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Science is a priority. It has changed the world we live in and the way we live in it. Everyday decisions increasingly require British citizens and policy makers to be scientifically literate Ever more employers demand a high-quality STEM education from prospective candidates in sectors where job satisfaction and pay are high. Yet Britain increasingly lacks the skills to fill these jobs.

The science curriculum offer is rooted in a conviction to address social disadvantage, promote social mobility and deliver social justice. To prepare all of our pupils with the foundations of curiosity, skills and knowledge to make informed decisions, be prepared for success in and enthused about their Secondary science education and to follow future employment opportunities as confident learners – actively contributing to society and living fulfilling lives that are underpinned by a thirst for knowledge and love of learning.

The science curriculum is planned and sequenced so that new knowledge and skills build upon what has been taught before, and towards well-defined end-points. The Early Years Foundation Stage encourages pupils to be curious and to ask questions – stimulating a sense of excitement about natural phenomena and developing the foundations of scientific enquiry. Key Stage 1 builds upon these foundations – empowering pupils to use the methods of science to independently/practically investigate questions and develop their understanding of scientific ideas - preparing them for Key Stage 2. During Key Stage 2, pupils gain highly facilitated lessons that allow them to master the investigative skills and scientific knowledge that will facilitate a lifetime of asking questions, being curious and investigating.

Pupils are taught wider Skills for Life - to make mistakes, become resilient to failure and thrive on challenge. They develop, broaden and deepen their mathematical knowledge, skills and understanding, their scientific vocabulary and oracy/reading skills – expressing scientific concepts clearly and precisely. They know how to self-regulate their behaviour, keep themselves and others safe and have an understanding of the fundamental British values/protected characteristics.

These opportunities are closely linked to the lives of pupils, embedded in real world STEM contexts (local, national and global) and explicitly linked to knowledge, skills and understanding passports (e.g. an Engineers passport) - to provide an appreciation of the importance and application of the scientific knowledge, conceptual understanding and the nature, processes and methods of science.