Choose a Subject

Bayards Hill Science Curriculum Handbook


At Bayards Hill Primary School we want every child to be engaged and involved in Science. Our Science curriculum is made up of several modules to ensure a full coverage of the National Curriculum. Knowledge organisers are stuck into books at the beginning of each unit and set out the minimum of work learnt by pupils. The Science framework is built on a clear progression of conceptual knowledge in Science from EYFS to year 6. The framework has been used to structure content from year to year and identify gaps in the National curriculum. Children are able to systematically develop their knowledge of big ideas and scientific skills. Science lessons are planned to enable all children to access and master intended knowledge and skills.


We use the RLT core teaching principles as well as the Rosenshine principles which is the basis of high quality teaching. Teachers have a clear understanding of the key principles of Science that need to be taught in each year group. Misconceptions are highlighted at the beginning of modules and addressed within the teaching. Revisit and review strategies are used throughout and at the end of each module to check that children have a deep understanding of the Science knowledge and skills taught. Therefore information is transferred from short term to long term memory. The Science framework provides the opportunity to assess children’s understanding against the National Curriculum objectives. Science is promoted throughout the school, through active working walls, whole school displays of learning and a Science day.


Children develop a love of Science in and out of school. It feeds into hobbies and interests which resonate with each child. There is a clear progression of skills from EYFS to year 6 curriculum where children are continuously embedding previously learnt knowledge. Children are engaged and excited to learn about Science and scientific language is used accurately by children in and around the school. It is present and displayed in all learning environments and filters in naturally to the school vocabulary. The children's books reflect the learning that is being taught and the curriculum coverage. It is evident where the new content is and the opportunities to review and reflect previous learning. Children have the opportunity to complete practical investigations and practise their working scientific skills in real life contexts.


Our aim is that our children receive a full and rich Science curriculum that provides them with the information to understand the real world.

To provide children with the necessary scientific skills to be curious, analytical and investigative. 

To provide quality teaching and to regularly assess children, to ensure that the loss of learning over the past couple of years is addressed and gaps are filled.


In Nursery

  • Understanding the world

In Reception

  • Understanding the world

In KS1

  • Working scientifically

  • Seasonal changes

  • Everyday materials

  • Living things and their habitats

  • Plants

  • Animals including humans

In KS2

  • Working scientifically

  • Rocks

  • Forces

  • Light

  • Animals including humans

  • Plants

  • Everyday materials

  • Sound

  • Evolution and inheritance 

  • Properties and changes of materials 

  • Earth and Space

  • Living things and their habitats

Inclusion and SEND

At Bayards Hill Primary School, every teacher is a teacher of SEND. As such, inclusion is a thread that runs through every area of the school enhanced by collaboration between senior leaders, teachers, support staff, external agencies, parents and most importantly, the child. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. Lessons are planned with appropriate scaffolds, adjustments and modifications to ensure that there are no barriers to achievement and progress.


Both formative and summative assessments are used through weekly and monthly reviews of learning. At the end of every unit children complete a low stakes quiz to analyse what they have retained from the taught module. 

In the following modules, weekly reviews of previous units are included in all new teaching. This is to encourage children to always refer back to prior learning. 

The tracking tool ‘Target Tracker’ is used to record pupils’ attainment against their age-appropriate objectives; teachers then use this information to plan the ‘next steps’ of their learning.

Knowledge Organisers

Year 1

Year 1 Term 1 Science

Year 1 Term 2 Science

Year 1 Term 3 Science

Year 1 Term 4 Science

Year 1 Term 5 Science

Year 1 Term 6 Science

Year 2

Year 2 Term 1 Science

Year 2 Term 2 Science

Year 2 Term 3 Science

Year 2 Term 4 Science

Year 2 Term 5 Science

Year 2 Term 6 Science

Year 3

Year 3 Term 1 Science

Year 3 Term 2 Science

Year 3 Term 3 Science

Year 3 Term 4 Science

Year 3 Term 5 Science

Year 3 Term 6 Science

Year 4

Year 4 Term 1 Science 

Year 4 Term 2 Science

Year 4 Term 3 Science

Year 4 Term 4 Science

Year 4 Term 5 Science

Year 4 Term 6 Science

Year 5

Year 5 Term 1 Science

Year 5 Term 2 Science

Year 5 Term 3 Science

Year 5 Term 4 Science

Year 5 Term 5 Science

Year 5 Term 6 Science

Year 6

Year 6 Term 1 Science

Year 6 Term 2 Science

Year 6 Term 3 Science

Year 6 Term 4 Science

Year 6 Term 5 & 6 Science


Your browser is out-of-date!

Update your browser to view this website correctly. Update my browser now