Science – curriculum information
‘We want to inspire our future scientists to understand and enjoy a love of science in the wider world.’
Science, at Clifton, stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It also satisfies their curiosity with knowledge! Science lessons link direct practical experience with ideas, therefore it engages learners at many levels.
Scientific method is about developing and evaluating explanations through experimental evidence and modelling. This is a spur to critical and creative thought. By offering a broad, progressive, and coherent science curriculum which focusses on key knowledge, skills and vocabulary through scientific enquiry, pupils will do more, learn more and remember more.
At Clifton, our broad and balanced science curriculum enables children to learn to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world.
As Scientists, children at Clifton will:
• develop scientific knowledge and conceptual understanding
• 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
• become equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
“In Science I liked learning about animals. Herbivores have flat teeth, carnivores have sharp teeth and omnivores have both. We learnt that when we were pattern seeking and sorting the animals into what they eat then we found the pattern.” – Dexter – Y1
“My favourite topic in Science was about humans and teeth. First we learnt about all the different types of teeth like molars, canines and incisors. Then we did an observation over time where we put eggs into different liquids like water, cola, coffee and vinegar. Water was the healthiest because vinegar, cola and coffee changed the colour and texture of the egg.” – Luca – Y4
“We tested to see which parachute is the safest. We wanted to find the one that was the slowest so that the landing would be safer. It was a fair test because we let go of each parachute at the same height. We found out that the parachute with the biggest surface area was the slowest and safest.” – David – Y5
“Leaders have a sharp and accurate understanding of the school’s context, strengths and priorities.”
— Ofsted, Leadership and governance · February 2026
“Pupils are confident, resilient and empathetic.”
— Ofsted, Personal development and wellbeing · February 2026
“They move on as articulate, kind and culturally aware young people.”
— Ofsted, What it’s like to be a pupil at this school · February 2026
“Pupils thrive at Clifton Primary School.”
— Ofsted, Attendance and behaviour · February 2026
“Pupils achieve very well.”
— Ofsted, Achievement · February 2026
“Interactions between staff and children are of a consistently high quality.”
— Ofsted, Early years · February 2026
“The expertise of staff ensures that pupils get the right help at the right time.”
— Ofsted, What it’s like to be a pupil at this school · February 2026
“The curriculum is ambitious, creative and detailed across all subjects.”
— Ofsted, Curriculum and teaching · February 2026
“Pupils are proud of their school, and there is a strong sense of belonging.”
— Ofsted, What it’s like to be a pupil at this school · February 2026
“Pupils feel that they belong, and they grow both socially and academically.”
— Ofsted, Leadership and governance · February 2026
“Teachers have excellent subject knowledge.”
— Ofsted, Curriculum and teaching · February 2026
“They are well prepared for secondary school.”
— Ofsted, Achievement · February 2026
“Pupils are respectful, happy and hardworking.”
— Ofsted, Attendance and behaviour · February 2026
“Inclusion underpins all of the practice at Clifton Primary School.”
— Ofsted, Inclusion · February 2026
“Pupil premium funding is used extremely effectively.”
— Ofsted, Inclusion · February 2026