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St Paul's Church of EnglandPrimary School

'Love God, Love Ourselves, Love Others, Love Learning'


Science at St Paul's CE Primary School


Introduction to the subject leader


Welcome to our science page. My name is Mrs Maguire, and I am the subject leader for science. Recently, I took over the role after leading geography for a couple of years. Whilst I enjoyed this previous role, this one fills me with excitement as I am passionate about science due to my scientific background. I have a BSc (Hons) in Marine Biology and have taught and led science at secondary school for several years.


Why am I passionate about science? I have always loved science; my interest in the world around me was piqued as a little girl, looking at my Granddad's zoological specimen jars and books. In secondary school, I was always curious and particularly enjoyed practical work. At A-level, I went on to study biology, chemistry and maths. I then went on to study Marine Biology in Edinburgh. 


Why am I passionate about children learning science? Science has led to the discovery of everything from gravity to medicine. It is based on curiosity — and when children aim to learn more about the world around them, it is the science that often holds the clues they need for a better understanding. It allows them to obtain knowledge of the world and gives children a broad picture of how it works. Through science, they improve problem-solving skills and gain tools to face challenges and solve problems creatively but with a clear understanding of what they are doing. As well as all this, through science, we work on knowledge and respect for nature, as the Earth is our only natural means to survive, and we must take care of it. And this is why I am passionate about science and see it as pivotal in the life of our children.



At St. Paul's, we follow the national curriculum programme of study for science, ensuring all pupils develop their scientific knowledge and conceptual understanding. We aim to harness the children’s natural excitement and curiosity so that lessons are hands-on where possible, giving pupils practical opportunities to develop their ‘working scientifically’ skills. Having superb school grounds, forest school and a pond on site is an invaluable resource which is available to all Year groups, ensuring they have a real setting in which to base their investigations. The Early Years Framework  provides the foundation for our Science curriculum.




Our Science curriculum provides a broad framework for learning and outlines the knowledge and skills taught in each Key Stage. Teachers plan lessons for their class using  the KLIPS document, which incorporates skills for working scientifically. When teaching Science, teachers follow the children’s interests to ensure their learning is engaging, broad and balanced. Science is taught discretely every week for at least 60-90 minutes. In our science lessons we...


  • Develop, through practical work, the skills of observation, prediction, investigation, interpretation, communication, questioning and hypothesising, and increasingly precise measurement skills and  use of ICT.
  • Encourage and enable pupils to ask their own questions , devise their own investigations and seek answers independently and systematically.
  • Encourage children to question their results and repeat the investigation if the results are not as expected.
  • Enable children to develop their skills of team work and co-operation through working with others,
  • Enhance learning experiences through expert visitors and educational visits. 
  • Build the confidence and resilience to make mistakes and learn from them.




All children leave St. Paul’s equipped with the enthusiasm, motivation, knowledge and skills to take full advantage of the Science curriculum at KS3. We encourage all children , regardless of gender or background, to see themselves as scientists and aspire to make them aware of the diverse science-based careers available to everyone. Our children are well equipped with the vocabulary to discuss their learning and communicate their scientific understanding. They appreciate that we do not always know the answers when carrying-out scientific enquiry and know how to use their curiosity to deepen their scientific knowledge and skills.