Inspiring Creativity Fostering CompassionNurturing Excellence


Being a Scientist 

Discoverer of truth: Patience, determination, flexibility, decisiveness, logic, meticulous, attention to detail, accuracy, discussion


Science is central to many aspects of life and that children should be encouraged to look at the world as scientists. We want all children to: develop their curiosity, observation, questioning and reasoning skills through investigating problems, learning how science works and discovering why science matters in the world. In line with our school values, our science curriculum will encourage children to adopt a responsible attitude towards their increasing scientific substantive knowledge and disciplinary knowledge.  Our curriculum is authentically pieced together, meaning the children, through scientific enquiry and wider STEM experiences, take inspiration from other scientists, to want to find out more and know more. 


What is the point of Being a scientist?

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.



Essentially, a Curious-city curriculum framework uses the National Curriculum 2014 areas as a basic foundation of entitlement. However our curriculum is much more than that. It is localised, real-life and challenges learners to apply their learning in unique ways without the support of adults to prove what they have learnt. Local companies, charities, organisations, individuals and objects are used as foci to enhance and instill a sense of curiosity, pride and stewardship.



‘Being a Scientist’ is assessed through monitoring how a learner responds to enquiries and whether they show a particular enthusiasm and disposition towards it, or, if they constantly needed support in order to access it. This information is recorded onto the medium term plans which are kept and used for report writing towards the end of the year and to inform future planning.

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