What are the aims and purpose of our curriculum?

With this curriculum, we aim to develop an interest in passion for science by exploring answers to big questions like ‘“How do forces make things happen?’” We combine substantive and disciplinary knowledge to make practical skills, mathematical proficiency, and scientific practices meaningful.

What overarching curriculum principles inform the design of our curriculum?

This principle recognises the important role that knowledge, and vocabulary as a particularly important type of knowledge, plays in learning. We identify and map vocabulary across the curriculum, both the introduction of new vocabulary and the necessary repetition of vocabulary that has gone before. New vocabulary, called keywords, are signalled in bold in our lesson materials to indicate their importance. Our curriculum develops pupils’ knowledge and understanding of scientific concepts over time. As concepts evolve, so do their definitions, for example, ‘group’ becomes ‘classify’ as pupils move through the key stages.

The sequencing of our curriculum content underpins its design so that pupils build on and make links with existing knowledge. At its simplest, this means ensuring, for example, that pupils will learn about a living thing (organism) using common processes such as criteria for life before being introduced to cells and cell structures. Curriculum threads, which provide coherence by mapping vertical concepts across the curriculum, mirror the ‘big questions’ in science. For example, ‘How do we explain how substances behave?’ is first addressed in key stage 1 by identifying everyday materials and their properties. This foundational knowledge is built upon in key stage 2 with reversible and irreversible changes. By key stage 3, pupils delve into more complex topics like solutions and separation techniques, preparing them for advanced concepts in key stage 4 like rates of reaction and industrial chemistry.

Our evidence-informed approach enables the rigorous application of research outcomes, the science of learning and impactful best practices both in education in general and at a subject-specific level. For example, the design of our resources reflects findings from Sweller’s cognitive load theory and Mayer’s principles of multimedia learning whilst our lesson design draws on Rosenshine’s principles of instruction. We also draw on findings from research organisations such as the Education Endowment Foundation (EEF). At the subject level, our curriculum is inspired by the Best Evidence Science Teaching (BEST) research-informed curriculum development project and is structured to incorporate the outcomes of this research, including appropriately sequenced steps for learning progression and diagnostic questions that provide evidence of learning and common misconceptions, with response activities to challenge misconceptions.

Our flexible approach enables schools to use our resources in a way that fits their content and meets the varying needs of teachers and their pupils. Our curriculum can be used in its entirety or units can be selected to complement existing curricula. Our resources are adaptable so that, for example, teachers can easily add in more or different examples to explanations, can edit or add checks for understanding, or adapt practice tasks to better reflect the prior knowledge of their pupils. At key stage 4 teachers and pupils can select a pathway aligned to the most frequently used exam board specifications for GCSE Science: AQA, Edexcel or OCR.

Our commitment to breadth and diversity in content, language, texts, and media can be seen throughout the curriculum, for example, in the diverse school-age characters featured in our resources. Our curriculum highlights the achievements of scientists from different genders, ethnicities, and nationalities to ensure a diversity of perspectives and experiences. This approach ensures that our science curriculum is inclusive and reflective of the global scientific community.

Our curriculum is intentionally designed to facilitate high-quality teaching as a powerful lever to support pupils with SEND. Aligned with EEF guidance, our resources have a focus on clear explanations with scientific diagrams, modelling and frequent checks for understanding, with guided and independent practice. Lessons are chunked into learning cycles and redundant images and information are minimised to manage cognitive load. We have removed reference to year groups in our resources so that they can be used when pupils are ready, regardless of their age. Our resources are purposefully created to be accessible, for example by using accessible fonts, colours with good contrast, and captions in our videos.

What subject specific principles inform the design of our curriculum?

Building knowledge of key concepts in a way that reflects how knowledge is organised in the three scientific disciplines

Our science curriculum structures knowledge to reflect the organisation of biology, chemistry, and physics, introducing concepts in a logical sequence from basic to advanced topics. Fundamental ideas are taught with consistent language and models across disciplines. For example, students begin with basic material properties and advance to complex topics like chemical reactions.

