“Science is a way of thinking much more than it is a body of knowledge.” – Carl Sagan

“Every brilliant experiment, like every great work of art, starts with an act of imagination.” – Johan Lerher

“I am among those who believe that science has great beauty.” – Marie Curie

At Girnhill, Science is taught through the ambitious National Curriculum and the Early Years outcomes.  Through a high-quality science curriculum, children will be inspired to deepen their understanding of the world through the specific disciplines of Chemistry, Biology and Physics.

Pupils will be taught over a series of lessons to:

  • revisit previously taught knowledge and skills;
  • understand and apply scientific vocabulary.
  • become fluent in the fundamentals of working scientifically

At Girnhill, we provide many opportunities for the children to become scientists and work scientifically; Working scientifically allows pupils to generate and answer scientific questions using scientific vocabulary and all pupils are taught knowledge, methods, processes and uses of science. Through the use of carefully selected resources we intend to scaffold and challenge our leaners to enable them to develop confidence and efficient strategies to make a positive contribution to the wider world.

We are ambitious in our expectations of all pupils, ensuring strong cross curricular links are made to develop children holistically. 



At Girnhill Infant School, we believe in providing a high-quality science education which lays the foundations for understanding the world through the disciplines of biology, chemistry and physics. Exposing our learners to a breadth of enquiry, curiosity and investigations, inspires learners to develop a love of science and appreciate the power of it, how it has changed our lives and how it is essential for the future.

We map the National Curriculum and Early Years Foundation Stage Curriculum for science into a coherent a sequential progression model that outlines the substantive knowledge, disciplinary knowledge, vocabulary and sentence stems needed at each stage that will build cumulatively towards learners being able to use and apply their knowledge, skills and understanding across a range of scientific concepts.  In science, we value the importance of a high-quality oracy education where children develop and deepen their subject knowledge and understanding of talking like a scientist.

Technical tiered vocabulary is modelled through the use of teacher talk and ‘my turn, your turn’ using flashcards. Language is scaffolded through carefully planned and designed sentence stems appropriate for each concept at each phase.

Opportunities for children to practise the skill of presentational talk will be further developed in science through the use of mode B learning such as presenting posters in front of their peers. We enhance the scientific opportunities through the REACH curriculum and The Wanderlust Nature Study.


We ensure that all teachers, including those who are non-specialists, have excellent subject knowledge and are supported in the implementation of the curriculum.

Oracy is woven through the science curriculum and children are confident with the expectations such as: the use of tiered scientific vocabulary, sentence stems, exploratory and presentational talk. Within science, exploratory talk focuses predominantly on the linguistic and cognitive aspects of communication.

Children are given opportunities to apply their scientific knowledge and skills through a wide range of practical, hands – on activities. Children build on their scientific knowledge and known concepts by exploring and developing their understanding of the world around them and working scientifically; observing change over time, questioning, performing simple tests and by gathering and recording data.

Modelling is used to demonstrate how to plan, carry out, interpret and conclude. Sentence stems are provided and used for the children to develop their understanding of how to speak like a scientist.

Learners are encouraged to be curious by asking questions to investigate or clarify their understanding. Subject specific vocabulary is taught explicitly through flash cards, teacher talk and applied through discussion.

Demonstrations are used to aid understanding of concepts. The learners observe over time; look for patterns; identify, classify and group; carry out fair testing (controlled investigations). Based on Rosenshine’s theory, learners have the opportunity to revisit and build on prior learning through carefully planned revisit and review tasks.


Learners have the knowledge and skills to work like a scientist.  They make sustained progress in science, which is measured against the age-related  expectations.

By the end of each phase the children are expected to know, apply and understand the knowledge skills and processes in the science programme of study.

Learners develop the competence to talk, present and work like a scientist.