Being a Scientist


At Luxulyan School, in conjunction with the aims of the National Curriculum, our Science teaching offers opportunities for children to: 

  • Develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics; 

  • 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; 

  • Be equipped with the scientific knowledge required to understand the uses and implications of Science, today and for the future. 

  • Develop the essential scientific enquiry skills to deepen their scientific knowledge. 

  • Use a range of methods to communicate their scientific information and present it in a systematic, scientific manner, including I.C.T., diagrams, graphs and charts. 

  • Develop a respect for the materials and equipment they handle with regard to their own, and other children’s safety. 

  • Develop an enthusiasm and enjoyment of scientific learning and discovery. 


Intent- Why are we teaching this?


The vision for Luxulyan School is for children to leave primary school enthused about science and the world around them.  In order for this vision to be realised, as a school we focus upon questioning being the main tool for encouragement and the key to working scientifically.  Our school ethos works towards developing children’s critical thinking skills and this encourages lines of enquiry.  Another key concept is our aim to encourage working scientifically to answer questions.  The aim is that by the time children reach year 6 they are able to plan their own investigations and carry these out in order to answer a scientific question or hypothesis.  


Implementation- How is this being taught in the classroom? 


At Luxulyanin order to encourage and extend our children’s understanding, with links to other areas of learning, we use Cornerstones Curriculum Maestro.  This learning resource enables long-term projects (KLP’s) to link to our science topics which in turn enhances pupil’s understanding.  Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards. Our whole school approach to teaching and learning involves the following: 

  • Science is taught in planned and arranged topic blocks linked to Cornerstones and our rolling program. This strategy enables the achievement of a greater depth of knowledge with prior learning links and progressions. 

  • Planning involves teachers creating engaging lessons, involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up. 

  • Through our planning, we involve problem-solving opportunities that allow children to lead and discover additional learning opportunities.  Children are encouraged to ask their own questions and given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. 

  • We build upon the learning and skill development of the previous years. The use of assessment tools such as book scrutiny across year groups and classes ensures progress and makes sure that prior learning is both recognised and built upon. Even if a topic has not been explicitly taught before, any prior learning, including the children’s personal life experiences, is taken into account. 

  • ‘Working Scientifically’ skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. 

  • A wide range of scientific equipment and resources are available throughout the school for use in lessons. This includes measuring equipment (e.g. scales, tape measures, newton-meters, measuring jugs, thermometers), electrical resources (e.g. batteries, wires, bulbs), plants and seeds, and other general resources which can be used for the purpose of scientific investigation and demonstration. Additionally, the school utilises online resources such as Cornerstones and Hamilton to extend the children’s understanding and encourage thinking which makes connections between and within 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 to in-class teaching. 

  • Additional events, such as Science Week or project days, allow all pupils access a wider range of activities and resources which may both support learning in class but also extend experiences and learning beyond those planned for in the curriculum, thereby facilitating a natural interest in Science. These events often involve families and the wider community. 

The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance. Science is taught, shared and assessed through the specific areas of Physical Development (Health and Self-Care), Understanding the World (The World) and Expressive Arts and Design (Exploring and Using Media and Materials) 


Impact- What is the effect?


Children should have a secure cross-section of biology, chemistry and physics understanding that build throughout the primary school years.  The curriculum delivers ‘big ideas’ that build on and extend children’s understanding of key concepts.  This is then secured with working scientific knowledge.  As the children progress through the school, they develop their experimenting skills from basic to more complex ready to take these skills into secondary school.  

Science Long Term Curriculum Overview 
Science Knowledge Organisers
The Knowledge Organisers for the following modules are being developed:
Beech Class
Everyday Materials
Human Senses
Human Survival
Sycamore Class
Skeletal and Muscular Systems
Digestive System
Oak Class
Circulatory Systems
Earth and Space
Forces and Mechanisms
Key Assessment Criteria-
Being a Scientist
At Luxulyan, Teachers use key assessment criteria for each year group, for each subject to support their judgements about the attainment and progress of our children. The criteria supports staff to ask rich questions and probe understanding.
Pages which contain the DFE logo are extracted directly from the National Curriculum for England from September 2014. These outline the expected curriculum content for each year group and key stage.
Pages with the subject logos are a suggested set of criteria for best fit assessment in each year group.