Science
At Bamford Academy we are Scientists!
Our children are at the heart of everything we do, and in Science we want every child to see themselves as someone who can ask questions, explore, test ideas and discover how the world around them works.
Science is one of the ways we help our children grow into lifelong learners who are happy, ambitious and curious about the world around them. It is also where our core values come to life every day – Respect, Perseverance, Kindness, Acceptance and Responsibility – from sharing equipment fairly to learning from an experiment that did not go to plan. You can read more on our Our Values page and in our Headteacher’s Welcome.
We hope this page helps you understand what your child will experience in Science and how you can share in their learning journey.
Science at Bamford - At a glance
- Who: every child from Reception to Year 6 is encouraged to think of themselves as a Scientist.
- How much: children receive a minimum of 1.5 hours of Science each week from Year 1 to Year 6.
- What: a carefully sequenced curriculum based on the National Curriculum and supported by the Kapow Scheme of Learning.
- How: practical, hands-on enquiry, with outdoor learning built in whenever possible.
- Three science disciplines: Biology, Chemistry and Physics.
- Working scientifically: every unit helps children ask questions, make predictions, test ideas and draw conclusions.
- Words matter: scientific vocabulary is taught explicitly.
- Role models and careers: children meet scientists from many backgrounds - through a significant scientist in every Key Stage 2 topic, role-model studies and our Careers Week.
Intent: Why we teach Science at Bamford Academy
We teach Science so that every child can explore, question and understand the world around them - and believe that science is for them. We want our children to love science, to have no limits to their ambitions, and to grow up wanting to be anything from Astronauts to Forensic Scientists, Toxicologists to Microbiologists.
Our curriculum gives every child a broad and balanced Science education that nurtures their natural curiosity and helps them understand themselves and the world. Science also builds problem-solving skills alongside Maths and Design Technology, and we want children’s inquisitive nature to be encouraged well beyond the lesson itself.
What do we want every child to achieve in Science?
Our aims are that all pupils:
- develop scientific knowledge and conceptual understanding through Biology, Chemistry and Physics;
- understand the nature, processes and methods of science through different types of enquiry that help them answer scientific questions about the world around them;
- are equipped with the scientific knowledge needed to understand the uses and implications of science, today and for the future;
- question the world around them and develop strong problem-solving skills.
How does Science help children learn about British values?
Science is a natural place to practise the values that matter in modern Britain. Children learn mutual respect and tolerance by listening to different ideas and predictions; democracy by sharing ideas and deciding together how to carry out an investigation; individual liberty by asking their own questions and making informed choices about how to investigate; and the rule of law by following safety expectations and using equipment responsibly. Our values of Respect, Perseverance, Kindness, Acceptance and Responsibility run through every unit. You can read more on our Our Values page and in our Headteacher’s Welcome.
Every pupil, regardless of individual needs, is supported to develop a passion for science and to use their natural excitement and curiosity to pursue scientific enquiry. We also want children to see that a passion for science can open doors to careers that previous generations thought were out of reach, and that no one’s aspirations should be limited by stereotypes.
Implementation: How we teach Science at Bamford Academy
Science is taught every week, through units that build on one another so that children know more and remember more. Teachers follow our long-term curriculum map and progression framework so that knowledge and skills are developed and revisited as children move through the school. The curriculum is cyclical: key ideas return, each time in greater depth.
What are the key principles behind our Science teaching?
- Enquiry at the heart of learning. Children ask questions, make predictions, plan and carry out investigations, observe over time, identify and classify, use secondary sources, recognise patterns, and carry out comparative and fair tests. Every unit includes Working Scientifically, so these skills grow alongside knowledge.
- Practical and purposeful. Hands-on learning is used to deepen understanding. Where possible, lessons include outdoor learning, because Science is about exploring the world around us.
- A clear lesson routine. Lessons follow our Do Now, I Do, We Do, You Do approach: new learning is modelled, practised together, then applied independently. Teachers use skilful questioning to challenge misconceptions and encourage children to explain, justify and evaluate their thinking.
- Vocabulary and talk. Scientific words are taught, modelled and revisited. Children share findings using science language, observations and diagrams – written in books, recorded as videos or presented to a partner, teacher or class. High-quality writing is expected across school, but it should never hide how well a child understands their science.