Pairing substantive and disciplinary knowledge, particularly around practical work

Our curriculum combines substantive knowledge (concepts) with disciplinary knowledge (scientific methods) to enhance practical work. For instance, in studying chemical reactions, students learn core concepts like reactants and products while also developing skills in measurement and data analysis through experiments. This approach ensures that practical activities are purposeful and clearly linked to theoretical concepts.

A ‘big ideas’ approach to developing subject concepts

We use a ‘big ideas’ approach to create ‘big questions’ in science that link concepts across the curriculum. For example, with the question “Why are there similarities and differences between living things?” we start with identifying plants and animals in key stage 1, study habitats and basic biology in key stage 2, delve into cellular biology and genetics in key stage 3, and cover evolution and biotechnology in key stage 4. This ‘big question’ helps students from key stage 1 to key stage 4 connect new knowledge with prior learning.

Where there is a practical focus, it builds knowledge through the use of carefully planned and purposeful practical activities

Practical work is carefully planned; a physics experiment on forces is carefully designed to connect substantive knowledge of force interactions with the disciplinary skills of measuring and analysing data. Each activity is sequenced to build on previous knowledge, ensuring students engage deeply with the material. Additional materials outline the purpose of each practical task and assist teachers and pupils in carrying it out safely.

Where mathematics is taught or used in science, alignment with the sequence, language and approach used in the mathematics curriculum is considered

The mathematical skills used in science align with the Oak mathematics curriculum. When teaching data analysis, we use the same methods and language as in mathematics lessons, helping students to apply their mathematical knowledge effectively in scientific contexts. Where there are differences between the approaches in mathematics and science they are explicitly shared with pupils so that they can make connections between the two subjects.

How does our curriculum reflect the aims & purpose of the national curriculum?

There are 3 aims of the national curriculum. First, is that all ‘pupils develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics’. Each of our curriculum threads is explicitly signposted as sitting within biology, chemistry or physics. For example, ‘Biology: What are living things and what are they made of?’ or ‘Chemistry: What are things made of?’. This means that pupils are taught knowledge from within each discipline, building from fundamentals such as grouping animals and plants to the more complex elements such as genetic engineering.

The next aim is to ‘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’. Our curriculum incorporates a diverse range of scientific enquiries, such as investigating the effect of light on the rate of photosynthesis and exploring how different materials conduct heat, which places emphasis on the scientific method. These activities encourage critical thinking, provide hands-on activities, use models such as the solar system to explain abstract concepts, and foster reflection and discussion.

The last aim is that pupils ‘are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future’. Our curriculum links scientific concepts to real-world applications, fosters discussions on the ethical and societal impacts of scientific developments, and encourages pupils to think critically about how science influences the future in fields like sustainability and health. For example in the year 11 "Biology: Gene Technology" unit, pupils explore how advances in understanding the human genome, such as gene therapy, impact medicine, and assess the benefits, risks, and ethics of genetic engineering in agriculture and healthcare.

What teaching time does our curriculum require?

Our curricula for key stages 1-3 are designed for 36 weeks of curriculum time across the school year, which leaves time for other activities both within and beyond the curriculum, such as assessments or school trips. At key stage 4, year 10 also has 36 weeks of curriculum time, but year 11 has only 24 weeks (approximately 2 terms) to recognise that schools will not be teaching new content in the run-up to the GCSE exams.

At key stage 1, our curriculum has been designed to teach one weekly lesson, approximately 40 minutes long. In key stage 2 there are two lessons per week lasting 50 minutes to an hour each. At key stage 3, there are three lessons per week and three or four lessons at key stage 4, depending on whether pupils are following a combined science or separate science pathway. Key stage 3 and 4 lessons are designed to last one hour.

We understand that the exact time dedicated to science can vary greatly between schools due to differences in curriculum planning, resource allocation, and school-specific priorities. Therefore, we fully expect and encourage teachers to adapt our curriculum and resources to best suit their needs and available curriculum time. This is particularly important in key stage 4, where classes may be streamed and pupils may be following different exam pathways or studying for different tiered papers at a range of levels.

We use threads to signpost groups of units that link to one another and build a common body of knowledge over time. Our threads are ‘big questions’ driven by big ideas. We use the term thread rather than vertical concepts, themes, or big ideas because it helps to bring to mind the visual concept of a thread weaving through the curriculum.

