We are resilient learners 👩🏽‍🎓


Camp fire songs to end our amazing trip and our last day in year 6! 🎉


The dorm award goes to…! Well done all!


And the farmers of the week are…. !!! Well done team!


Our talent show by the sea is underway!


Our beach trip was a success! Thank you farms for city children!!


We are so proud of all the children in EYFS 😊 Happy graduation and we cannot wait to see you in Year 1!


What a wonderful playground! Football pitch with a view!


Coastal Walks in Wales! What can you see, hear and smell?


Thank you for a brilliant afternoon browsing and choosing amazing books to celebrate a year of great reading!


Dinner is served!


Planting potatoes! 🥔


Year 5 trip to Burgess Park


Brightening up a cloudy day in Wales with some fresh flower arranging


Farming before lunch!


Already a busy morning here 🍳


Taking the donkeys for a walk


Chopping wood and mucking out the chickens


Feeding the animals, weeding and watering the sweetcorn and cutting and arranging flowers!


An early morning walk with the sheep before breakfast

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

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HPFSP Science Curriculum Intent Statement

"Science and everyday life cannot and should not be separated."

— Rosalind Franklin, chemist and X-ray crystallographer

Vision and Curriculum Principles

The purpose of this document is to clarify how, why, and what we teach in science at Harris Primary Free School Peckham. This document is to be used by staff to clarify expectations, highlight the resources that we have at our disposal, and to ensure that a high-quality science curriculum is being taught to all.

The KS1 and KS2 primary science curriculum at Harris Primary Free School Peckham has been designed to offer the full rigour and challenge of the primary science national curriculum while still being relevant and accessible for the demographic of students in our school. Our curriculum development is guided by the following core principles:

  • accessible to all
  • promotes oracy
  • knowledge-led
  • develops habits of the mind
  • inspires ambition

We believe that science learning should prepare pupils for future learning; help them understand the world around them and allow them to succeed in all areas of life. To achieve this, we have created a curriculum that offers our pupils the opportunity to gain a depth and breadth of scientific knowledge. Our students will also develop a range of scientific skills which enable them to ‘work like a scientist’. We believe the teaching of science should encourage children to think critically, weigh evidence, sift arguments and interpretations, and express their own perspective and judgement. 


Science is an engaging, enquiry-led subject. Our curriculum should:

  • Develop a deep knowledge and understanding of the primary science national curriculum.
  • Stimulate children’s natural curiosity in finding out why things happen.
  • Enable student to ‘Work like a Scientist’ – pupils should ask questions, make predictions, conduct investigations, record data, interpret results and draw valid conclusions.   

Science int

  • Impart scientific knowledge so that pupils can learn to make sense of the world around them and to foster an interest in science such that they appreciate the work of scientists and consider pursuing further study or careers in science themselves.
  • Focus on how the concepts taught relate to real-life, so that children can make personal, purposeful and meaningful connections to the world around them. 

The order in which we have chosen to teach the units has been agreed in conjunction with our science specialists working across the Harris Federation. They have used their subject-specific expertise to outline a suggested progression of learning. For example, it is important children know the properties of materials before moving on to learn about changes in materials. Likewise, learning about animals and plants before habitats allows children to build on prior knowledge. Some units have been placed in particular half terms due to seasonality (for example learning about plants in the spring and summer terms allows children to grow their own plants). Lesson planning and resourcing have been produced by the Harris Federation science consultant.

The key influencing factor of the curriculum sequencing:

  1. The National Curriculum – each unit has been kept within the recommended year group as suggested by the National Curriculum.
  2. Learning in depth – variety of learning experiences to embed key concepts with a focus on ‘knowing more, remembering more’.
  3. Working scientifically opportunities across units of learning in a year.
  4. Use of local or immediate environment so that we can make links between learning and real life to enhance science capita.
  5. Resourcing – no overlapping units such as electricity in year 4 and 6 being taught at the same time to allow for allocation of resources.

Intended content:

The teaching rota below identifies what is taught, when it is taught and provides a rationale behind the sequencing.  


Autumn 1 


Autumn 2    

Spring 1 

Spring 2  

(Science week)  

Summer 1  


Summer 2 


ELG – The natural world 

Across the year to see observe changes that happen  

Y 1 

Animals including humans I - Humans – transition unit - building on EYFS learning and allowing for schools that may do continuous provision. 

Everyday materials I – over two half terms to allow for working scientifically opportunities and to embed key knowledge and vocabulary. Plenty of opportunity for depth and breadth.

Everyday materials II 

Animals including humans I - Animals 

Seasonal changes inc weather – taught after geography in Spr 2, extend beyond NC to prevent repetition between geography and science even though the objectives are very similar.

Plants I – Outdoor learning opportunities - links with seasonal changes topic– also gives greater opportunity for identification of plants as more plants are observable and in flower.

Seasonal changes - adopt a tree over the year – preferably a fruit tree

Y 2 

Use of everyday materials III – over two half terms to allow for working scientifically opportunities and to embed key knowledge and vocabulary.  Allow a gap for greater long-term memory retention.

Animals including humans II  

Use of everyday materials IV - Plenty of opportunity for depth and breadth.

