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“For there is hope for a tree, if it be cut down, that it will sprout again, and that its shoots will not cease.”

                                                                     Job 14.7



Science Intent Statement

At St. Thomas of Canterbury, we recognise the importance of Science in every aspect of daily life. As one of the core subjects taught in Primary Schools, we give the teaching and learning of Science the prominence it requires. Our curriculum will recognise that as children grow up in an increasingly technologically and scientifically advanced world, they need to be scientifically literate to succeed. We understand the importance of maintaining the curiosity children have established in the EYFS; therefore we deliver a curriculum with scientific enquiry at its heart. Teachers plan engaging and exciting lessons based on a commercially published scheme, adapting each lesson to meet the needs of individual children. Our school intends to make learning in Science accessible to all. The Science curriculum will encourage all pupils to believe in themselves; develop a ‘can do’ attitude and contribute to a positive learning culture.


The programmes of study set out a sequence of knowledge and concepts on a year by year basis. It is vital that, while ensuring children make progress, they also have a secure understanding of each key block of knowledge and concepts in order to move onto the next stage.  The goal of our teaching is to make sure children understand the ‘big ideas’ of Science through using a range of enquiry methods. These types of scientific enquiry include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Our curriculum ensures that all pupils take part in practical Science and real world experiences, where ever possible. Only through ‘doing’ Science can children develop an understanding of the nature, processes and methods of Science and pose and answer scientific questions about the world around them. We recognise that although scientific knowledge is continually changing, the skills gained from studying science are life-long.


Cross curricular links are a key principal of our Science teaching. Children’s mathematical knowledge will link to their understanding of Science, including, collecting, presenting and analysing data. Connections between Science and literacy are made explicit. Pupils will be familiar with, and use technical terminology accurately and precisely. Opportunities to apply and further develop children’s reading skills are deliberately planned into lessons where ever possible.


Ideas generated today will lead to solutions, practical applications, and new challenges tomorrow. Our ultimate goal is to ensure our children entering KS3 are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future. We endeavour to ensure that children leave our school as independent, inquisitive scientists.

At STOC, Y1-Y6 have a dedicated science lesson each week, where science is taught by meeting the requirements of the national curriculum.

The national curriculum for science aims to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the 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


To ensure that children's scientific knowledge stays 'sticky', every lesson begins with ‘STOC’s Flashback Four’, which is a series of questions based on previous learning:

  • Last Year
  • Last Term
  • Last Time (the topic was taught)
  • Last Lesson

The children at STOC begin to develop their love of science in Nursery and Reception through the ‘Understanding the World’ ELG. Science activities are carefully planned into continuous provision learning opportunities and focused activities. Children are encouraged to be curious, ask questions and be careful observers. Children observe seasonal change, make observations of physical processes around them, explore collections of materials, plant seeds and care for growing plants, begin to think about animals by hatching eggs, study simple life cycles by observing the life cycle of a butterfly, and so much more!


Take a look at some of our youngest scientists…


Our Bright Sparks club takes place after school every Tuesday. The children have enjoyed working as part of a team to build structures using only toothpicks and blu-tac! They have applied their knowledge of 3D shapes, whilst developing their skills of joining and strengthening to create sturdy structures. Mrs Quinn and Miss Kakanskas have both commented on how well the Year 3 children have cooperated, sensibly sharing their knowledge and skills. 

Year 1 Animal Handling Workshop 

To mark the end of their Animals Including Humans topic, Year 1 had a visit from a lady who brought lots of animals in for us to observe and handle. The children used their newly acquired scientific knowledge to name the group that each animal belonged to. They were also able to recall some of the features of the different animal groups. Well done Year 1!

Waterproof or absorbent? 

Year 1 have been working scientifically to investigate which gloves keep our hands dry. We identified the material that each glove was made from and we tried to use the scientific words: 'waterproof' and 'absorbent' to explain why our hands were wet or dry. We learnt that materials like rubber and latex are waterproof because they do not let water pass through, and materials, such as paper and wool, are absorbent because they let water pass through them. 



Click on the link above to see some photos and videos from our extraordinary Science day! 

We all had a brilliant time on Science Day, working in groups from different years. The teachers were very impressed with how the children looked after each other and worked as a team, helping each other to build their items and solve any problems along the way.


We watched an unforgettable, impressive science show, followed by making our very own fan-powered cars and rockets! It was most definitely a day to remember! 



Year 5

To enhance our learning of Living Things and their Habitats, we visited Chester Zoo. We experienced different animal habitats, such as the bat cave and islands, and we also got to learn about different animal feeding routines.

For our workshop, we explored the Islands exhibit and used classification keys to investigate the five different vertebrate groups.  We were challenged to find vertebrate and invertebrate species and presented our discoveries back to the group.


Year 5 visited Jodrell Bank (a world- leading science research site). The children explored the Lovell telescope, learnt so much from the incredible scientists who work there and they got to experience numerous practical activities. The children asked some interesting questions and received some jaw-dropping answers that blew their minds! 

Below, you will find an array of pictures, including some experiments and investigations that were carried out throughout the day.

The Year 5's measuring forces in newtons

The Year 5's had an important task to solve a serious crime! They were given 3 suspects and had to work out who was guilty by assessing the forensics against their statements that were given to the police.


First, the children took fingerprints, which they then analysed against fingerprints left at the scene of the crime. They also brushed for hand prints and investigated footprints. The children enjoyed matching ink samples from a note, using scientific equipment .Finally, through testing the PH level, they took samples to match soil that was found on the scene.


Knowledge Organisers

The year group links below will lead you to the Knowledge Organiser for each unit of work. Each Knowledge Organiser contains the key knowledge taught in each topic.