Our science threads that weave through both our primary and secondary curricula are ‘big questions’ in the three disciplines:

What are living things and what are they made of?

How do living things live together in their environments?

Why are there similarities and differences between living things?

How can we explain changes in the air, land, and oceans?

Why do materials have different properties?

How does the Earth fit into the Universe?

The threads are informed by the big ideas in science, framed as accessible 'big questions'. These big ideas revisit and develop scientific knowledge and understanding with increasing complexity over time. For example, pupils develop their understanding of living things via the 'Why are there similarities and differences between living things?' thread. They are first taught about 'Naming and Grouping Animals' in key stage 1, before building on this in key stage 2 by learning about 'Living Things and the Environment'. In key stage 3 pupils learn about 'Species and Classification' and in key stage 4 'Variation and Natural Selection'. Consistent threads across our primary and secondary curricula can enable a more effective transition, helping pupils to bridge their knowledge and understanding from primary to secondary.

Recommendations from subject specific reports

How does our curriculum address and enact recommendations from subject specific reports (e.g. EEF guidance reports & Ofsted Research Review)?

Our science curriculum incorporates EEF recommendations from 2018 and 2023, emphasising the importance of building on pupils’ prior knowledge, addressing misconceptions, and providing meaningful feedback. Classroom dialogue from primary is further developed in secondary education with advanced scientific reading and writing knowledge and skills. Scientific vocabulary is explicitly taught, with increasing complexity and connections to word origins. For example, in key stage 4, when studying genetics, vocabulary such as "homozygous" and "heterozygous" is explicitly taught, highlighting the etymology. This reinforces connections between words, deepening pupils' understanding of complex biological concepts.

The recent Ofsted subject report for science highlights the need for high-quality, purposefully planned practical work. For example, in key stage 4, a practical experiment investigating the effect of light intensity on the rate of photosynthesis allows students to observe how varying light levels impact oxygen production in pondweed. Links between substantive knowledge (photosynthesis and light as a limiting factor) and disciplinary knowledge (conducting controlled experiments and analysing data) enhance pupils' retention and application of what they’ve learned and there is sufficient time for pupils to interpret and explain the observations and measurements made.

How does our curriculum deal with elements that arise from the specific needs of the subject?

How are practicals featured in the curriculum?

Practical work is purposeful and clearly linked to curriculum content. Video clips and GIFs help pupils visualise techniques before they engage in the activities, ensuring they understand the procedures. If hands-on practicals aren’t possible, lessons include videos that demonstrate equipment use. For example, if a microscope is not available for a biology lesson on microscopy, pupils can instead watch a video showing how to prepare and view a slide under the microscope.

How does the science curriculum link to our curricula in other subjects?

The curriculum is planned to align with other subjects, such as mathematics. In science lessons, students apply mathematical skills to tasks like calculating means and plotting graphs when analysing experimental data. Graphing techniques and statistical methods are consistent with those taught in mathematics to maintain continuity between subjects, while also addressing subject-specific differences. These differences are explicitly highlighted; for example, in science, the line of best fit may be curved to show a general trend, whereas in mathematics, it is usually a straight line.

The Centre for Industry Education Collaboration (CIEC)

Primary

Science

Key Stage 1

Key Stage 2

Key Stage 3

Key Stage 4

Secondary

Art and design

Core

GCSE

Citizenship

Computing

Cooking and nutrition

Design and technology

Edexcel

Eduqas

English

French

Edexcel B

Geography

German

History

Maths

Music

Physical education

Spanish

Religious education

BQ01 Biology: What are living things and what are they made of?

BQ02 Biology: How do living things grow and reproduce?

BQ03 Biology: How do living things live together in their environments?

BQ04 Biology: Why are there similarities and differences between living things?

BQ05 Biology: How do living things stay healthy?

BQ06 Chemistry: How do we explain how substances behave?

BQ07 Chemistry: What are things made of?

BQ08 Chemistry: How can substances be made and changed?

BQ09 Chemistry: How can we explain changes in the air, land and oceans?

BQ11 Physics: How do forces make things happen?

BQ12 Physics: How do we see, hear and communicate?

BQ13 Physics: How do electricity and magnetism work?

BQ14 Physics: How does the Earth fit into the Universe?

