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All children at De Lucy are taught the key aspects of knowledge, methods, processes and uses of science to develop an understanding of the world around them at an age-appropriate level and in line with the National Curriculum. Our Science curriculum provides children with opportunities to experience observing, exploring and recording. We aim to harness children’s natural excitement and curiosity and inspire them to pursue scientific enquiry. At De Lucy, children are encouraged to work as scientists to explore through hands on activities to create a sense of awe and wonder about the world they live in.

Within the science units, we also encourage children to further their scientific knowledge and increase their science capital through learning about various scientists and inventors.

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

  • develop scientific knowledge and conceptual understanding through the specific 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

Further information about the science national curriculum it can be found here: 

Science National Curriculum


In EYFS, the children explore the natural world around them, making observations and drawing pictures of animals and plants. They learn about some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. They learn about some important processes and changes in the natural world around them, including the seasons and changing states of matter. In Key Stage 1 and 2, science is taught weekly in planned units of work. We have a curriculum that is progressive throughout the school, drawing on the Kent scheme of work to fulfil the national curriculum requirements. Teachers create engaging lessons, use precise questioning in class to test conceptual knowledge and skills and assess children regularly to identify those children with gaps in learning. Scientific language is modelled, taught and built upon throughout lessons enabling our children to be familiar with and use vocabulary accurately. Each unit of work is built upon the knowledge and skills of prior learning. The skills of working scientifically are embedded into lessons to ensure these skills are developed throughout the children’s school journey. Teachers use opportunities to develop children’s understanding of their surroundings by accessing outdoor learning, trips or workshops.


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1

Animals, including humans

Seasonal changes (ongoing)

Everyday materials

Seasonal changes (ongoing)


Seasonal changes (ongoing)

Year 2



Materials cont / Working scientifically focus

Animals (including humans)


Living things and their environment


Year 3



Magnets and forces

Animals (including humans)


Plants - Improving growth of plants

Plants  - Life cycle


Key scientist study

Year 4


Animals (including humans)

States of matter


All living things




Key scientist study

Year 5


Earth and Space


Properties and changes of materials

Properties and changes of materials

Animals (including humans)

Living Things and their habitats

Year 6


Evolution and inheritance

Living Things and their Habitats



Animals (including humans)

Key scientist study


The impact of our science curriculum is measured in a variety of ways: perhaps most importantly through questioning during lesson time and the feedback given in lessons and the marking of books after lessons; the subject leader monitors the impact of the science curriculum through interviewing pupils across the school about their learning, book looks and using images of children’s practical learning. The children are assessed at the end of each unit to check for understanding – summative assessment is aided by a short test at the end of each unit studied.

We are very proud to have been awarded the Primary Science Quality Mark for our achievements in our progress and delivery of the science curriculum.

How parents can help

Science is everywhere. Encourage enjoyment in science at home by linking it with everyday life and exploring how science is used in a variety of jobs

Useful websites:

Different investigations or activities that can be completed at home:

Partnership Links

Through the Primary Science Quality Mark (PSQM) hub, in which this award was achieved, the science lead made contacts with other leaders to share best practice and ideas.

We will be renewing the PSQM in 2022-23.



Subject leader

Miss Gee

Our vision of science in De Lucy:

Principles of Science

We know that good science teaching and learning is happening when...

  1. We are discovering new information about science and the world around us.
  2. We have fantastic, exciting and practical lessons that we can remember.
  3. We are able to work as a team and on our own to ask questions and find an answer.
  4. We are able to choose what we would like to investigate.
  5. We learn about science through other subjects.
  6. Teachers help us learn new and interesting science facts.
  7. We are using the correct scientific vocabulary.

Science Capital

What is science capital?

  • Science capital is a concept that can help us to understand why some young people participate in science and others do not.
  • The concept of science capital can be imagined like a ‘holdall’, or bag, containing all the science-related knowledge, attitudes, experiences and resources that you acquire through life.
  • It includes what science you know, how you think about science (your attitudes and dispositions), who you know (e.g. if your parents are very interested in science) and what sort of everyday engagement you have with science.

This short animation explains the concept originally developed by King’s College Professor Louise Archer:



Page updated 3rd October 2022


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