Our Science coordinator is Mrs Davies

I love Science because you find out interesting, new things and get to do exciting experiments!

Science is important because it lets us be curious and investigate new things and find out why things happen.


At Towngate Primary Academy, we teach weekly science lessons across both Key Stages. Early Years deliver science through focus sessions and both indoor and outdoor provision. Science is a subject specific lesson and where appropriate cross-curricular links are made. These lessons build upon previously taught knowledge, skills and vocabulary.Ā  Teachers use subject progression grids alongside their planning to understand previously taught knowledge, skills and vocabulary and where the childrenā€™s learning will progress throughout school. This allows the children to acquire knowledge and know more, remember more.

Key Stage One and Key Stage Two teachers cover the objectives set out in the Programmes of Study in the National Curriculum and follow the ā€˜Snap Scienceā€™ scheme to reduce teacher workload and support subject knowledge. Ā Lessons at Towngate Primary Academy include reviews of previously taught skills, knowledge and vocabulary and we promote an importance of an investigative approach through regular ā€˜hands onā€™ experiences. Each unit of work has a science assessment sheet provided by the Curriculum Leader, which covers the objectives set out in the National Curriculum, teachers use this to identify gaps and identify children working above expected.


During science lessons at Towngate Primary Academy, children are following a clear, progressive scheme of work alongside the National Curriculum. Teaching and learning in the classroom should show progression across all Key Stages within the scientific strands. Children have access to key vocabulary and meanings through knowledge organisers and working walls to allow them to know more, remember more and apply to their written, mathematical and verbal communication skills. Children will be able to review and build upon prior skills, knowledge and vocabulary to allow them to work scientifically and become enquiry based learners. Where appropriate, cross-curricular links are evident in the weekly teaching of science where children are encouraged to practise their maths, English and represent our values based learning, SMSC and British Values. Educational visits take place throughout school, which link to science based learning to enhance the childrenā€™s learning experiences through hands on, practical activities led by specialists.

Progression inĀ Science

Attached in the documents below is the curriculum progression document for the subject, which outlines the skills, knowledge and vocabulary that pupils are expected to learn during their time in school. We underpin all of our learning with Rosenshine’s Principles – 17 Principles of Effective Instruction in order to develop a consistent approach to teaching and learning. These are:

1. Begin a lesson with a short review of previous learning.

Reviewing previously learned material strengthen the connections between pieces of knowledge. A review of the previously covered material in maths may include flashcards, terminology, bingo, If this is the answer, what is the question and convince me statements.

2. Present new material in small steps with student practice after each step.

New material is presented in science through a process of small steps and ‘thinking out loud’: this allows the teacher to model the new learning in smaller chunks before allowing the children to have a go in a ‘my turn, your turn’ scenario giving time for both guided and independent practice.

3. Ask questions and check answers

To learn something, students need to practice it. Everytime students answer a question or solve a problem, they retrieve that information, memory for that information becomes stronger and more last-longing. The more variety of question types, the better.

4. Use high quality models

Children are exposed to a variety of concrete examples and models throughout their learning process. High quality models are used to set an expectation for pupils to demeonstrate the expected standard for the year group. Models are used in whole class and small group teaching to guide scientifical thinking and processes.

5. Guided practice

Within mathematics, student practice is guided through a process of ‘thinking out loud’; this ensures that pupils are provided a commentary for selecting effective and efficientstrategies and use of appropriate resources in order to be successful as independent mathematicians.

6. Check for understanding

Check for understanding helps teachersĀ assess learning and understanding. Throughout lessons, teachers ask direct and carefully selected questions to extract learning and successfully identify misconceptions. Staggered starting points are in place to enable children to understand the knowledge taught at the appropriate time. Live guidance and feedback allows all staff to assess understanding during lesson time and identify ways of moving learning forward.

7. Obtain a high success rate

This principle relates to making sure all students have mastered the current set of lessons before moving on to the next one. It involves checking for misconceptions and asking questions.

8. Provide scaffolds in difficult tasks

Through the use of working walls, representations, cue cards, worked examples and models and resources children are provided with opportunities to overcome barriers and independently develop their skills. Staff used within a classroom support pupils in their learning and promote independent practice.

9. Stimulate and monitor independent practice

It is our expectation that children become independent in their practice; independent practice should be used after guided practice. That is, when students are becoming competent in a topic, they can practice independently in order to become fluent and retrieve information automatically.

10. Conduct weekly and monthly reviews

Frequent reviews of previously taught material helps children to reconsolidate information and create stronger connections. To review learning, teachers use low-stake quizzes and vocabulary reviews.


Children at Towngate Primary Academy understand the importance of science and enjoy science through the variety of lessons and experiments they experience, this is evident through pupil voice and monitoring which takes places every half term by the curriculum leader. Children will achieve age related expectations by the end of each year group, through high quality teaching and consistency of teaching through the subject progression grids. This allows children to know more, remember more and be confident throughout school in their knowledge, skills and vocabulary of science.

Working Scientifically:

At Towngate we are always looking to provide the children with hands on experiments and encouraging them to think and work scientifically. This includes: making predictions, observing closely using simple equipment, answering questions and asking simple questions, recording and gathering data and carrying out a fair test.


As part of our broad and balanced curriculum we have developed a school eco team. Using our British Values each child has an opportunity to put themselves forward to be their class representative, each class votes for who they think will best suit this role.

Role of eco-team:

Eco team are passioniate about the environment and the world around them. They thrive to search for different ways the school can help the environment and contribute to helping the world we live in.


Here are some of the things eco team have achieved to date:

  • Planted trees
  • Planted flowers and herbs
  • Made a wormery
  • Placed a hedgehog house
  • Released frogspawn into the pond
  • Made bug hotels
  • Fundraised
  • Made Christmas decorations from natural materials
  • Researched and gone around school to see how we can save energy

Last year, with the support of the PTA eco team rasied money to have our very own school pet! Meet Shelly, our school tortiose that has provided each class with different experiences and opportunities. Throughout the year each class is provided with the chance to care for Shelly and have her in their classroom.

Actions for this academic year:

Eco team are planning to fundraise to adopt an endangered animal, make winter bird feeders and research more ways we can recycle in school. The eco team are also hoping to collect and recycle used batteries! Look out for any batteries and bring them into school.

Please visit our twitter feed to see what we are learning across the school in science: