Curriculum subject leader: Mrs Anjali Majithia & Miss Jessica Coxon

Curriculum Statement

A scientist at Maple Cross is someone who questions and discover answers. Who challenges ideas and reaches new or unknown conclusions. Is prepared to challenge the norm and think creatively. To recognise that science is a fluid knowledge and we are always evolving our ideas.


The aim of the science curriculum at Maple Cross School is to raise children’s aspirations.

  • To develop scientific knowledge
  • To understand and develop the skills of being a scientist
  • To recognise enquiry is a key skill to becoming a scientist


The science curriculum will recognise, acknowledge and celebrate the children’s various starting points and concurrently provide opportunities to broaden and enrich their horizons.

  • To provide a curriculum that is broad and balanced and allows for progression year on year.

The structure of the science curriculum is informed by both professional research and the context, needs and interests of the children.


  • By using a whole school curriculum (Twinkl  Planit Science) it is appropriate for some subject areas to be taught at the same time each year so there is a whole school approach and knowledge, skills and enquiry can be shared at whole school level to maximize learning.
  • In other scientific areas, topics are revisited in line with the scheme of work so that skills, knowledge and enquiry can be built on.


The science curriculum will focus on the growth of and deepening in knowledge, the development and application of skills, the exposure to challenging concepts and the exploration of values and attitudes.

  • The school uses a scheme of work to develop knowledge, skills and enquiry
  • Detailed lesson plans show continuity and progression from year to year.


Connections and links within and across the science curriculum will be made to promote and support learning. The curriculum will develop children as lead learners by developing inquisitive and curious minds and by providing them with opportunities to crucially reflect

  • Wherever possible science links are made through all areas of the curriculum and this can be seen in planning across the school.
  • For example in EYFS science  is taught through outdoor learning as much as possible
  • Across the school curriculum links are made wherever possible so that science is incorporated into topics to make good links e.g. Romans in history and materials in science

Click here to view the science curriculum.
Click here to view Science Topic by Year Group.


Year 1

Scientists in Year 1 have been investigating how different plants grow. They have planted seeds inside and outdoors, noticing the different sizes of seeds. The seeds planted are radishes, sunflowers, runner beans and poppies have been planted outside.

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Year 2

Year 2 scientists planted oregano seeds in recycled materials. They also looked at the parts of a plant and were able to label the different parts.

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Year 3

Scientists in Year 3 used the outdoor environment to collect a range of rocks. Children chose a criteria to classify their rocks and identified the different properties of rocks found in our grounds. There are three different types of rocks, sedimentary, metamorphic and igneous rock. Most of the rocks in the school grounds are sedimentary.

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Year 4

By using different areas of the outdoor environment, Year 4 scientists were able to notice how ice melted in different places. They used a timer to see how quickly the ice melted in the sun and shade. To ensure a fair test, they timed 15 minutes in each area. Continuing the topic of states of matter, Scientists in Year 4 investigated if temperature affected how long towels took to dry.

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Year 5

There are a range of plants and flowers growing in the school grounds and Year 5 scientists used a plant identification sheet to see what types there are in Maple Cross grounds. They then used daffodils that had been purchased in a shop, to dissect, identify and label the different parts of the flower.

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Year 6

Scientists in Year 6 identified different living things and their habitats in the school grounds and in our pond. They further developed their skill of classification by classifying what they had found. By discussing their findings they were able to further their learning as Year 6 scientists found different living things.

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