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Progression of Skills for Science


At Tutshill C. of E. Primary School, we value Science as an important part of the children’s entitlement to a broad and balanced curriculum. It is our intention to recognise the importance of Science in every aspect of daily life.

Our Science Curriculum develops our children’s natural curiosity, encourage respect for living organisms and the physical environment and also provide opportunities to undertake a range of scientific enquiries. We enable children to learn through varied systematic investigations, leading to them being equipped for life to ask and answer scientific questions about the world around them. As children progress through the year groups, they build on their skills in working scientifically, as well as on their scientific knowledge, as they develop greater independence in planning and carrying out fair and comparative tests to answer a range of scientific questions. We aim to build a Science curriculum which develops learning and results in the acquisition of knowledge and build a Science curriculum which, enables children to become enquiry based learners.

We use our core Christian values to teach children how to respect and value the work and ideas of others. Children are encouraged to use their learning behaviours to take responsibility for creatively and innovatively planning, carrying out and then evaluating scientific investigations whilst showing resilience and perseverance to overcome challenges.


The acquisition of key scientific knowledge is an integral part of our Science lessons. The progression of skills for working scientifically are developed through the year groups and scientific enquiry skills are of key importance within lessons. The progression of these skills is set out in the Science Progression Map. Each lesson has a clear focus. Scientific knowledge and enquiry skills are developed with increasing depth and challenge as children move through the year groups. They complete investigations and hands-on activities while gaining the scientific knowledge for each unit. Interwoven into the teaching sequence are key questions. These allow teachers to assess children's levels of understanding at various points in the lesson. They also enable opportunities to recap concepts where necessary. The sequence of lessons helps to embed scientific knowledge and skills, with each lesson building on previous learning. There is also the opportunity to regularly review and evaluate children's understanding. Activities are differentiated so that all children have an appropriate level of support and challenge.

  • At Tutshill C. of E. Primary School, we have a clear and comprehensive scheme of work in line with the National Curriculum where teaching and learning shows progression across all key stages within the strands of Science and opportunities for practical investigative opportunities within Science lessons.
  • Children have access to key language and meanings in order to understand and readily apply to their written and verbal communication of their skills.
  • Children will use a range of resources to develop their knowledge and understanding that is integral to their learning and develop their understanding of working scientifically. Children will reflect on previous learning and cross curricular links will be made wherever possible
  • Children will be able to build on prior knowledge and link ideas together, enabling them to question and become enquiry based learners.
  • Attainment is assessed each term through related assessment tasks and Teacher Assessment.
  • Where applicable links to Science will be made to develop the children’s thematic approach to learning
The ABCDE teaching model is used within sequences of lessons. Teachers activate new learning by recapping previous learning and then teaching specific skills and knowledge for the new lesson. Children are given opportunities to demonstrate their skills by being given time to explore and experiment with materials and resources whilst completing practical science tasks. They are also encouraged to co-operate with one another in order to develop their understanding and learning of the skills taught. Children are actively encouraged to demonstrate their reflection and evaluative skills, by considering their own work alongside the work of others. They are encouraged to evaluate and make suggestions for improvements whilst completing scientific investigations.  Opportunities are also provided for children to evaluate scientific discoveries and life changing events. They are also given opportunities to research famous scientists and other important individuals who have helped shape the world, showing the real impact of Science on everyday life and our understanding of it. This in turn helps to inspire children to become the next generation of scientists and innovators preparing children for the responsibilities and experiences of later life. It also develops children’s global awareness; teaching how Science both reflects and shape our history and contribute to an awareness of British Values culture and creativity.


Children will retain knowledge that is pertinent to Science with a real life context.

Children will be able to question ideas and reflect on knowledge.

Children will work collaboratively and practically to investigate and experiment. They will have experience of carrying out a range of different types of Scientific enquiry.

Children will be able to explain the process they have taken and be able to reason scientifically.

The learning environment across the school will be more consistent with science technical vocabulary displayed, spoken and used by all learners.

Children who feel confident in their science knowledge and enquiry skills will be excited about science, show that they are actively curious to learn more and will see the relevance of what they learn in science lessons to real-life situations and also the importance of science in the real world.