At RAAS, our intent for Art is to be a subject that gives our children the freedom to express themselves in a way that gives them enjoyment and personal fulfilment. We want children to acquire the skills and knowledge of art in a systematic way so that each child can produce results that demonstrate their achievements. We want Art to offer many practical experiences that excite children and give them confidence in their own creativity and use of their imagination. Our child led approach enables children to develop self-confidence in the way that they explore the creative world. We understand that art has the capacity to support children’s emotional wellbeing and consider this as an important part of our curriculum.

The skeleton of our Art curriculum is the National Curriculum. We do not use a commercial scheme for art but have instead devised our own progression map that sequences the skills and knowledge of art systematically, building upon skills year on year. The progression map is designed to enable cross-curricular teaching and learning in all year groups and to use our extensive grounds and natural resources that Gatton Park provides.

Children will have the important opportunity to self-reflect upon their learning at the end of each topic, in addition to responding and taking on-board teachers’ feedback. The impact of learning will then be evaluated by class teachers.
As result of our Art curriculum, we create a love of learning which allows all children to achieve their personal best. This gives them the creative skills to express themselves and communicate with the aesthetics of the world around them.

Royal Alexandra and Albert School - KS2 Art Progression



Writing Rationale       (INTENT)

Writing is a key life skill which enables children to express themselves as thinkers and learners and communicate their ideas, views and feelings with the world around them. It is our aim to ensure that all children develop a healthy and enthusiastic attitude towards writing that will enable them to become independent, creative and confident writers.

Learners must develop many skills in order to become effective writers: knowledge of how spoken language translates to the written word; accurate use of sentence structure, grammar and punctuation; an awareness of purpose and audience across different genres; an ability to edit and evaluate their work and competency in spelling and handwriting.

At RAAS, we provide a stimulating curriculum and rich learning environment that supports and encourages growth of thinking and communication skills and allows all pupils to develop as writers to their full potential.

Spiritual, Moral, Social and Cultural development and understanding

As a school, we recognise how a child’s language development is key to their spiritual, moral, social and cultural growth. We believe that in written language, not only do children communicate their knowledge, ideas and feelings, but also structure and make sense of their own experiences; in this sense, language is a tool for thinking and learning about both themselves and the diverse world around them. With this understanding, we ensure that as part of English and Cross Curricular writing experiences, the children are given the opportunity to explore moral values, emotions and beliefs from a variety of different cultures, viewpoints and periods of social history. Writing and the associated activities are often based on literature with strong moral, and cultural themes where the children are encouraged to work co-operatively, respecting each other’s views and reinforcing the school values. Lessons can involve discussing and debating social issues, exploring dilemmas and using drama to empathise and reflect.

How we teach writing at RAAS     (IMPLEMENTATION)

Children are taught writing skills in daily English lessons, underpinned by the National Curriculum. English is studied using high-quality shared texts (both fiction and non-fiction) where sequences of lessons are planned to include regular opportunities to apply and practise writing skills across a range of subjects and situations.  Children learn grammar, punctuation, vocabulary, text organisation and compositional skills which are then applied through a variety of different learning opportunities: specific focussed grammar activities; teacher modelled writes; whole class shared writing; guided writing groups; scaffolded tasks and drafting and editing.

Short burst, extended and cross curricular examples of writing are recorded in English Writing books. Work is regularly self- edited and improved using purple pens and assessed against success criteria by pupils, peers and teachers. Learning opportunities include exploring different text types, drama, speaking and listening, note making, planning, drafting, proof reading, editing and redrafting. Typical lessons involve a grammar or vocabulary focused introduction, whole class, paired and group discussion work, independent learning tasks and a plenary to assess the learning or introduce the next steps to learning.

To raise the profile of writing across school and within the wider community, visitors and trips connected to writing are arranged whenever possible.

Vocabulary, Punctuation and Grammar

Part of the teaching of writing focuses on the development of vocabulary, punctuation and grammar skills in line with National Curriculum guidance. These basic writing skills are developed on a regular basis, to improve learners’ confidence and competence in understanding and using specific grammar and punctuation terminology. Learning takes place through both discreet whole lessons on grammar, punctuation and vocabulary and through a wide range of carefully planned activities linked to the text or focus for the unit of work. In all year groups, an strong emphasis has been placed on encouraging children to build up an exciting bank of words, in order to enhance their writing and to nurture a love of interesting and ambitious vocabulary.

