Temple Meadow Primary School

Science

Vision & Intent

Our vision statement:

At Temple Meadow Primary our vision is for every child to develop a lifelong curiosity about the world around them and to see themselves as scientists. Science provides our pupils with the opportunity to ask questions, investigate ideas, and make sense of phenomena through careful observation, enquiry and reasoning.

Our intent is to deliver a science curriculum that is:

Ambitious and Inclusive – ensuring that all pupils, including disadvantaged and SEND learners, are given the knowledge, skills and cultural capital they need to succeed in science and in later life.

Knowledge-rich and Progressive – building carefully from EYFS through to Year 6, with prior knowledge revisited, embedded and extended at each stage. Our progression maps ensure that scientific concepts and vocabulary are taught in a logical sequence that enables secure understanding.

Enquiry-driven – pupils are given opportunities to work scientifically through practical investigation, fair testing, pattern seeking, observation over time, and the use of secondary sources. This fosters critical thinking and allows children to behave like scientists.

Vocabulary-focused – key vocabulary is explicitly taught and modelled, enabling children to articulate their scientific thinking with precision.

Ultimately, our intent is that pupils leave Temple Meadow with a strong foundation of scientific knowledge and skills, confidence in asking questions, and an appreciation of how science has changed our world and continues to shape our futures.

Curriculum Implementation

At Temple Meadow Primary School, science is taught through a carefully planned sequence of lessons that build knowledge, skills, and vocabulary progressively across the school. We have chosen White Rose Science because its clear, small-step approach ensures knowledge is sequenced and revisited in a way that builds secure understanding. This structure supports all pupils — including those with SEND — to grasp key concepts, while providing challenge and progression for higher attainers.

Teaching plans

Our long-term plans set out a clear progression of units within a year.

Our medium-term plans break this down into units of work, providing the small steps of learning, key vocabulary, and enquiry opportunities needed for each topic. Using White Rose Science as our core structure, teachers adapt plans to meet the needs of their classes, ensuring concepts are revisited, misconceptions are addressed, and all pupils are supported to achieve ambitious outcomes.

You can explore our long-term plans below.

Teaching approaches

At Temple Meadow Primary School, our science teaching is underpinned by explicit instruction, rich vocabulary, purposeful enquiry and retrieval practice. We draw on the EEF’s Improving Primary Science guidance and Teach Like a Champion (TLAC) strategies to ensure lessons are engaging, inclusive, and cognitively rich. Our consistent teaching ensures pupils not only gain knowledge but develop the ability to think and behave like scientists.

Vocabulary

Key Tier 2 and Tier 3 scientific vocabulary is introduced explicitly, revisited regularly, and used across lessons. Pupils are encouraged to speak like scientists, using structured sentence stems and word banks to explain their thinking clearly and precisely.

Explicit teaching

Teachers use TLAC strategies like I do/We do/You do, Cold Call, and Check for Understanding to model scientific concepts in small steps. Visuals, worked examples and clear instructions help pupils understand and retain key knowledge.

Practical enquiry

Practical work is carefully planned to ensure it supports learning. Pupils experience all types of scientific enquiry, including observation, testing, and research. Scaffolding is used to develop independence and scientific thinking over time.

Assessment

At Temple Meadow Primary School, assessment in science is carefully designed to check that pupils know more, remember more and can do more over time. We use a combination of formative and summative approaches to build an accurate picture of each child’s progress.

Formative assessment

Teachers use strategies such as “Check for Understanding” and targeted questioning to identify misconceptions during lessons.
Pupil books and practical outcomes are reviewed regularly to ensure knowledge and vocabulary are being applied accurately.
Self- and peer-assessment opportunities encourage pupils to reflect on their own scientific thinking.

Retrieval

Short, low-stakes quizzes, “do now” activities and vocabulary checks are used to revisit prior learning and strengthen long-term recall.
Teachers make explicit links to previous topics so children can connect new knowledge with what they already know.

Summative assessment

At the end of each White Rose Science unit, teachers assess pupils against key knowledge and working scientifically objectives.
This includes evaluating pupils’ ability to plan, carry out and explain enquiries, as well as their grasp of core concepts.

Tracking and next steps

Outcomes are recorded on whole-school tracking systems, which inform planning and targeted support.
Teachers use this information to identify gaps, address misconceptions and adapt future teaching.
Leaders use assessment information to monitor attainment and progress across year groups, ensuring consistency and ambition for all learners.

Cross-curricular links

At Temple Meadow Primary School, we ensure that science is meaningfully connected to other areas of the curriculum so that pupils recognise its real-world applications and can deepen their understanding through multiple disciplines.

➕ Mathematics

Mathematics is embedded within science through measuring, presenting and analysing data. Pupils apply skills such as calculating averages, using standard units, drawing graphs and interpreting charts to support their scientific enquiries. This strengthens both scientific accuracy and mathematical fluency.

💻 Computing

Computing enhances science learning through data logging, simulations and research. Pupils use digital tools to record results, present findings, and explore concepts that are difficult to observe directly (e.g. space, micro-organisms). This develops their digital literacy alongside scientific enquiry.

🌍 Geography

Science and geography are closely linked through the study of climate, habitats, the environment and sustainability. Pupils investigate topics such as pollution, global warming, renewable energy and ecosystems, developing an understanding of how human activity impacts the planet and how science contributes to solutions.

Curriculum Impact

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Pupil voice - awaiting content.

Enrichment and Wider Opportunities

At Temple Meadow Primary School, we believe science should be exciting, memorable and connected to the real world. Alongside high-quality lessons, pupils enjoy a wide range of opportunities to bring science to life:

Science Fair

Each year, our pupils take part in the Temple Meadow Science Fair. Children plan and present their own investigations, sharing them with classmates, staff and families. This event celebrates curiosity, creativity and the joy of discovery, while building pupils’ confidence in explaining and presenting their ideas.

Trips and Visits

We enrich our science curriculum with carefully chosen trips and visitors. Pupils might visit museums, nature reserves or science centres, where they explore real-world applications of what they are learning in school.

Forest School

Our pupils benefit from access to Forest School, where they can investigate habitats, observe seasonal change and develop practical enquiry skills in a natural environment. These sessions encourage teamwork, resilience and a deep appreciation of the outdoors, while making strong links to our science topics.

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