Plants II - growing season for plants

Living things and their habitats I - allows for plenty of opportunity for outdoor exploration with bug and habitat hunts. This is when most minibeasts will be active. 

Y 3  

Forces and magnets I –practical topic for start of year 


Plants III - pollination & seed dispersal – Autumn is when some common tree seed dispersal happens (conquers and spinners)

Rocks & soil – links to plants 


Plants IV - growing season for plants, observation of blossom on trees linking back to plant life cycle.

Animals including humans III 

Light I - children are more likely to experience natural shadows in this term. 

Y 4  

Animals including humans IV 

States of matter – should be taught before electricity and sound so children may have a basic understanding of particles. This also precedes Y5 changes of materials where this knowledge is required..

Sound - link to Music 

Electricity I 

Living things and their habitats II - allows for plenty of opportunity for outdoor exploration with bug and habitat hunts. This is when most minibeasts will be active. 

Living things and their habitats II – Environment focus - a huge global issue that children should be informed and aware of, to become better global citizens.

Y 5  

Earth and space – world space week

Forces II 

Properties materials V - split into two distinct areas of two half terms due to large amount of content and working scientifically opportunities.

Changes of materials VI - distinct area - reversible and irreversible reactions and separating.

Living things and their habitats III – links to A inc H, plant and animal life cycles – links to RSE

Animals including humans V   -gestation periods and bodily changes link to RSE 

Y 6  

Electricity II –practical topic for start of year 


Light II  -

done after electricity so children can make circuits if light is being explored using equipment.



Evolution and inheritance – more complex understanding - so mid-year is better as children are more mature and into their learning styles. 

Living things and their habitats IV 

Animals including humans VI - link to PE And RSE (heart rate, drugs and alcohol) 

Transition Unit –

designed specifically to support children in moving from primary to secondary. It has been developed in consultation with secondary science teachers. 


There are only three units that are not repeated in primary, but they are revisited at KS3 which provides a continuum of the spiral nature of our curriculum. These are ‘Sound’, ‘Earth and Space’ and ‘Evolution and inheritance’.


We believe that skills and knowledge are intrinsically linked in the science curriculum and aim to capitalise on this by using first-hand experiences, so that all our children learn about the way things are and why they behave as they do. Our learners use a range of secondary sources (books, videos, and visits) to reinforce and enrich their knowledge.

Learners in science are involved in a wide range of activities that are practical, relevant and co-operative. It is important that children regularly carry out practical investigations which vary in type so that they get to experience a range of investigative techniques and can transfer enquiry skills from one context to another. These investigation types include:

  • Observation over time.
  • Pattern seeking.
  • Identifying, classifying and grouping.
  • Comparative and fair testing.
  • Research using secondary sources

Science int 2

Furthermore, we aim to link lessons to real life. In doing so we are fostering social awareness and responsibility, resilience and reflective thinking.

  • EYFS children are taught science through a variety of exploratory opportunities throughout the academic year.
  • Children study science for 1.5 hours in KS1 and 2 hours in KS2.
  • Children are assessed at the end of every unit to monitor teaching, learning and progress (see below).
  • Scientific equipment is regularly audited and maintained so that practical lessons can be carried out safely and regularly.
  • Lessons are always adapted to suit the needs of individual classes and to ensure that our curriculum is accessible to all. To this end, all lessons involve adapted resources which often include translations and/or visuals; technology such as immersive reader is also used to support learners.

Typical Lesson:

Each lesson will show a single or double page of work. Every lesson, begins with a starter sticker which recaps learning from previous units and learning from the previous lessons. Then pupils will record their learning through diagrams, tables, charts, photos of practical work (evidence of working scientifically), or short written pieces. At the end of the lesson, pupils are given the opportunity to show their understanding by raising their own questions (recorded in their books alongside a question sticker). Teachers mark within the lesson to inform AfL and to provide immediate feedback for pupils.


The science curriculum will make a profound and positive impact on the outcomes of every child. The spiral structure enables us to return to core knowledge and skills throughout the course, embedding key practises and understanding.

Core knowledge of each unit is supported by a Knowledge Organiser which details the key learning points and vocabulary. This is adapted to suit the needs of SEN/D and EAL learners so that our curriculum is accessible to all.

We endeavour to create strong and appropriate links with other subjects to enhance the curriculum and learning experience, predominantly but not exclusively with maths, literacy, music, PSHE, topic and PE.


  • The impact of the science curriculum will be assessed through both formative and summative assessment.
  • Lesson resources include frequent formative assessment that is embedded at the beginning (starter stickers), throughout (quizzes, teacher questioning and low-stakes-tests) and at the end of each lesson (true or false review quiz) to help children remember information.
  • Students also complete a summative assessment at the end of each unit. This consists of a multiple choice quiz to check the retention of core knowledge.
  • This is followed by an ‘Assessment Challenge Task’ which allows students to demonstrate more in-depth learning of a wider variety of scientific knowledge. Tasks may include a continuous piece of written work summarising the knowledge they gained throughout the unit; or a parent presentation.
  • Pupil voice and book looks are important assessment tools. Teachers triangulate with the end of topic assessments and AFL opportunities to identify if children are working at the expected level for their age.