In Year 6, children undertake external Grammar, Punctuation and Spelling assessments in May, whilst in Years 3, 4 and 5 internal standardised tests are used to track progress.

How we celebrate writing at RAAS    (IMPACT)

To promote high standards and raise self-esteem in writing across the school, work is regularly displayed and celebrated in a variety of ways including use of house points, class rewards and awarding a weekly Star of the Week. Excellent examples of work are shared within and across classes whenever possible and selected writing examples are displayed in the whole school newsletter or on our social media pages. Themes covered in English and writing can also be the focus of class assemblies and other shared learning opportunities. 

Children have agreed genre specific and independent writing targets which they are expected to focus on in their learning. These are monitored by the teacher and pupil on a regular basis and new targets set when necessary according to individual needs.

The Age-Related Expectations are used to assess each child’s progress and attainment in writing three/four times a year. Writing is moderated internally by class teachers, as a whole school and externally, to ensure a consistent approach to assessing standards. Assessment results are entered onto SIMS and our Rising Stars MARK programme to track progress across the school. Children’s progress is formally reported to parents during consultation evenings twice a year and in an interim and end of year report sent home in the Spring and Summer term. In Years 6, writing is additionally assessed against the National Curriculum Teachers’ Assessment Framework in May and reported externally.



Our intent at RAA is to provide an exciting, comprehensive and well-connected geography curriculum where children secure and enrich their knowledge and understanding. We want pupils to develop a strong fascination about the world around them and one which remains with them for the rest of their lives. Our Geography curriculum appreciates and reflects the diverse people, places and environment that occupy our planet, in a logical, progressive sequence. The teaching of geographical vocabulary is interwoven into our curriculum.  We believe that throughout Key Stage 2, pupils should build confidence and independence when using a range of geographical maps and research methods. The progression map for Geography has been developed to meet the needs of all RAA pupils and enables children to make links and comparisons across the wider curriculum.
We want our geographers to:

  • Research and discuss geographical differences
  • Interpret, analyse and collect data
  • Make comparisons and draw conclusions
  • Develop informed opinions
  • Reflect on own beliefs about the world

As a through-school, we implement a Geography curriculum that is both skills and knowledge progressive from Key Stages 2-5. There are clear cross-curricular links within the RAA Geography curriculum, particularly prevalent to History and Science topics. These purposeful links allow children to make connections, comparisons over time and place and gives them a broader picture of worldwide events within history. Our Geography curriculum is underpinned by rich, substantive knowledge and ambitious vocabulary that is modelled by the teachers to allow them to become skilled geographers. The KS2 progression map links to KS3 map so there is clear intelligent repetition and consolidation of geographical skills.

We want children to have gained enjoyment of Geography; knowledge of the four key areas and a proficiency in their practical geographical skills. We want them to be excited about exploring what the world has to offer, yet informed and analytical about current world issues that affect the planet and humans. We feel that these foundations will enable them to continue to develop their geographical skills and knowledge as they move to KS3.

The Royal Alexandra and Albert Junior School – KS2 Geography Progression Map



Rationale for the teaching of History   (INTENT)

In KS2, we provide a history education, which nurtures investigation, enquiry and curiosity. Through the teaching of history in our school, our children gain a coherent knowledge and understanding of Britain’s past and that of the wider world, it inspires our children's curiosity to know more about the past. In history lessons children are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps our children to gain an understanding of the past in this country and the world around them that has shaped the way they live today. Through this, the children develop a good sense of chronology and where events in the past fit into the greater timeline.

Our ultimate goal is for children to move on to their secondary school with a broad, in-depth and chronological understanding of world history, particularly that of Britain. Through this learning, they develop a sense of identity and a cultural understanding based on their historical heritage and learn to value their own and other people’s cultures in modern multicultural Britain.  By considering how people lived in the past, they are better able to make their own life choices today. In our school, history makes a significant contribution to citizenship education by teaching about how Britain developed as a democratic society. Children learn how events in the past have influenced our lives today. By investigating these past events, pupils develop the skills of enquiry, analysis, interpretation and problem solving.

