Subject Vision Statement – Science

Content Rationale

The content of the British Section’s science curriculum is informed by the National Curriculum and enables children to build up a body of key knowledge and concepts.

It has a clear emphasis on developing scientific cultural capital and encourages rational explanation and nurtures a sense of excitement and curiosity about natural phenomena.

Children scientific expertise is explicitly developed through a focus on the three main scientific domains (physics, biology and chemistry) to understand how science can be used to: ​

  • explain what is occurring, ​
  • predict how things will behave, ​
  • and analyse causes.

Working scientifically forms the spine of the science curriculum and supports the acquisition of an understanding of the nature, processes and methods of science for each year group. ​

Working scientifically supports the development of key strands of scientific enquiry: ​

  • observing over time; pattern seeking; ​
  • identifying, classifying and grouping; ​
  • comparative and fair testing (controlled investigations); ​
  • researching using secondary sources. ​

Pupils will seek answers to questions through collecting, analysing and presenting data.

Structure Rationale




                          Scientific attitudes


Pedagogical Approaches: science capital

Science Capital is based around theories of social capital. The more of it you have, the more likely you are to believe that ‘science is for me’, which can lead to engaging better as well as taking science education further. The key part of this approach is not to change the content of what is being taught, but to tweak how we approach the teaching of what we already do.

Three key approaches to developing science capital:

  • Broaden what counts as valued science experience in the classroom: this means we aim to bring our children’s experiences of the everyday into lessons and make the science relatable.
  • Personalise the content and give local context where possible: all our children should feel that they have been personally engaged with the science content. By using places, ideas and objects that children know about and encounter regularly, they can relate science to themselves better.
  • Develop the dimensions of science capital: we aim to nurture the eight dimensions of science capital, which can be broadly categorised in four broad domains - what you know, how you think, who you know and what you do.  The dimensions are:
  1. Scientific literacy
  2. Science-related attitudes, values and dispositions
  3. Knowledge about the transferability of science (that science 'opens doors' to many careers)
  4. Science media consumption
  5. Participation in out-of-school science learning contexts
  6. Family science skills, knowledge and qualifications
  7. Knowing people in science-related roles
  8. Talking about science in everyday life 

Below you can find the Curriculum Overview for this topic.

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