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

‘From the earliest stages in Reception, adults skilfully support pupils to explain their mathematical thinking.’…

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‘The Clifton ‘Good Citizen’ programme helps pupils to develop the communication and interaction skills they need for
later life.’…

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‘Leaders ensure that pupils can develop essential life skills through activities such as learning to dress independently and simple food preparation’…

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‘The harmonious relationships among all groups, from a wide variety of backgrounds, are a strength of the school’…

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‘Pupils with highly complex special educational needs receive outstanding levels of support.’…

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‘Leaders help pupils to develop resilience and self-confidence in their learning.’…

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‘Leaders have high expectations of behaviour for all pupils.’…

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‘Pupils demonstrate outstanding levels of tolerance and respect for other pupils and adults’…

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‘Staff morale is high, team spirit is very strong, and all are committed to continued improvement. This helps to explain why the school is continuing to improve’…

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‘The range of enrichment activities the school provides is excellent and contributes a great deal to pupils’ learning’…

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‘Teachers ensure that they enrich the curriculum through an extensive range of visits and experiences’…

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‘The multi-academy trust has provided teachers with detailed suggestions for how to adapt every aspect of the curriculum.’…

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‘The highly successful promotion of pupils’ spiritual, moral, social and cultural development is at the heart of the school’s work’…

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‘Relationships between adults and pupils are extremely positive.’…

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‘Pupils feel very safe in school because of the school’s rigorous approach to keeping them safe’…

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‘Leaders have embedded a carefully sequenced, knowledge-rich curriculum from the early years through to Year 6.’…

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‘Leaders leave no stone unturned to ensure that the very diverse school population is treated equally and that there is a relentless focus on driving up pupil performance’…

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‘The introduction of a comprehensively sequenced phonics programme is helping children to establish successful early reading skills from the very start of Reception.’…

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‘Children make a good start in the early years because of good teaching’…

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‘ A well-developed
programme for relationships education helps pupils to understand the importance of tolerance and respect for others.’…

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‘Teachers provide opportunities for pupils to share experiences of their cultural beliefs and celebrations.’…

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‘Pupils are happy and they feel safe.’…

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‘In religious
education lessons, teachers provide opportunities for pupils to understand and appreciate the different life experiences of their friends.’…

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‘Parents are overwhelmingly supportive, commenting very positively on the school’s many strong features’…

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‘Pupils contribute significantly to the successes of the school through their outstanding behaviour and readiness to learn’…

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‘Teachers use
rigorous assessments to make sure that all pupils make good progress.’…

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‘Teaching and learning are consistently good. As a result most pupils make good progress in reading, writing and mathematics from often significantly below-average starting points’…

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‘Comprehensive subject plans identify the essential knowledge and vocabulary that pupils need to learn over time.’…

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‘There is a strong sense of community in this school.’…

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‘There is a very strong focus on checking on how well different groups of pupils are learning, so that any falling behind can be immediately helped to make better progress’…

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‘The excellent relationships between teachers and their pupils ensure lessons are purposeful and enjoyable’…

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