Intent, Implementation, Impact

Intent

At Haslam Park, science is designed as a coherent, ambitious and inclusive curriculum that enables all pupils — including those with SEND and disadvantaged pupils — to develop secure substantive knowledge and strong disciplinary understanding. The curriculum is carefully sequenced to ensure that key scientific concepts, including forces, materials, living things, energy, and Earth and space, build progressively from the Early Years to the end of Key Stage 2. Knowledge is deliberately organised and revisited so that pupils strengthen prior learning, make meaningful connections and understand how scientific ideas develop and evolve over time. Alongside substantive knowledge, pupils develop disciplinary knowledge through working scientifically. They learn to ask precise questions, select appropriate enquiry types, use equipment accurately and safely, interpret data, recognise patterns and draw evidence-based conclusions. We also aim to develop pupils’ understanding of the scientists who have shaped our understanding of the world. Through planned study of significant individuals, pupils recognise the contribution of science to society and appreciate how scientific thinking has influenced world views. The curriculum fosters curiosity, resilience, critical thinking and respect for the natural world. It prepares pupils for the next stage of education by equipping them with secure knowledge, analytical thinking skills and confidence in scientific reasoning.

Implementation

Science is delivered through a carefully sequenced curriculum that ensures clear progression in both substantive knowledge and working scientifically skills. Lessons are structured to:

• Activate and review prior learning through daily retrieval practice
• Explicitly teach and reinforce scientific vocabulary 
• Address misconceptions through targeted questioning and discussion
• Provide practical and investigative opportunities across a range of enquiry types
• Gradually increase pupil independence in planning, conducting and evaluating enquiries

Pupils engage in observing over time, pattern seeking, identifying and classifying, comparative testing and research using secondary sources. These approaches are mapped across year groups to ensure disciplinary progression. Assessment is purposeful and designed to strengthen long-term retention. In addition to ongoing formative assessment, pupils complete an annual Mastermind Quiz, assessing cumulative substantive knowledge from across the year. Science leaders analyse Mastermind Quiz outcomes to identify whole-class, group and cohort-level misconceptions. This analysis is shared with receiving teachers to inform transition planning.

Identified gaps are systematically revisited through daily reviews at the start of lessons, ensuring misconceptions are addressed early and knowledge is securely embedded. Adaptive teaching strategies, scaffolded support and precise questioning ensure that pupils with SEND and disadvantaged pupils access the full curriculum without reducing ambition. The school recognises and celebrates British Science Week annually. During this week, pupils participate in workshops, live virtual events and collaborative investigations. Each year group studies a significant scientist, enabling pupils to deepen their understanding of individuals who have shaped scientific thought and influenced our understanding of the world. This whole-school focus strengthens cultural capital, broadens aspirations and reinforces the relevance of science beyond the classroom. Additional enrichment opportunities, including Forest School and educational visits, provide purposeful contexts for applying and deepening scientific understanding.

Impact

As a result of the coherent and progressive science curriculum:

• Pupils demonstrate secure understanding of key scientific concepts and can explain how knowledge builds over time.
• Pupils select appropriate enquiry approaches and justify their choices.
• Scientific vocabulary is used accurately and confidently in discussion and written work.
• Pupils interpret data, identify patterns and draw reasoned, evidence-based conclusions.
• Misconceptions diminish over time due to systematic retrieval and responsive teaching.

Impact is measured via our approach to foundation subject assessment which is designed to measure retention. Assessment follows a clear cycle of curriculum coverage, daily reviews, end-of year ‘Mastermind’ quizzes, targeted teaching and retesting. Daily reviews support knowledge retention, while Mastermind quizzes identify gaps and misconceptions. Teachers address these through targeted teaching in the following autumn term, with spring retests used to evaluate the impact of this approach and check longer-term retention. Ongoing pupil voice, with targeted participation from SEND and disadvantaged pupils, provides further quality assurance of teaching, understanding and retention. Through participation in British Science Week, pupils develop an understanding of the scientists who have shaped our world view, recognising the impact of scientific discovery on society past and present. Work scrutiny, pupil discussions and assessment evidence demonstrate that knowledge is retained and applied across topics and over time. Pupils leave Haslam Park with secure scientific knowledge, strong enquiry skills, intellectual curiosity and the confidence required for success in secondary education.