It is important to view knowledge as sort of a semantic tree - make sure you understand the fundamental principles, i.e the trunk and big branches, before you get into the leaves/details or there is nothing for them to hang on to.
- Elon Musk

At Blacko we want our children to think like scientists by developing enquiring minds and analytical thinking skills. Science continues to evolve and new findings about the world in which we live are constantly being discovered. We want our children to be able to engage with our ever-changing world by providing a curriculum that covers the three scientific disciplines of biology, physics and chemistry.

The national curriculum for science aims to ensure that: ‘all pupils develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics; develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them; are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future’.

The teaching of science at Blacko aims to foster the children’s natural curiosity and support their understanding of the subject as a process of enquiry, as well as build the acquisition of relevant scientific knowledge.

Scientific concepts and skills, such as making predictions and using their personal experiences to inform their observations, are introduced to children in the Early Years through the EYFS Statutory Framework areas of learning, ‘Physical Development’ and ‘Understanding the World’. This early learning feeds directly into the knowledge curriculum for years 1-6. Using the National Curriculum Science Programmes of Study as the starting point, our year-by-year curriculum has been carefully designed to build on prior learning through a spiral approach, linking units of work across year groups but also across Key Stages. A carefully planned science curriculum builds knowledge and skills across biology, chemistry and physics through weekly lessons year upon year. Lessons will be delivered through direct instruction or enquiry learning as appropriate to the learning.

Throughout the curriculum, the children are encouraged to ask, predict and answer questions using close observations, reasoning and explanation, as well as present their findings in increasingly sophisticated ways developing a rich schema of scientific knowledge and ability to act scientifically.

Throughout all of their learning children are encouraged to think of how they are working scientifically. The 5 ways of working scientifically are planned for in each year group with key questions to answer being mapped out across school. In addition, at the start of each lesson teachers share “How we are working as scientists” again highlighting the 5 ways of working scientifically:

• Observation over time –e.g. season, chocolate melting, animals growing
• Pattern seeking –e.g. do plants grow well? Does the size of Planet affect its orbit?
• Identifying, classifying and grouping –e.g. grouping materials, animals
• Comparative and fair testing
• Research using secondary sources

Scientific skills are developed across school. A skills progression document shows clearly what is expected in each year group and how these skills build across school.

Evidence

At Blacko children have the opportunity to record their learning in a variety of ways, which is recorded within Science books. Evidence of the learning is dependent on the lesson outcome; year group and the knowledge and skills being developed. This can be in the form of: shared learning folder, extended writing, photographs of practical activities, speech bubble comments relating the learning.

Assessment 

The use of retrieval practices strategies built into the learning help teachers identify how much knowledge has been learnt in a unit. At the start of every lesson children complete a retrieval practice comprising questions based on their previous learning, which are multiple choice, true or false, and explanations. This helps teachers to assess the children's learning across the unit and address any gaps in knowledge and misconceptions. Teachers assess children’s learning throughout each lesson to ensure understanding of skills and knowledge before building onto future learning. Teachers use a range of questioning and retrieval practise to assess children against the aims of the lesson. In addition, children will also complete end point assessments at the end of each unit to assess their substantive and disciplinary knowledge.

 

Inclusion & SEND Across Our Curriculum

Across all areas of the primary curriculum, we are committed to ensuring that every pupil—including those with SEND, those who are disadvantaged, and pupils from all backgrounds and demographics—can access, engage with and succeed in their learning.

Our curriculum is designed to be inclusive by intent and adaptive in practice, ensuring that high expectations are maintained for all learners while removing barriers to participation and progress.

 

High-Quality, Inclusive Teaching in Every Subject

In every subject, pupils with SEND are supported to access learning through carefully planned adaptations that are responsive to individual need. These adaptations are part of high-quality first teaching and are planned by class teachers in collaboration with the SENDCo where appropriate.

Adaptations are informed by the EEF’s ‘Five-a-Day’ principles for SEND, ensuring that teaching strategies are evidence-based and benefit all learners. These may include:

• Flexible grouping and targeted adult support

• Clear modelling and explicit instruction

• Use of visuals, scaffolds and structured resources

• Opportunities for retrieval, overlearning and pre-teaching

• Assistive technology or alternative methods of recording

Such approaches support pupils with SEND while also strengthening learning for disadvantaged pupils and the wider class.

 

Subject-Specific Adaptation and Access

Each curriculum subject is planned with consideration for:

• Cognitive demand and curriculum sequencing

• Language and vocabulary development

• Practical and multisensory learning opportunities

• Alternative ways for pupils to demonstrate understanding

Where needed, teachers implement Ordinarily Available Provision (OAP) within lessons to ensure pupils can participate meaningfully in subject learning alongside their peers.

This ensures that pupils are not removed from learning unnecessarily and that adaptations remain closely aligned to the curriculum’s intended knowledge and skills.

 

Early Identification and Responsive Support

Across all subjects, pupil progress is closely monitored. Where barriers to learning are identified, teachers follow a graduated response (Assess, Plan, Do, Review) to ensure timely and appropriate support.

Subject leaders work alongside the SENDCo to:

• Review curriculum accessibility

• Support teachers with inclusive subject-specific strategies

• Ensure adaptations are effective and proportionate

• Maintain ambitious outcomes for all learners

This reflects the current Ofsted focus on how well schools identify need, adapt curriculum delivery and evaluate impact for pupils with SEND.

 

Partnership with Families

We recognise the importance of working in partnership with parents and carers. Our Inclusion and SEND page provides further information about:

• How subject learning may be adapted

• What support looks like in the classroom

• How progress is communicated

• Where families can access additional advice or support

Through open communication, we ensure that provision across all curriculum areas reflects each child’s strengths, needs and aspirations.

 

Inclusive Curriculum & Ofsted Expectations

Our approach aligns with the latest Ofsted Inspection Framework, which places strong emphasis on:

• Inclusive curriculum design

• The effectiveness of adaptive teaching

• The impact of support for pupils with SEND and those who are disadvantaged

• Leaders’ understanding of how well pupils access and achieve across subjects

We continually review our curriculum and teaching practices to ensure that all pupils are supported to achieve well across every subject area.

 

For further information, please see our SEND and Inclusion Page on our school website.

 

Subject Leaders

Subject leaders will conduct deep dives, which include lesson drop ins, pupil interviews and book looks to measure the impact of our teaching, based on how much children can remember.