Eynesbury Church of England Primary School

Eynesbury Church of England Primary School

Love to learn, learn to love


Interactive Bar


Our Curriculum Intent Statement


At Eynesbury Church of England Primary School, our curriculum has been designed to ensure each and every child can ‘live life in all its fullness’ by offering stimulating and awe inspiring learning experiences  with Christian values at  its heart. We aim to deliver a curriculum that provides our children with rich knowledge and skills. It gives them the opportunities to develop into well rounded individuals  ready for each stage in their learning journey.




At Eynesbury C of E Primary School, we recognise the importance of Science in every aspect of daily life. As one of the core subjects taught in Primary Schools, we give the teaching and learning of Science the prominence it requires.

The Scientific area of learning is concerned with increasing pupils’ knowledge and understanding of our world, and with developing skills associated with Science as a process of enquiry. It will develop the natural curiosity of the child, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence.



Through the teaching of science we aim to:

  • Enhance children’s understanding of the world.
  • Develop children’s scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
  • Equip children with the scientific knowledge required to understand the uses and implications of science, today and for the future.
  • Foster concern about, and actively care for, our environment.
  • Help our children acquire and develop a growing understanding of scientific ideas and concepts.
  • Develop children’s natural curiosity and encourage positive attitudes towards science.
  • Provide our children with an enjoyable experience of science in order to develop a deep and lasting interest.
  • Develop children’s problem solving skills and the ability to persevere.
  • Develop children’s 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.
  • Enable children to understand scientific process and acquire practical scientific skills.
  • Develop the skills of investigation by observing, questioning, measuring, predicting, hypothesising, experimenting, communicating, recording, interpreting, explaining and evaluating.
  • Develop children’s skills of co-operation through working with others.
  • Model good health and safety attitudes while undertaking practical activities.
  • Encourage children to use scientific language and become effective communicators of scientific ideas, using facts and data to help develop their scientific vocabulary by articulating scientific concepts clearly and precisely.
  • Celebrate children’s achievements in Science as an important way of developing children’s self-confidence and motivation.
  • Ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.


At Eynesbury Primary School:

Most classes have weekly lessons in Science throughout Key Stage 1 and 2, using various programmes of study and resources. In Early years, science is taught through the children learning about the world around them in their ‘learning through play’. Additional opportunities are provided in Science, such as National Science Week, STEM club and Forest Club. Science is enriched by visits to places of scientific discovery, such as Hinchingbrooke Country Park, Stibbington, Brancaster, zoos and wildlife parks. Visitors from the community also visit the school, including the Dogs Trust, NSPCC and people from scientific backgrounds, such as divers and nurses.

We endeavour to ensure that the Science curriculum we provide will give children the confidence and motivation to continue to further develop their skills into the next stage of their education and life experiences.




Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following;


  • Science will be taught in planned and arranged topic blocks by the class teacher. This is a strategy to enable the achievement of a greater depth of knowledge.
  • Through our planning, we involve problem solving opportunities that allow children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often 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.
  • We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
  • 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. This is developed through the years, in-keeping with the topics.
  • Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.

We endeavour to keep the Working Scientifically Skills at the forefront of our lesson planning and delivery.


Early Years

Children in the foundation stage follow the Early Years Foundation Stage (EYFS) curriculum and science is taught within the ‘Understanding the World’ strand. Science in the Early Years is taught through discovery based learning. The children have access to a wide variety of Continuous Provision which allows them to explore their own ideas and questions. Through direct questioning and discrete Understanding of the World, teacher-led sessions, learning can be deepened and built upon, following the children’s interests. Teaching staff also add enhancements to the provision areas to widen or deepen understanding. (See Progression from EYFS to Y1 Science document)


Key stage 1 and 2

Key Stages One and Two follow the National Curriculum, using technology where appropriate. We use the Pzaz scheme of work to enhance our subject knowledge and to create engaging lessons for our pupils. Teaching strategies include working scientifically activities to motivate and challenge children’s learning. Through these tools science lessons are imaginative, purposeful, well managed and enjoyable. Working scientifically specifies the understanding of the nature, processes and methods of science for each year group. Scientific enquiry is embedded within the content of every topic in biology, chemistry and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. Types of scientific enquiry taught include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils seek answers to questions through collecting, analysing and presenting data. Children’s progress is reported to parents against year group expectation at the end of each key stage, building on existing knowledge and skills to ensure progression. Links are made between science and other subject areas wherever possible and we give clear and accurate explanations and use open ended questions. Key Stage One and Foundation Stage teach at least one hour of Science per week, in Key Stage Two this increases to 2 hours of science per week. However during the current academic year some classes have chosen to ‘block’ their non-core subjects. Home learning tasks will be given to support class teaching and learning. We are currently trialling a subscription to Whizz Pop Bang, to further enhance our Science lessons and make links to the English curriculum through good quality Reading Comprehension texts.




The successful approach at Eynesbury Primary School results in a fun, engaging, high-quality science education, that provides children with the foundations for understanding the world. Our engagement with the local environment ensures that children learn through varied and first hand experiences of the world around them. So much of science lends itself to outdoor learning and so we provide children with opportunities to experience this. Through various workshops, trips and interactions with experts and local charities, children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity. Children learn the possibilities for careers in science as a result of our community links and connection with national agencies such as the STEM association and upper schools in the area. Pupil voice is used to further develop the Science curriculum, through questioning of pupil’s views and attitudes to Science to support the children’s enjoyment of science and to motivate learners.


Assessment will be undertaken using the following methods:-

  • observation of pupils
  • talking with pupils
  • marking written work
  • self-assessment
  • peer assessment
  • the evaluation of discussion

Children in EYFS are assessed against Understanding of World: 40-60m: Looks closely at similarities, differences, patterns and change.

Children at Expected level of Development at the end of year- Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.


Or Exceeding: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.


Which links directly to the National Curriculum in Year 1: Working Scientifically (practical scientific methods, processes and skills through the teaching of the programme of study content) asking simple questions and recognising that they can be answered in different ways observing closely, using simple equipment performing simple tests identifying and classifying using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions. Specifically in the areas of Plants, Everyday Materials, Seasonal Changes and Animals, including Humans.