- Remembering more. Children regularly recap earlier lessons and previous years’ learning, and teachers make links to prior learning throughout the year.
- Blocked topics and links. Topics are blocked so children can study each one in depth. Links are made to other subjects and termly themes where they genuinely help, including Mathematics, English and Computing, and to reading through books on topics and Scientists.
- Real Scientists and technology. Each Key Stage 2 topic begins with a Knowledge Organiser setting out key ideas, vocabulary and a significant Scientist. Children also learn about technological developments linked to their topics - for example, how phones and communication devices have developed when studying sound.
- Beyond the classroom. Children are encouraged from Reception to Year 6 to identify and name birds, plants and minibeasts, on nature walks and in our school grounds. Certain year groups also enjoy science-based educational visits and visitors, in line with our cultural capital policy.
What does Science look like in Reception?
In our Early Years, Science grows through Understanding the World. Children use all of their senses to find out about objects, materials and living things, noticing similarities, differences, patterns and change. They explore minibeasts and their habitats, watch the seasons change, and learn about plants and animals. Cookery and baking sessions let them see ingredients change state as they are mixed, heated and cooled.
How does Science connect to wider school life, careers and role models?
Science does not stop when the lesson ends. It links to our wider Personal Development programme, which helps children see themselves in science and imagine what they might become. Across the school, children study Scientists and Inventors from a range of backgrounds, take part in Careers Week to meet visitors and ask questions, and join workshops that connect science to caring for our community. These experiences help children recognise Respect and Acceptance in action: science belongs to everyone, and aspirations should not be limited by stereotypes.
Science builds curiosity, observation, questioning, problem-solving, critical thinking, investigation and the ability to record evidence and draw conclusions. These skills connect to many careers, including Doctor, Nurse, Vet, Paramedic, Pharmacist, Engineer, Environmental Scientist, Marine Biologist, Astronomer, Meteorologist, Forensic Scientist, Ecologist and Science Teacher - and to many more in which science skills are valuable, such as Electrician, Plumber, Pilot, Firefighter, Chef, Computer Programmer, Data Analyst and Renewable Energy Technician.
In the classroom: Light and Shadows (Years 3 and 4)
In this Autumn 1 unit, children ask and answer questions about light across six lessons: What is the role of light sources? What is reflection? Where do shadows come from? How do shadows change throughout the day? How does the distance of a light source affect the size of a shadow? How can we use shadow puppets to tell a story?
Children plan results tables, think about which variables to change, measure and control, look for patterns in their data, and spot odd results that do not fit. Experiences linked to the unit include measuring shadows at different times of the school day, following a shadow trail around the school grounds, and creating large-scale shadow art in chalk on the playground. Working together, listening to each other’s ideas and handling torches and mirrors safely and responsibly are all part of the learning.
You may notice your child…
Using new scientific words such as “opaque”, “translucent” or “variable” at home; asking “How could we test that?” or “Is that a fair test?”; spotting shadows, reflections, birds or plants on the way to school; or coming home with a prediction - and an idea about why it did or did not turn out as expected. Joining in with these conversations is a wonderful way to share their learning.
Impact: What children achieve in Science
By the time children leave Bamford Academy, we expect them to be reaching at least age-related expectations in Science, with secure knowledge of Biology, Chemistry and Physics and the confidence to work scientifically. They understand that science has changed our lives and is vital to the world’s future, and that they have the capability to help change it.
Teachers assess Science each term, looking at both the work children produce and the scientific behaviour they show, using the Progression Framework with outcomes tracked on our school system. Children also take part in self and peer assessment, which helps teachers plan the next steps. We see the impact of our curriculum in pupil voice, the quality of children’s work, and their enjoyment and enthusiasm for Science and enquiry-based learning.
What does success look like in Science?
Success is not about a perfect result or a neat page of writing. It looks like a child who is confident to ask a question, willing to make a prediction and test it, and resilient when an experiment surprises them. It sounds like a child using scientific vocabulary accurately to explain their ideas, justify their thinking and talk about what they found – with a partner, in a diagram, on video or in front of the class. And it grows as children link new learning to what they already know, notice how science connects to everyday life and future careers, and recognise the contributions of Scientists from many backgrounds.
