS implementation 

In the Early Years Foundation Stage, science learning is delivered through Understanding the World. Children explore objects, materials and living things using all their senses, identifying similarities, differences, patterns and change. 

The environment and skilled practitioners foster curiosity and encourage exploratory play. Children are motivated to ask questions about why things happen and how things work, developing early scientific language through talk and shared experiences. 

Children regularly explore the natural environment—observing seasons, plants, animals and mini-beasts—and participate in cookery and baking activities, enabling them to experience changes in state. Oracy is developed through discussion, questioning and explanation, laying strong foundations for scientific thinking. 

Impact 

The impact of our science curriculum is seen in the strong progress pupils make over time, from their individual starting points and across key stages. This includes pupils with SEND, EAL and differing personal, social and emotional needs. 

By the time pupils leave Pearl Hyde Primary, they: 

• Meet age-related expectations in science or make sustained progress towards their individual targets 

• Demonstrate secure scientific knowledge and enquiry skills 

• Use scientific vocabulary accurately and confidently in both spoken and written contexts 

• Engage in purposeful discussion, reasoning and explanation using evidence 

• Show enthusiasm, curiosity and confidence as learners of science 

The success of the curriculum is evident through pupil voice, quality of work in books, enrichment activities, and pupils’ ability to articulate the relevance of science in their everyday lives and future aspirations. 

Above all, we empower our children to believe that they can change the world—and that science gives them the tools and voice to do so.