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Bilton C of E

Junior School

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At BJS, our vision is to give all children a science curriculum that allows them to be ambitious for their future by providing a strong understanding of the world around them and a curiosity about natural phenomena whilst acquiring specific skills and knowledge to help them to think scientifically.

The 5 types of scientific enquiry (fair testing, research, observation over time, pattern seeking, identifying, grouping and classifying and problem solving) are embedded throughout each year group’s topics. All children at BJS are given a variety of opportunities to work scientifically and develop a range of skills including observing, planning and investigating, working practically, evaluating, making choices, working independently and collaboratively and using scientific vocabulary, developing both substantive and disciplinary knowledge. Topics are revisited from Key Stage One and many are built on each year in Key Stage Two, which allows children to build upon their prior knowledge whilst embedding procedural knowledge into long-term memory. Specialist vocabulary for topics is taught and effective questioning to communicate ideas is encouraged. Children learn about the relevance of science through its cross-curricular approach, science weeks, the entering of competitions and visits to and from places of scientific interest.


Our science intent is linked to both our school science vision and principles document which was created by staff, pupils and the Science council.



At BJS, Science topics are taught within each year group in accordance with the National Curriculum.

  • The 5 Topics for each year group are blocked roughly to each half term to allow children to focus on developing their knowledge and skills, studying each topic in depth.
  • Every year group will build upon the learning from prior year groups therefore developing depth of understanding and progression of skills.
  • Children explore, question, predict, plan, carry out investigations and observations as well as conclude their findings. These can be shown and evidenced in the back of Science books alongside the working scientifically assessment checklist.
  • Children present their findings and learning using science specific language, observations and diagrams.
  • In order to support children in their ability to retain knowledge there are regular opportunities to review the learning taken place in previous topics as well as previous lessons. For example, using Explorify openers.
  •  At the start of each topic children will review previous learning and will have the opportunity to share what they already know about a current topic.
  • At the end of each topic children will review their learning and have opportunity to demonstrate their new knowledge through posters, fact files and assessments.
  • Children are given a knowledge organiser at the start of each topic which details some key Science Curriculum Statement information and vocabulary. This is to support children with their acquisition of knowledge and are used as a reference document.
  •  Effective CPD and training opportunities are available to staff to ensure high levels of confidence and knowledge are maintained.
  •  To support teaching, teachers have had a number of key resources shared to help with their planning. For example, Explorify, Primary Science Teaching Trust, Reach Out and the Ogden Trust.
  • Effective use of education visits (including to local secondary schools) and visitors are planned, to enrich and enhance the pupil’s learning experiences within the Science curriculum.
  • Teachers use highly effective assessment for learning in each lesson to ensure misconceptions are highlighted and addressed.
  • Effective modelling by teachers ensures that children are able to achieve their learning intention, with misconceptions addressed within it.
  • Through using a range of assessment tools, differentiation is facilitated by teachers, to ensure that each pupil can access the Science curriculum.
  • Pupils are regularly given the opportunity for self or peer assessment, which will then be used to inform planning, preparation, differentiation and address misconceptions within that lesson, or for the next lesson.
  • Cross-curricular links are planned for, with other subjects such as Maths, English and Computing.