How we teach and learn History at RAAS     (IMPLEMENTATION)

History lessons are taught weekly or as a block unit, linked to the term’s Concentric Curriculum topic. Our History lessons aim to help children understand society and their place within it, so that they develop a sense of their cultural heritage; to develop in children the skills of enquiry, investigation, analysis, evaluation and presentation. We focus on helping children understand that historical events can be interpreted in different ways.

We use the National Curriculum as the basis for our planning in history with specific objectives. History plans are integrated within our ‘Concentric Curriculum’ termly themes, with the specific objectives clearly identified on medium and short-term plans. There are opportunities for children of all abilities to develop their skills and knowledge in each unit with planned progression so that the children are developing their skills as they move up through the school.
We place an emphasis on examining historical artefacts and primary sources. Across the school we give children the opportunity to visit sites of historical significance. We encourage visitors to come into the school and talk about their experiences of events in the past. We focus on helping children understand that historical events can be interpreted in different ways and actively encourage questioning to extend their learning, such as ‘how do we know?’, about information they are given. 

Some activities might include;

  •  Drama and role-play 
  • Historical detective work
  • Use of computers, laptops or iPads
  • Re-creating life in the past with clothes and artefacts
  • Recording what we know in models, friezes, writing and talking.

We assess children’s work in history by making informal judgements as we observe them during each history lesson, through asking open-ended questions-orally and in written tasks. The History lead sets an assessment task for each year group which is designed to assess children’s knowledge and understanding and ensure progression throughout the school.

How we celebrate our learning in History?    (IMPACT)

Work is celebrated and valued around the school in a variety of ways. Writing, photos and artwork is often displayed and celebrated for the wider school community. Throughout the year, we hold a variety of exhibitions or events to showcase or enhance our learning in History.

Holiday homework projects often incorporate a historical theme and allow children to work alongside their siblings, extending and personalising their learning at home. This work is celebrated; shared with their peers, displayed within the school and often forms a focus for our assemblies.

Royal Alexandra and Albert School - KS2 History Progression Map



At the Royal Alexandra and Albert Junior School we are extremely proud of our pupils’ academic achievements in mathematics. In 2019, 72% of our children achieved the Expected Standard at the end of KS2 with 23% also achieving the higher standard of Greater Depth. It is our schools and staff’s firm belief that all children have the right to thrive in mathematics and grow a deep enthusiasm for their learning. Since 2019, we have continued to develop and improve our teaching and learning of mathematics further by collaborating with NCETM to build upon our foundations to consistently provide excellent practice across the Junior School. Working together, with the fantastic encouragement from our parents, enable all children to be successful mathematicians.

Curriculum Intent

At RAAS, we want to promote and instil a positive mind-set about mathematics for all children.  It is a creative and highly inter-connected discipline, that has been developed over centuries, providing solutions to some of history’s most intriguing problems and is essential to everyday life. A high-quality maths education, therefore, provides the foundations for an understanding of the world, an appreciation of its importance, beauty and power and, finally, a sense of enjoyment and curiosity about the subject through careful linking with STEM subjects. The curriculum's, and our, intent is to ensure that all pupils: become fluent in the fundamentals of mathematics, reason mathematically, exploring relationships and generalisations and, finally, solve problems through application of the range of skills taught and learnt.

Curriculum Implementation

We ensure there are opportunities to embed the high standard of teaching across KS2 (and all the way into KS5) through our carefully selected mastery curriculum; we use the National curriculum as a progression map, alongside the White Rose Scheme of Learning, and adapt these to ensure they are bespoke to each class within the Junior School.

Staff have high expectations for all children and therefore tailor lessons to suit all children’s needs. To ensure a successful learning journey, promoting depth of knowledge, fundamental skills and knowledge will initially be secured. We aim to use regular, varied, and intelligent practise to develop conceptual understanding, allowing children to speedily recall these concepts and apply them to accurately solve problems, without reaching cognitive overload. Pupils will learn to move fluently between the different mathematical domains and make rich connections, in addition to mathematical concepts observed in other curriculum areas, to solve increasingly sophisticated problems and capture and explore their imagination. Teamwork will form a large part of mathematics were paired or class discussion and debate are naturally embedded into everyday lesson structure.

