Compton C.E. Primary School

Federation Science Vision and Principles

Science across our federation inspires curiosity, creativity, and critical thinking. We want every child to see themselves as scientists: confident to ask questions, explore ideas, and make sense of the world. Through engaging, practical, and inclusive experiences, pupils will build secure scientific knowledge and skills, understand the relevance of science to everyday life, and be prepared for the opportunities and challenges of the future.

Principles of Practice

Science is successful in our federation when:

1. Curiosity and Engagement – Lessons spark wonder and interest, encouraging questioning and deep thinking.
2. Practical and Hands-On – Children investigate, explore, and test ideas through enquiry.
3. Progression and Challenge – Learning builds on prior knowledge and challenges all pupils to achieve highly.
4. Inclusion and Equity – Every child can access and succeed in science, feeling valued as a scientist.
5. Collaboration and Talk – Pupils share ideas, use scientific vocabulary, and learn together.
6. Real-World Connections – Science links to everyday life, outdoor learning, and other subjects.
7. Skilled Teaching – Teachers use strong subject knowledge, assessment, and varied approaches.
8. Broad Experiences – Enrichment opportunities broaden horizons and show science in society.

Federation Science Curriculum Statement (Intent–Implementation–Impact)

Science across our federation inspires curiosity, creativity, and critical thinking. We want every child to see themselves as scientists: confident to ask questions, explore ideas, and make sense of the world. Through engaging, practical, and inclusive experiences, pupils will build secure scientific knowledge and skills, understand the relevance of science to everyday life, and be prepared for the opportunities and challenges of the future.

Intent

Across our federation, we intend for children to:

• Develop secure scientific knowledge and conceptual understanding in biology, chemistry, and physics.
• Understand the nature, processes and methods of science, becoming confident in working scientifically.
• See themselves as curious, creative, and resilient scientists, able to apply their learning beyond the classroom.
• Recognise the relevance and value of science for society, the environment, and their own futures.
• Access a science curriculum that is inclusive and equitable, providing both support and challenge for all.

Implementation

We achieve this by:

• Teaching a well-sequenced curriculum that builds progressively across year groups.
• Embedding working scientifically skills in every unit so children learn how to think, talk, and act like scientists.
• Providing hands-on, practical experiences that excite curiosity and develop enquiry skills.
• Making science relevant and meaningful through outdoor learning, cross-curricular links, and real-world contexts.
• Using a range of teaching approaches (direct instruction, enquiry, collaboration) to meet the needs of all learners.
• Applying formative and summative assessment to identify misconceptions, inform planning, and celebrate progress.
• Ensuring equity and inclusion for all learners, with adaptations for SEND and stretch for the most able.
• Enriching science with trips, visitors, Science Week, and community projects.
• Supporting teachers with professional development to strengthen subject knowledge and pedagogy.

Impact

As a result, children across the federation:

• Build a secure body of scientific knowledge and vocabulary.
• Develop confidence in working scientifically, asking questions, planning investigations, and evaluating evidence.
• Demonstrate curiosity and enthusiasm for science in lessons and beyond the classroom.
• Apply their learning to real-world contexts, making links to other subjects and their own lives.
• Achieve well in science, with outcomes that reflect both attainment and enjoyment.
• Leave primary school as confident, capable, and motivated learners who recognise the importance of science for their futures.