Science

At Bridgeway Federation, science education is designed to inspire curiosity, deepen understanding and encourage pupils to explore the world around them. Through the study of biology, chemistry and physics, pupils develop a strong foundation of scientific knowledge that supports them in making sense of their experiences and prepares them well for future learning and life beyond school.

Science is taught as an engaging and meaningful subject that helps pupils to understand how the world works and how scientific ideas have shaped society. As our pupils build key concepts and skills, they are encouraged to think critically, ask thoughtful questions and develop a lasting sense of curiosity and wonder. Through practical investigation, enquiry and reflection, pupils learn how science can be used to explain phenomena, make predictions and understand causes, enabling them to become confident, informed learners who can contribute positively to the wider world.

Scientific knowledge and understanding

At Bridgeway Federation, Science learning is carefully sequenced to ensure pupils develop a secure and meaningful understanding of key scientific knowledge and concepts. While progress is important, equal emphasis is placed on depth of understanding, enabling pupils to build confidently on prior learning as they move through each stage of their education. Secure understanding supports smooth transitions, prevents misconceptions and prepares pupils for more complex scientific thinking.

Pupils are encouraged to describe scientific processes and key characteristics using clear, everyday language, while also developing confidence in using accurate and precise scientific terminology. Over time, pupils build a rich and expanding scientific vocabulary and apply their mathematical skills to science, including collecting, presenting and analysing data. Learning is delivered through a range of engaging contexts that motivate pupils and help them appreciate the relevance of science within the wider world and curriculum.

The nature, processes and methods of science

‘Working scientifically’ is embedded throughout science teaching at Bridgeway Federation and is woven into the study of biology, chemistry and physics rather than taught in isolation. Pupils develop an understanding of how science works by engaging in a variety of enquiry approaches, including observing changes over time, identifying patterns, classifying and grouping, carrying out fair tests and researching using secondary sources.

Through these experiences, pupils learn to ask questions, gather evidence, analyse data and communicate their findings effectively. As pupils progress, they are supported to develop the skills and understanding needed to engage in increasingly sophisticated scientific discussions and investigations, preparing them well for future learning.

Spoken Language

Spoken language plays a vital role in Science learning across Bridgeway Federation. High-quality discussion supports pupils’ cognitive, social and language development, helping them to articulate scientific ideas clearly and confidently. Pupils are encouraged to explain their thinking, ask questions and engage in meaningful dialogue, allowing teachers to identify and address misconceptions effectively. This focus on purposeful talk helps pupils to secure understanding and develop confidence in communicating scientific concepts with precision.

At Bridgeway Federation, the focus of science teaching in Key Stage 1 is to spark curiosity and a sense of wonder about the world. Pupils are encouraged to explore and observe both the natural world and human-made environments, developing a deeper understanding of the phenomena around them. They are supported to ask questions about what they notice and to think carefully about what they see.

Pupils begin to build their understanding of scientific ideas through a variety of enquiry-based activities. These include observing changes over time, identifying patterns, grouping and classifying objects, carrying out simple comparative tests, and finding out information using secondary sources such as books, photographs and videos. Pupils are also encouraged to use simple scientific language to describe their findings and communicate their ideas to others in a range of ways.

Learning in Key Stage 1 is grounded primarily in hands-on, practical experiences, allowing pupils to explore, investigate and discover for themselves. Secondary sources are used to enrich learning, deepen understanding and provide additional contexts, helping pupils to see the relevance and excitement of science in the wider world.

The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

Science in Upper Key Stage 2 is designed to inspire curiosity and deepen pupils’ understanding of the world. Pupils are encouraged to explore their ideas, ask thoughtful questions about scientific phenomena, and examine the relationships, patterns and interactions that shape the world around them.

At this stage, pupils encounter more complex and abstract concepts, learning to see how scientific ideas help explain and even predict how things work. They also begin to appreciate that science is a dynamic and evolving field, with knowledge developing over time as new discoveries are made.

Pupils engage in a wide variety of enquiry-based activities, from observing changes over time and identifying patterns, to grouping and classifying, carrying out comparative and fair tests, and researching using a rich range of secondary sources. They are supported to analyse their findings, draw well-evidenced conclusions, and communicate their ideas clearly. Through this process, pupils develop not only scientific knowledge, but also the confidence, curiosity and problem-solving skills to become thoughtful, independent and inquisitive learners ready to explore the wider world.