St John XXIII Catholic Primary School

Science at St John XXIII Catholic Primary School

At St John XXIII Catholic Primary, we are dedicated to nurturing a vibrant and inclusive STEAM (Science, Technology, Engineering, Arts, and Mathematics) culture that encourages curiosity and innovative thinking. Our science committee, comprised of enthusiastic educators, is committed to inspiring all students, especially encouraging girls into science, to explore and excel in these vital fields. We believe that a strong foundation in STEAM will empower our students to succeed in an increasingly technological world and inspire them to become the problem solvers of tomorrow.

Intent

At St John XXIII, science inspires curiosity, discovery and a deeper understanding of the world God has created. Guided by Pope Leo’s Maps of Hope, we encourage children to explore, question and develop scientific knowledge with confidence and wonder. 

Our science curriculum is carefully sequenced so that children build secure knowledge and skills over time. Scientific concepts are revisited and extended through progressive learning, allowing pupils to make connections across topics and develop a deep, long-term understanding. Through enquiry, observation and investigation, children learn to think critically, reason scientifically and draw evidence-based conclusions. 

We provide opportunities for practical, hands-on learning, encouraging children to ask questions, test ideas and reflect on their findings. Science is taught through clear progression of knowledge, vocabulary and enquiry skills, enabling pupils to engage with the subject confidently and independently. Our STEAM Room also offers opportunities for our pupils to problem solve real life scenarios.  

We hold high expectations for all learners. Through inclusive teaching and appropriate challenge, every child is supported to succeed and to develop a love of science. Our aim is for pupils to leave St John XXIII with a strong scientific foundation, ready to continue their learning and to contribute positively to the world. 

Through Science, our pupils will: 

Communicate with confidence and clarity, using scientific vocabulary to explain their ideas and findings. 
Journey as resilient learners, exploring and investigating with curiosity, perseverance and hope. 
Recognise their God-given dignity and potential, understanding that scientific enquiry is for everyone and all can succeed. 
Step forward with ambition and purpose, applying scientific knowledge to understand the world and make informed decisions in life.

Implementation

At St John XXIII, Science is taught through investigation, exploration and enquiry. Pupils develop an understanding of how science helps us to explain the world around us and how scientific knowledge has shaped our lives locally, nationally and globally. Whilst it is important for children to learn key scientific facts and concepts, we aim to develop independent and critical thinkers who ask questions and seek to understand how and why things happen.

Scientific vocabulary is explicitly taught and revisited across all topics. We want pupils to be confident communicators who can explain their ideas, predictions and conclusions using accurate scientific language. Teachers model this language daily and lessons are planned to include opportunities for discussion, questioning and collaborative learning so that children can share ideas, challenge thinking and justify their reasoning.

We believe that Science should be an interactive and engaging subject that ignites a child’s natural curiosity about God’s world. Science lessons aim to nurture pupils’ God-given talents by encouraging creativity, exploration and a sense of wonder about the natural world.

Each unit of work is carefully planned to include opportunities for practical investigation, observation and hands-on learning. Children take part in activities such as experiments, outdoor learning, handling scientific equipment, using secondary sources, and exploring real-life applications of science. Where appropriate, learning may be enriched through visits, visitors and the use of technology to deepen understanding and bring scientific concepts to life.

Our curriculum provides a broad and balanced range of topics that cover biology, chemistry and physics across all year groups. Each unit begins with a clear learning focus and key enquiry questions that guide children’s thinking throughout the topic. Pupils explore these questions by developing their scientific skills, including observing closely, asking questions, planning and carrying out investigations, recording results, analysing data and drawing conclusions.

Underpinning this is an emphasis on helping children understand the world around them, care for the environment and appreciate the role that science plays in shaping society and improving our lives.

Impact

At St John XXIII Catholic Primary School, we believe that Science is fundamental to helping children understand the world around them and their place within it. Science enables pupils to explore how the natural and physical world works, while recognising how scientific discoveries and innovations continue to shape our lives and the future of our planet.

Our aim is to engage and inspire curiosity, encouraging children to think critically, ask questions and develop a lifelong interest in the world around them. Through our Science curriculum, we teach children the importance of enquiry, investigation and evidence, helping them to understand how scientific knowledge is developed and applied.

Emphasis is placed on practical and investigative learning so that children do not simply retain facts, but develop the skills needed to question, explore and draw conclusions. By working scientifically, pupils learn to observe carefully, test ideas and make sense of the results they discover.

We believe the study of Science makes a substantial contribution to children’s understanding of everyday life, developing their awareness of the environment, technology and the role science plays in shaping society. Above all, we want children to develop a sense of wonder and curiosity about the world, inspired by the enriched and engaging Science curriculum provided at our school.

We measure the impact of our Science curriculum through the following methods:

In Class Feedback

In Science, we understand that feedback in linked to progress and has to be timely to make an impact. In class feedback is used to support teacher’s workload, ensure it is as immediate and timely and specific as possible, and leaves the teacher time to focus on individual identified needs.

Corrective Teaching/Summative Assessment

Science is a subject that embraces discussion and reflection. Teachers therefore assess oral contribution in lessons i.e. the confidence and ability of a pupil to express ideas based on scientific fact or based upon opinion and perspective. When a pupil has not met the learning objective there is timely support so they are able to continue on the learning journey with their peers. Teachers adapt their planning for the next lesson to ensure there is time to address these misconceptions. It may be addressed in the next lesson, by a Teaching Assistant, in small groups in the lesson or at Booster Clubs. The misconceptions may also be addressed through in class marking, conferencing, and verbal feedback or with the use of mini plenaries.

Pre Teaching/Pre Assessment

All teachers must be aware of the pupil’s prior attainment. The use of knowledge organisers and big questions enables children to use their prior knowledge from the previous academic year to assess what they have learnt. This informs the teachers’ planning and, where possible, the Teaching Assistants support teachers and complete pre-learning activities or activities in lessons will be tailored to address the learning gap. This might be re visiting vocabulary or basic skills needed to access the age related objective.

Use of Big questions and double page spreads:

An overarching big question is used for each topic across the school. This sets a great focus and direction for the topic. Also as s the children answer the question at the beginning of the topic and again at the end, this shows fantastic growth and progress of learning.

Our double page spread at the end of a topic allows the children a very open-ended platform to display their learning. The children love the opportunity to get creative and arty in their assessment piece. Those children that need some more support with this element of learning receive picture prompts to assist them.

Teaching Assistants and Interventions

When we identify need, the Teaching Assistants deliver short, focused, interventions. The interventions are repeated over a week, either, daily or a specified number of times per week. The interventions are specific to the need and they are given until the misconceptions are addressed or the gap in learning is reduced.

Same day interventions are also used to pick up on misconceptions from the current days teaching and learning.

Partnership

Teachers engage parents through September welcome meetings. Fortnightly newsletters and Parent Consultation Days ensure an effective partnership to ensure children meet their age related expectations as well as sharing their children’s developing knowledge.

School reports

School reports are issued at the end of the school year. All subjects, including Science, are marked as Working towards National Expectations, Meeting National Expectations or Exceeding National Expectations. We also give a grade for the children’s effort in Science.