BQ15 How can we live sustainably to protect Earth for a better future?

BQ10 Physics: Why do materials have different properties?

Biology

Chemistry

Physics

In this Naming and grouping animals unit, pupils learn to group animals according to what they eat. In the Introduction to food chains unit they will build on this knowledge to learn about simple feeding relationships

Introduction to food chains

Pupils will draw upon prior learning about animals in EYFS and their own everyday experiences. In this Naming and grouping animals unit, pupils will build on this knowledge to identify and name a variety of common animals and learn about different ways animals can be grouped

This unit focuses on asking simple questions, identifying and classifying common animals, and gathering data. It includes identifying animals like fish, amphibians, reptiles, birds, and mammals, categorising them as carnivores, herbivores, or omnivores, and comparing their structures.

Naming and grouping familiar animals

Naming mammals

Naming birds and reptiles

Naming fish and amphibians

Animal structure

What animals eat

Naming and grouping animals

In this Seasonal changes unit, pupils learn how day length varies. In the Earth, Sun and Moon unit, they will build on this knowledge to learn why we have day and night

Seasonal changes: spring and summer

Pupils will draw upon prior exploration of seasons and weather in EYFS and their own everyday experiences. In this unit Seasonal changes: autumn and winter unit, pupils will build on this knowledge to observe changes across the four seasons and describe associated weather

This unit explores observing changes across autumn and winter, including weather patterns and variations in day length. It emphasises asking questions, using simple equipment for observations, identifying and classifying, gathering data, and using observations to answer questions.

Signs of autumn

Weather in autumn

Signs of winter

Weather in winter

Day length in winter

Seasonal changes: autumn and winter

In this Human body parts unit, pupils learn to draw and label basic parts of the human body. In the Human skeleton and muscles unit, they build on this knowledge to learn that humans have skeletons and muscles for support, protection and movement

Introduction to the human skeleton and muscles

Pupils will draw upon prior learning about the human body in EYFS and their own everyday experiences of using their senses. In this Human body parts unit, pupils will build on this knowledge to identify and name a greater range of basic body parts, including those associated with their senses

This unit focuses on identifying, naming, and labelling the basic parts of the human body, linking each part to its associated sense. It emphasises closely observing using simple equipment, classifying findings, gathering and recording data, and using observations to suggest answers to questions.

Humans are animals

Body parts on the outside

Body parts on the inside

Body parts for our senses

More about sight, smell and sound

More about taste and touch

Human body parts

In this Identifying plants and their basic parts unit pupils will compare and contrast familiar plants. In the Growing Plants unit, they will build on this knowledge to learn what plants need to grow and stay healthy

Growing plants

Pupils will draw upon exploration of growing and caring for plants in EYFS and their own everyday experiences. In this Identifying plants and their basic parts unit, pupils will build on this knowledge to identify and name a variety of common plants and describe their basic structure

This unit focuses on identifying and naming common wild and garden plants, including deciduous and evergreen trees. It covers the basic structure of flowering plants and trees. Emphasis is on asking questions, observing closely, classifying, and gathering data to suggest answers to questions.

Plants around our school or home

Structure of a tree

Naming trees

Deciduous and evergreen trees

Structure of a flowering plant

Common flowering plants

Wildflowers

Identifying plants and their basic parts

In this Seasonal changes: autumn and winter unit, pupils learn how day length varies. In the Earth, Sun and Moon unit, they will build on this knowledge to learn why we have day and night

This unit explores observing changes across spring and summer, including weather patterns and variations in day length. It emphasises asking questions, using simple equipment for observations, identifying and classifying, gathering data, and using observations to answer questions.

Signs of spring

Weather in spring

Signs of summer

Weather in summer

Day length in summer

In this Everyday materials unit, pupils learn to distinguish between an object and the material from which it is made. In the Uses of everyday materials unit they build on this knowledge to consider the suitability of materials for particular uses

Uses of everyday materials

Pupils will draw upon prior exploration of different materials in EYFS and their own everyday experiences.  In this unit, pupils will build on this knowledge to identify and name everyday materials and describe their simple physical properties

This unit focuses on distinguishing objects from the materials they are made of, identifying common materials like wood, plastic, and metal, and describing their physical properties. It involves comparing and grouping materials, performing simple tests, and using observations to answer questions.

