Harworth Church of England Academy


We AMAZE by recalling prior learning, being curious about natural phenomena and applying that to our work.

We ACHIEVE by gaining self-esteem of success, building up a body of key foundational knowledge and sparking a curiosity to explore scientific phenomena.


We ASPIRE to give every child the opportunity to communicate their thoughts and feelings by encouraging pupils to recognise the power of rational explanation and develop a sense of excitement and curiosity. To encourage them to understand how Science can be used to explain, predict and analyse.


Curriculum Intent

At Harworth Church of England Academy we believe that an outstanding quality of Science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future therefore pupils should be taught the essential aspects of the knowledge, methods, processes and uses of Science.

Christian Values

We gain a heart of wisdom in every lesson, in every day. Jesus taught kindness, compassion, fairness and patience. This is what we base our teaching and learning on. We teach children to have an emotional response by providing opportunities for reflection. This could include time to reflect on how they have worked scientifically or on the results of different science questions they have investigated.

What do we want for our children in this subject?

At Harworth Church of England Academy we aspire to promote children’s independence and for all children to take responsibility for their own learning. We have developed scientific vocabulary boards, KWL grids and worked together to improve how our written evidence for experiments are presented to ensure pupils gain a full understanding of how to work in a systematic and scientific manner. 


We ensure that all children are provided with rich learning experiences that aim to:

  • Prepare our children for life in an increasingly scientific and technological world today and in the future.
  • Help our children acquire a growing understanding of the nature, processes and methods of scientific ideas.
  • Help develop and extend our children’s scientific concept of their world.
  • Build on our children’s natural curiosity and developing a scientific approach to problems.
  • Encouraging open-mindedness, self-assessment, perseverance and developing the skills of investigation – including: observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating.
  • Develop the use of scientific language, recording and techniques.
  • Make links between science and other subjects.

How do we cater for SEND and Disadvantaged?

We plan our activities to teach Science to all children, whatever their ability. We use a range of strategies to support pupils, such as the use of appropriate vocabulary at varying levels of difficulty, or, levels of written or oral questions for pupils during investigative sessions.

National Curriculum.

Key Stage 1

Working Scientifically

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking simple questions and recognising that they can be answered in different ways
  • observing closely, using simple equipment
  • performing simple tests
  • identifying and classifying
  • using their observations and ideas to suggest answers to questions
  • gathering and recording data to help in answering questions.

Key Stage 2

Working Scientifically

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking relevant questions and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests
  • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • using straightforward scientific evidence to answer questions or to support their findings.

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate 
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • using test results to make predictions to set up further comparative and fair tests
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
  • identifying scientific evidence that has been used to support or refute ideas or arguments.