Science at Shillington Lower



We believe that Science will give all children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically, to gain an understanding of scientific processes and also an understanding of the uses and implications of Science, today and for the future.  It is important that it is properly, collaboratively and innovatively managed and there is a strong commitment to achieving excellence across the school. Science is promoted and celebrated throughout the school, not constrained to the classroom but embraces learning inside, outside, at home, within the school grounds and the wider community. All teachers ensure consistent high quality teaching, are well informed, confident, enthusiastic and enjoy the challenge of embracing new strategies and technologies to improve the quality and excitement of teaching science. We want children to be confident, enjoy asking questions, having their ideas challenged and thrive on tackling challenges both independently and collaboratively. The children will reflect enthusiastically about their science experiences, demonstrate curiosity and develop a passion for lifelong scientific learning.



We achieve this by teachers finding opportunities to develop children’s understanding of their surroundings by accessing outdoor learning both internally and within the wider community.   Teachers access workshops with experts and develop children’s understanding of significant scientific leaders and their innovations to facilitate their understanding of how science impacts on their daily lives. Planning involves creating engaging lessons, which develops and celebrates children’s curiosity, promotes problem solving and creates opportunities for children to apply the five enquiry strategies of research, pattern seeking, fair testing, observation over time, classification, identification and arranged topic blocks that facilitates progression and depth.  Children are encouraged to learn independently and through collaboration with their peers.  They learn to express their observations and thinking verbally and in written format. They will build a complex scientific vocabulary and challenge is embedded into all learning as concepts are introduced through direct teaching. This is developed through the years, in-keeping with the topics. Children are offered a 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. Assemblies are used to introduce and explore current scientific issues and regular events, such as Science Week or project days.


We know it is successful because children within the federation have a positive attitude to science and feel equipped and aspired to achieve.  This results in motivated learners with sound scientific understanding. 

If children are working in line or above the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:

  •          A reflection on standards achieved against the planned outcomes;
  •          A celebration of learning for each term which demonstrates progression across the school;
  •          Tracking of knowledge in pre and post learning quizzes;
  •          Pupil discussions about their learning: