At Folkestone Primary, we support our children to develop a sense of understanding and wonder about the world around them and how it works, as well as piquing their curiosity and enthusiasm. Our Science curriculum aims to inspire and challenge students to develop their scientific knowledge and skills through a broad, balanced and engaging curriculum. Throughout the process of asking and investigating scientific questions, children have a plethora of opportunities to build their ‘working scientifically’ skills through formulating predictions, making observations, recording data, and presenting findings. This allows children to further understand the role that Science plays in the advancement of the world around them.


● Science is taught weekly as part of a half-termly unit, which progresses the children’s knowledge and skills that are stated in the National Curriculum.

●Our curriculum follows a spiral model where previous skills and knowledge are returned and built upon throughout the key stages.

● Pupils are actively engaged in a range of investigative opportunities on a weekly basis, which bring the subject to life and ensure that pupils can evidence the ‘Working scientifically’ elements of the curriculum.

● Children receive high quality Science lessons that plan for progression and depth, concentrating on the application of investigative skills and knowledge suited to the age and ability of our pupils.

● Extended writing opportunities, such as explanation texts, feature within the curriculum, allowing children to draw on previous knowledge and evidence to support their answers.

● Opportunities for children to be exposed to and use higher level vocabulary are mapped out and vocabulary is explicitly taught at the start of each lesson.

● Through enrichment days, such as ‘science week’, we promote the profile of Science and allow time for the children to freely explore scientific topics.


Science lessons regularly include recall activities as starters. giving pupils the opportunity to revise and recap their previous knowledge. This also allows teachers to address gaps in understanding and misconceptions. Across the school, quiz-style activities are frequently used as an assessment tool at the end of a unit of work, where children can show the depth of their understanding. This assessment information flags areas where pupils have a secure knowledge and where they need some aspects to be retaught.