Everyday objects and materials

Materials for recycling

The 3 Rs (non-statutory - Climate Change & Sustainability)

Material properties

Development of new materials (non-statutory)

Waterproof materials: plan and do

Waterproof materials: review

Transparent and opaque materials: plan and do

Transparent and opaque materials: review

Everyday materials

In this Uses of everyday materials unit, pupils learnt that the shapes of some solid materials can be changed in different ways. In the Introduction to states of matter and changing states unit, they will build on this knowledge to observe that some materials change state when they are heated or cooled

Introduction to states of matter and changing states

In the Everyday materials unit, pupils learnt to identify and name a variety of everyday materials. In this Uses of everyday materials unit, pupils will build on this knowledge to compare the suitability of everyday materials for particular uses

This unit explores identifying and comparing the suitability of everyday materials like wood, metal, and plastic for specific uses. It examines how solid objects' shapes can change by squashing, bending, twisting, and stretching. The focus is on simple tests, and using data to answer questions.

Materials and their uses

Suitable and unsuitable materials

Where materials come from

Absorbent materials

Stretchy materials

Changing shape: plan and do

Changing shape: review

In this Growing plants unit, pupils learnt that plants need water, light and a suitable temperature to grow and stay healthy. In the What plants do and what they need unit, they will build on this knowledge to learn that there are further requirements for life and growth and these vary from plant to plant

What plants do and what they need

In the Identifying plants and their basic parts unit, pupils learnt to identify and name a variety of common wild and garden plants. In this Growing plants unit, pupils will build on this knowledge to observe and describe how seeds and bulbs grow into mature plants

This unit covers observing and describing how seeds and bulbs grow into mature plants, and understanding how water, light, and temperature affect plant growth and health. It involves performing simple tests, using observations to answer questions, and gathering data to explore plant needs.

Plants from seeds

Plants from bulbs

What plants need to grow and stay healthy

Plant health and growth

Plants without water

Plants without warmth

Plants without light

Grow your own food (non-statutory - Climate Change & Sustainability)

In this New life unit, pupils learnt that animals, including humans, have offspring which grow into adults. In the Reproduction and life cycles unit, they will build on this knowledge to learn to describe the differences in life cycles of different animal groups

Reproduction and life cycles: animals

In the Naming and grouping animals unit, pupils learnt to identify and name a variety of common animals. In this New life unit. pupils will build on this knowledge to learn that animals have basic needs for survival (water, food and air)

This unit explores how animals, including humans, have offspring that grow into adults and examines their basic survival needs, such as water, food, and air. It focuses on asking questions, observing closely, identifying and classifying, and using observations to suggest answers to questions.

Young animals

Growing up

Animal life cycles

Changes in animal life cycles

The basic needs of animals

New life

In this Introduction to food chains unit, pupils learnt to use the idea of a simple food chain. In the More about food chains unit, they will build on this knowledge to learn to construct and interpret a variety of food chains, identifying producers, predators and prey

More about food chains

In the naming and grouping animals and Identifying plants and their basic parts units, pupils learnt to identify and name a variety of common plants and animals. In this Introduction to food chains unit, pupils will build on this knowledge to identify and name plants and animals as sources of food in a food chain

This unit covers how animals obtain food from plants and other animals using simple food chains. It includes identifying and naming different food sources, asking questions, classifying, and gathering and recording data to answer questions about animal diets and food chains.

How animals get food

Roles within food chains

Comparing food chains

In this Living things and where they live unit, pupils learn that habitats provide for the basic needs of different animals and plants. In the Grouping and classifying living things unit, they will build on this knowledge to learn that environments can change and this can pose dangers to living things

Living things and the environment

In the Naming and grouping animals and Identifying plants and their parts units, pupils learnt to identify and name a variety of common plants and animals. In this unit, pupils will build on this knowledge to identify and name plants and animals in their habitats, including micro-habitats

This unit explores the differences between living, dead, and non-living things and examines how habitats support the needs of various plants and animals. It involves identifying and naming plants and animals in different habitats, using observations to classify, gather data, and answer questions.

KS1 & KS2 science curriculum

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