Science at St. Michael's


At St Michael’s, our science curriculum is designed with the intent that our children will develop an in-depth interest and understanding of the world around them.  They will have an understanding of how major scientific ideas have played a vital role in society.  This will prepare them for life in an increasingly scientific and technological world.  Our aim is to build science capital for all our children, regardless of their background and starting point, so that they are inspired to continue to use science in their everyday life, future education and careers.   We aim to ensure that we are ‘smashing stereotypes’ with our science learning, ensuring scientists studied reflect our diverse world.

We will deliver a Science Curriculum that:   

  • Builds upon prior knowledge and a progression of skills to ensure all children have a secure understanding and knowledge of key science concepts   
  • Develops creativity and challenges all of our learners through outstanding and inclusive teaching practice  
  • Inspires and excites our children through engaging practical sessions which are enriched with visits and visitors   
  • Will develop aspirational learners with an awareness of the key role that science plays within our community and the world and the opportunities that this creates for future careers   
  • Encourages our children to be self-motivated, independent, curious and resilient learners by developing inquiry–based skills and sessions  
  • Encompasses outdoor learning to create meaningful experiences within their natural environment 
  • Build interest in STEM fields to build and develop in the secondary setting



The curriculum is led and overseen by the science curriculum leader, who regularly monitors, evaluates and reviews science teaching and learning, celebrating and sharing good practice.  Formative assessments will be integrated into everyday science teaching to ensure teachers have an in–depth knowledge of the children’s learning and inform their next steps.   Our curriculum ensures the development of progression of skills, allowing children to build upon prior knowledge and understanding. 

The National Curriculum 2014 and the Early Years Foundation Stage statutory framework provide the basis for our science curriculum, which is then tailored to meet the learning and developmental needs of the children in our school.   We include relevant cross curricular learning where suitable.  



Children will become resilient, independent and curious scientists who ask questions and find things out for themselves.  

Science will be a high-profile subject throughout the school. 

Children will be enthusiastic and motivated scientific learners. 

Outdoor learning will be utilised where appropriate for science lessons. 

Children will have an awareness of the full range of scientific careers and pathways available to them, and will be keen to pursue STEM subjects at secondary school. 

Children will leave for secondary school equipped with the science knowledge and skills needed to succeed in their further education.  

Primary Science Quality Mark awarded to St. Michael's CE Primary School!
We are very proud to have earned our Primary Science Quality Mark!   
Please read some feedback highlights from our submission:
Thank you for sharing your PSQM journey with me; this submission has been a delight to review! The enthusiastic and dedicated subject leader has been able to instigate a great amount of positive impact across all areas of science learning. The staff team have been enthusiastic about developing their own practice resulting in real, whole-school, positive change. Children are gaining more independence and becoming more engaged in their science learning. St Michael’s CE Primary school is a great place to learn (or teach!) science and it is clear the subject will continue to go from strength to strength in the future. Well done!
The school’s vision and principles were created collaboratively with staff and pupils.  This has had great impact on the profile of science and the extent to which pupils feel their views are listened to and valued.
Staff training has been particularly beneficial in the area of outdoor learning, with much more now taking place both within and beyond the school grounds, impacting positively on children’s engagement and science capital.
A great deal of work has gone into enhancing outdoor learning provision, with truly wonderful impact on both the school and the wider community; clever use of plants resources has allowed for learning about sustainability, provided resources to the local community and enabled children to take part in an enterprise activity, the profits from which were then used to continue enhancing science resource provision. There are great plans for further development in this area with the addition of a new pond.
Children’s science capital is enhanced through a range of enrichment activities and adaptations to lessons. It is great to see that improved teacher confidence has meant that more staff are now planning ‘ad hoc’ science enquiries to respond to children’s curiosity and topical events.
This has had wonderful impact on the motivation and engagement of children – so much so that many have been inspired to carry out their own science learning at home as a direct result of their experiences at school.
Making clear links to real life and the wider world during science lessons has had great impact on children’s understanding of the relevance of their learning, as well as their awareness of STEM careers available to them in future.
All stakeholders are aware of the raised profile of science and of the high-quality provision that is in place. It is great to see how the subject leader feels the process has developed them as both a teacher and leader, and it is clear they are now a very reflective practitioner. There is a lot to celebrate and be proud of here!
Geography Quality Mark 2017-20