What your child will learn in Science: Curriculum Overview
Science units are planned across two-year cycles. Years 1 and 2, Years 3 and 4, and Years 5 and 6 follow Cycle A and Cycle B, and key ideas are revisited and deepened over time. Open each section below to see the units your child will study. The full plan is available to download in the section further down this page.
Reception (Foundation Stage) – Understanding the World
Children explore the world through first-hand experiences, play and adult-led activities.
- Changing Seasons - six lessons, one in each half term across the year.
- Animal Adventures - Autumn term.
- I am a Scientist - Spring term.
- Our Beautiful Planet - Summer term.
Years 1 and 2 – Cycle A
|
Half term |
Science unit |
|
Autumn 1 |
Plants – Introduction to plants |
|
Autumn 2 |
Forces and space: seasonal changes |
|
Spring 1 |
Living things: habitats |
|
Spring 2 |
Animals including humans: life cycles and health |
|
Summer 1 |
Plants: plant growth |
|
Summer 2 |
Making connections: Ocean Protectors |
Unit spotlight: Introduction to plants
Children learn what a plant is, name the parts of a plant, find plants in the local environment, discover how to tell deciduous trees from evergreen trees, find out where new plants come from, and explore which plant parts we can eat.
Unit spotlight: Seasonal changes
Children look at how weather, trees and daylight hours change across the four seasons, observe changes over time, and plan and carry out their own weather report.
Years 1 and 2 – Cycle B
|
Half term |
Science unit |
|
Autumn 1 |
Animals including humans: sensitive bodies |
|
Autumn 2 |
Materials: everyday materials |
|
Spring 1 |
Animals including humans: comparing animals |
|
Spring 2 |
Materials: uses of everyday materials |
|
Summer 1 |
Living things: microhabitats |
|
Summer 2 |
Making connections: fairytale science |
Years 3 and 4 – Cycle A
|
Half term |
Science unit |
|
Autumn 1 |
Energy: Light and shadows |
|
Autumn 2 |
Animals, including humans: movement and nutrition |
|
Spring 1 |
Materials: rocks and soil |
|
Spring 2 |
Animals, including humans: digestion and food |
|
Summer 1 |
Energy: electricity and circuits |
|
Summer 2 |
Making connections: How does food affect muscle fatigue? |
See “In the classroom” above for a closer look at Light and Shadows.
Years 3 and 4 – Cycle B
|
Half term |
Science unit |
|
Autumn 1 |
Forces and space: forces and magnets |
|
Autumn 2 |
Materials: states of matter |
|
Spring 1 |
Energy: sounds and vibrations |
|
Spring 2 |
Living things: classification and changing habitats |
|
Summer 1 |
Plants: plant reproduction |
|
Summer 2 |
Making connections: How does wind force affect seed dispersal? |
Years 5 and 6 – Cycle A
|
Half term |
Science unit |
|
Autumn 1 |
Living things: life cycles and reproduction |
|
Autumn 2 |
Forces and space: unbalanced forces |
|
Spring 1 |
Living things: classifying big and small |
|
Spring 2 |
Energy: circuits, batteries and switches |
|
Summer 1 |
Living things: evolution and inheritance |
|
Summer 2 |
Making connections: How does light affect the direction of plant growth? |
Unit spotlight: Life cycles and reproduction
Children study the life cycles of flowering plants, mammals, birds, amphibians and insects, compare them, and find out how new plants can grow without seeds. They research, pose questions, use data to describe relationships and make predictions, and draw line graphs.
Years 5 and 6 – Cycle B
|
Half term |
Science unit |
|
Autumn 1 |
Materials: mixtures and separation |
|
Autumn 2 |
Materials: properties and changes |
|
Spring 1 |
Forces and space: Earth and space |
|
Spring 2 |
Animals including humans: circulation and health |
|
Summer 1 |
Energy: light and reflection |
|
Summer 2 |
Making connections: How reflective are space blankets? |
Science beyond the lesson: Role models, careers and community
These experiences from our Personal Development programme sit alongside the units above. They help children see that science is for everyone and connect learning to the world of work.
