St Augustine's Catholic Primary School

At St. Augustine’s Primary School, we are passionate about developing children’s curiosity and excitement about the world around them. Science plays a vital role in our curriculum, and we follow the National Curriculum for Science, supported by the carefully structured Plymouth Science Scheme.

Our aim is to encourage children to ask questions, explore their ideas, and discover how science can explain what is happening in the world. Through practical investigations, discussion, and hands-on learning, children learn to predict, test, observe, and draw conclusions in a meaningful and engaging way.

The Plymouth Science Scheme ensures full coverage of the National Curriculum while providing a clear progression of knowledge and skills from Early Years through to Year 6. Each unit includes opportunities for children to work scientifically – developing key enquiry skills such as observing, classifying, fair testing, identifying patterns, and using research.

In the Early Years Foundation Stage, science is experienced through the area of learning called ‘Understanding the World’. Children begin to explore their environment, make observations, and talk about what they see. These early experiences lay the foundation for future scientific thinking.

As children move through the school, their scientific understanding and enquiry skills are built upon year by year. They learn how to carry out investigations, record and present their findings, and think critically about what they have discovered. By the end of Key Stage 2, pupils leave us with a solid grounding in scientific knowledge and a confident, inquisitive approach to learning.

At St. Augustine’s, we aim to inspire the next generation of scientists by making science enjoyable, relevant, and accessible to all.                               

Science is monitored by the subject leader throughout all year groups using a variety of strategies such as learning walks, lesson observations, staff discussions and pupil voice questionnaires/interviews. Feedback is then given to teachers. Feedback is also used to identify gaps in subject knowledge that can be addressed by in school training or and external training providers. The subject leader uses the information from pupil voice questionnaires /interviews to monitor whether the children are getting access to a wide range of learning opportunities within their lessons.