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At Bracebridge Infant and Nursery School, it is our intent to encourage our children to be curious about natural phenomena , the Natural World (EYFS) and satisfy their curiosity with knowledge. We want children who can carefully consider questions given, ask questions and can give their own ideas about what methods they can use to answer these questions, so children begin to think like scientists.  Science is taught to help children develop inquisitive minds so as to apply their knowledge through scientific enquiry.  Throughout the whole school, closing the vocabulary gap is a key focus.  In each year group, we ensure that children know and understand the academic vocabulary that they need to progress to their next stage of learning.  This is done through high quality modelling by staff, high expectations of children’s use of vocabulary, and low stakes quizzes and reflection times. 




Our Science curriculum is implemented by teachers who create a positive attitude to science learning and engage children within their classrooms, reinforcing an expectation that all children are capable of achieving high standards in order to think like a Scientists.

Throughout school we adopt a cross-curricular approach to our Science teaching and provide enrichment opportunities which, otherwise, our children may have limited experiences of.

  • Our planned curriculum is progressive in working scientifically skills and knowledge, with the discrete teaching of  subject and age-related vocabulary at its heart, which is subsequently built upon through programmes of study and year groups.
  • Through our planning, we involve problem solving opportunities that allow children to find out for themselves. As a scientist, children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers as well as becoming more proficient in selecting and using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence
  • Teachers aspire to create engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and formatively assess children regularly, through written, observational and verbal means, to identify those children with gaps and small next steps for individuals as well as the wider class.
  • Teachers demonstrate how to use scientific equipment, and the various working scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.
  • Children are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.
  • Regular events, such as science themed weeks, also provide broader provision and the acquisition and application of knowledge and skills.
  • Activities and tasks are differentiated, providing all learners with the appropriate level of support and stretch, based on assessment for learning, to ensure the needs of all learners are met.
  • Children are assessed using low stake testing, on the buzzer quizzes and frequent flashbacks to test that children are able to know more and remember more.




In EYFS, Tapestry is used to record progress and achievement through high quality observations. In KS1, progress and achievement are recorded in learning journeys, on working walls and teacher observations. 


Leaders assess the impact of children’s learning through environment walks, learning walks, work scrutinies, and very importantly, talking to the children to see if they know and understand the key scientific vocabulary that they have been exposed too.


Teachers use specific sessions to inform the assessment of individual key skills in ‘working scientifically’. Children not only acquire the appropriate age related knowledge linked to the science curriculum but also skills which equip them to progress from their starting points, and within their everyday lives.  Teachers monitor the classes’ progress on this progression grid by highlighting and dating coverage and marking the initials who are still working towards the standard in red, and the children who have exceeded the standard in green.  It is expected that all other children whose initials are not marked, will have met the expected standard.