Years 1 and 2
- Year 1: a study of Mae Jemison, the first Black woman in space (Autumn).
- Careers Week: visitors in school and careers lessons to develop aspirations and challenge stereotypes (Autumn).
Years 3 and 4
- Year 4: a text focus on 1001 Inventions and Awesome Facts from Muslim Civilisation, exploring the history of inventions from Muslim civilisation (Summer).
- Careers Week: careers workshops to develop aspirations and challenge stereotypes (Autumn).
Years 5 and 6
- Year 5: Women in Science - diverse female role models (Summer).
- Year 5: recycling workshops, helping children think about caring for our community and environment (Summer).
- Year 5: Careers Week - questioning visitors (Autumn).
- Year 6: a study of Alan Turing (Autumn).
- Year 6 Careers Week: - questioning visitors, a careers fair and visits to places of work to develop aspirations and challenge stereotypes (Autumn).
Our Science and History curriculums work together in some terms, when children learn about Scientists from different times and places. You can find out more on our History at Bamford Academy page.
How can I help my child with Science at home?
You do not need a laboratory - just curiosity! Spotting birds, plants and minibeasts on a walk, chatting about “why” and “how” questions, and noticing science in the kitchen, garden or park are all simple ways to support your child.
View and download our Science curriculum documents:
Would you prefer a paper copy? We are happy to provide a free printed copy of any of these documents – please ask at the school office, call 01706 631496 or email office@bamfordacademy.co.uk
Supporting every child
Science is for every child at Bamford Academy. All pupils access the Science curriculum – either that of their class or one tailored for them – through quality-first teaching, carefully differentiated activities and support from teaching assistants. Lessons are scaffolded so that every child can take part, with appropriate challenge to help children achieve greater depth. If a teacher feels a child still cannot access the learning, they meet with our SENDCo to develop a personalised plan. You can read more about how we support children on our SEND page.
If you feel your child might need extra support or extra challenge in Science, please talk to your child’s teacher. We will always work with you to find the right way forward.
Frequently Asked Questions about Science at Bamford Academy
How much Science will my child do each week?
Children receive a minimum of 1.5 hours of Science each week from Year 1 to Year 6. In Key Stage 1, continuous provision can also give children chances to practise and apply their scientific knowledge through practical exploration. In Reception, Science is part of Understanding the World.
Does Bamford Academy follow the National Curriculum for Science?
Yes. Our Science curriculum is based on the National Curriculum and supported by the Kapow Scheme of Learning. Our long-term map shows what is taught in each year group, from Reception to Year 6.
Will my child get to do real experiments?
Yes. Practical, hands-on enquiry is at the heart of our teaching. Children plan investigations, make observations, carry out fair tests and record what they find out. Where possible, lessons include outdoor learning, and children are encouraged to explore birds, plants and minibeasts in our school grounds.
What if my child finds writing difficult? Can they still be a good scientist?
Absolutely. Children share their science in lots of ways – in books, as diagrams, on video or by talking to a partner, teacher or class. High-quality writing is expected across school, but it should not decide how we judge a child’s scientific ability or understanding.
How do teachers check how my child is doing in Science?
Teachers assess every child in Science each term, using the Progression Framework (Rising Stars Assessments) and looking at both the work children produce and the scientific behaviour they show. Children also take part in self and peer assessment, and teachers use this to plan the next steps in learning. If you have questions about your child’s progress, please speak to their class teacher.
Will my child learn about real scientists and careers in science?
Yes. Teachers choose Scientists to include men and women, British and international, and current and past. In Key Stage 2, every topic begins with a Knowledge Organiser that includes a significant Scientist linked to the learning, and classes have books about Scientists to read. Across school, children also take part in role-model studies – such as Mae Jemison in Year 1 and Women in Science in Year 5 – and in Careers Week, which helps them connect science skills to many different jobs.
Get in touch
Our Science subject lead welcomes questions and queries about Science, and we would love to hear from you.
If you have any questions about the curriculum, would like to find out more about how to support your child, or would like a free printed copy of any document, please contact the school office.