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St Mary Magdalene C of E Primary School

Love to Learn, Learn to Love

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Our curriculum is carefully designed to meet the statutory requirements of the National Curriculum.  As a Christian school, we believe that Christ has called us in every aspect of our working together to live out our ‘Loving Three’ values: love, wisdom and joy. Opportunities to develop in these four areas are seized throughout our curriculum and are demonstrated through pupil work and classroom experience.



We pride ourselves on being a diverse community where kindness and compassion are celebrated. In valuing all as God’s children, we are committed to promoting the development of the whole child. We nurture academic habits and creativity across a range of subjects by providing aspirational opportunities to widen horizons.


How we aim to achieve our vision

Through the effective delivery of a coherently planned and sequenced curriculum which show opportunities to deliberately practise activities that will in time, embed and deepen knowledge thus enabling children to make connections between topics and build a conceptual understanding.




We have structured a coherently planned science curriculum so it is consistent throughout KS1 and KS2. Each year group has:

  1. A curriculum overview which states clearly the breadth of what needs to be covered and the National Curriculum Objectives which will be covered.
  2. Mid- term planning which shows the milestones the children will cover, what will be covered, prior and future learning and the criteria for progression within the threshold concepts through Chris Quigley milestone objectives. Activities are planned alongside the milestone objectives where there is a strong emphasis on a balance of:
  • the acquisition of key semantic knowledge in order for pupils to understand key scientific concepts
  • providing vocabulary in order for children to be able to articulate their understanding of subject content;
  • building the strength of retrieval from long term memory (frequently and for all pupil abilities) through a range and balance of retrieval practice types – spaced and in lessons as learning strategies;
  • providing opportunities to practise and apply skills (procedural knowledge).
  1. A progression document which shows clear criteria for depth of understanding through our outcomes.
  2. Weekly planning which shows how milestone objectives are adapted to provide depth in learning. Children are supported through scaffolds and support whilst those who need to be challenged have the opportunity to complete a depth task.
  3. An assessment system (using Educater) which tracks children’s progress towards achieving depth of learning.


The curriculum should be seen as much in terms of experience as of the knowledge and skills that children should acquire. It should also be equally concerned with personal and faith development, positive behaviour and relationships.

The science curriculum is designed to be creative, challenging and inspiring; the children are inspired through a range of themes, topics and independent learning activities.  The school utilises the appropriate documentation, including the National Curriculum and the Early Years Foundation Stage documentation to ensure learning matches national requirements, whilst children enjoy learning.

The school’s curriculum is based on the following principles:

  • Interleaving- sequencing learning within other learning- allowing time to recall and retrieve specific learning to embed understanding.
  • Conscious connections- making meaningful links between different subjects.
  • Longitudinal learning- so that concepts and objectives can be revisited overtime.
  • The schools medium term planning is used by teachers to plan. Children have opportunities to build on previous skills and knowledge and therefore developing depth.
  • Provide opportunities for children to develop specific science skills as well as their knowledge and understanding of materials, forces, life processes and living things, electricity, plants as well as evolution and inheritance.
  • Enjoyment of learning is promoted through first-hand experiences so that all children get to work like scientists. This provides children with the opportunities to put forward their own scientific questions and plan how they will answer them.
  • Children develop ‘ working like a scientist’ skills through asking questions, making predictions, planning investigations, carrying out experiments, making observations and coming to conclusions from their own investigations.
  • Children are encouraged to present their work using scientific vocabulary, observations, diagrams and charts.  
  • Children are encouraged to think about science around them and its importance in everyday life.
  • The curriculum leader ensures with other subject leaders, that their areas are well resourced and that resources are appropriate to the theme and deepen learning of skills and understanding of content. Resources are available in a central location and are used regularly to motivate children, spark their imagination and to maximise learning opportunities.  IPads are used to support and enhance learning in different areas.

Our curriculum is carefully organised for depth. We define progress as: the widening and deepening of knowledge, skills and understanding.  To do this we ensure that pupils return to knowledge categories throughout their learning to that they gain a deeper understanding of the threshold concepts.

POP tasks (proof of progress)- secure progress towards greater depth whilst assessing children’s ability to apply what they have learnt.



The impact of our curriculum is that by the end of each milestone, the vast majority of pupils have sustained mastery of the milestone they have worked in. Children will be able to talk their curriculum and their conceptual understanding, connecting and making links between concepts.   Some pupils will have a greater depth of understanding of the threshold concepts within the milestone.  We track carefully through our assessment system to ensure pupils are on track to reach the expectations of our curriculum.





Example of a sequence of lessons

Examples of POP tasks 


Science book judging panel 


Every year we take part in the Science book judging panel where we get sent six beautiful unpublished books to spend time ready and rating. By the end of the sessions, we get to choose which one to be published. 


See what we get up to below: