Science
Intent
We designed our Science curriculum to nurture young scientists by encouraging curiosity and developing a deep understanding of how the world works.
Our curriculum provides all pupils with a comprehensive knowledge base, along with the confidence to work scientifically, conduct experiments, and think critically. Aligned with the aims of the National Curriculum, our Science teaching offers children the opportunity to:
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Develop scientific knowledge and conceptual understanding through specific scientific themes
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Understand the nature, processes, and methods of Science through diverse scientific enquiries that help them answer questions about the world around them
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Acquire the scientific knowledge necessary to appreciate the uses and implications of Science today and in the future
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Build essential scientific enquiry skills to deepen their knowledge
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Communicate scientific information systematically using a variety of methods, including ICT, diagrams, graphs, and charts
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Demonstrate respect for materials and equipment, prioritising safety for themselves and others
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Cultivate enthusiasm and enjoyment for scientific learning and discovery.
Wherever possible, topics are linked to thematic units to create a creative and balanced scheme of work. Each term, pupils also discover influential scientists from diverse cultural backgrounds who have excelled in their fields, inspiring all our pupils to see the exciting opportunities within science. Our approach considers the school’s unique context, ensuring access to specialist expertise and local scientific venues. We also foster strong links with secondary schools in the Balham area to enhance learning beyond the classroom.
Implementation
Our Science curriculum builds on prior knowledge and skills year on year. It is designed to be challenging, inspiring, creative, and nurturing while encouraging active learning. Every topic incorporates elements that develop the “Thinking Scientifically” skills, focusing on enquiry and investigation.
- At Key Stage 1 (Reception to Year 2) pupils observe, explore, and ask questions about living things, materials, and physical phenomena. They begin working collaboratively to gather evidence, linking this to simple scientific ideas. Pupils start evaluating evidence, considering fairness in tests and comparisons, and communicate their findings using scientific language, drawings, and charts.
- At Key Stage 2 (Year 3 - 6) pupils explore a broader range of living things, materials, and physical phenomena. They make connections between ideas and explain concepts using simple models and theories. Pupils apply scientific knowledge to familiar phenomena, everyday experiences, and their personal health. They also consider the environmental and societal impacts of scientific and technological advances. Investigations become more systematic, conducted individually and collaboratively. Pupils use various reference sources and communicate their findings with extensive scientific vocabulary and conventional representations such as diagrams, charts, and graphs.
We strive for excellence in Science through:
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A clear and comprehensive scheme of work aligned with the National Curriculum, showing progression across all key stages and scientific strands
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Ensuring pupils have access to key vocabulary and concepts to support their verbal, written, and mathematical scientific communication
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Using a wide range of resources to develop knowledge and understanding integral to working scientifically
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Planning for practical investigative opportunities within lessons
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Encouraging reflection on prior learning and making cross-curricular links wherever possible
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Building on prior knowledge to enable pupils to question and become enquiry-based learners
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Creating meaningful connections between Science and other subjects to ensure high-quality cross-curricular learning.
Impact
Our approach results in a fun, engaging, and high-quality science education that provides children with a strong foundation for understanding the world beyond primary school. We recognise the value of outdoor learning and regularly provide opportunities for children to experience science outside the classroom.
Pupil voice plays a vital role in shaping the curriculum, as we actively seek feedback on their enjoyment and attitudes towards Science to continually improve our teaching. Ultimately, we want every child at Rutherford House to see themselves as scientists, forever curious, eager to explore, and inspired by the wonders of the natural world.
Vision of Science at RHS