New concepts are introduced following the Concrete, Pictorial, Abstract approach, as promoted by White Rose Maths and NCETM. Our classrooms are set up to aid and support children in their learning through a wide range of readily available concrete resources and interactive working walls linked to current learning. We offer and make problem solving activities accessible to all children, expecting pupils to continually a practise and develop their use of mathematical vocabulary. We encourage and support children to clearly articulate their ideas and thoughts and reasoning processes, enabling deeper learning. In this manner, children realise their own strengths and feel a sense of achievement which often boosts confidence.


The expectation is for children to move broadly at the same pace, through carefully sequenced small steps, that are mastered before moving to the next stage. It is this security of knowledge and pupil readiness that will dictate progress. Pupils that grasp concepts rapidly will be challenged through rich problems before accelerating to new content. Children will also have the important opportunity to self-reflect upon their learning at the end of each topic, in addition to responding and taking on-board teachers’ feedback. The impact of learning will then be evaluated by class teachers, addressing any misconceptions before progressing to the next topic. Pupils who do not reach sufficient fluency with earlier material will consolidate their understanding, through additional practise where necessary. Teachers form a cohesive team that allows children to successfully follow a progressive learning journey throughout their time in the Junior School, utilising formative and summative assessment effectively to ensure pupils’ achievement.

At RAA we celebrate fantastic Maths learning and practise through use of praise and rewards in the classroom and during assemblies. Excellent examples of Maths work are also shared and displayed for children, parents and visitors to see in school.  

Royal Alexandra and Albert School - KS2 Maths Progression
Royal Alexandra and Albert School - Maths Intent Statement
Royal Alexandra and Albert School - Maths School Calculation Policy


Music is very much part of life at the Royal Alexandra and Albert School and there is a wealth of opportunity for every pupil to enjoy music and develop his or her musical skills.


As an academic subject, Music is taught to all classes by qualified specialist music teachers. Each year group receives a weekly lesson in the Bothy. Pupils have access to the Music Department facilities, which includes a wide range of resources and instruments, and are supported with Individual Practice sessions from members of the Bothy. There is a great emphasis on practical music making throughout all year groups, to develop a greater love and appreciation of many genres of music.

Class instrumental tuition is integral to the pupils’ musical development; we are proud to offer all pupils in Year 4, 5 and 6 the opportunity to receive two terms of tuition as part of their curriculum lessons.  We currently have our specialist instrumental teachers conducting whole class tuition in:

  • String Instruments (Violin, Viola, ‘Cello and Double Bass) in Year 4
  • Brass Instruments (Trumpet, Trombone and Tenor Horn) in Year 5
  • Woodwind Instruments (Flute and Clarinet) in Year 6

This is intended to give students a wide range of experience in orchestral playing, and many students follow on to receive individual tuition with these teachers after the project is finished. In the remaining term, students are taught to read traditional music theory, as well as develop key listening and compositional skills that will help their practice into secondary school.

Music Opportunities

We have an outstanding instrumental programme. One-to-one tuition for voice, orchestral and Rock and Pop based instruments is available to every pupil. Organ tuition is also available, making use of the two organs on site. A number of our international boarders choose the RAA for the musical opportunities it provides.

Our choirs, instrumental ensembles and orchestras allow pupils to experience all aspects of group music-making.  There are ensembles available to just Junior students, as well as including the students in the Senior ensembles at key concerts and events. We provide options for pupils who wish to enjoy making music as a pastime as well as options for pupils who want to take their skills to the highest level – we aim to provide pathways for all musicians at the School. There are many concerts (both formal and informal) throughout the year, as well as musical workshops and trips to inspire music making. Please see an example of the Co-Curricular program we offer for Junior students:







(before school)

Probationer choir (Y3-4)
Choristers (Y5-6)



Probationer choir (Y3-4)
Choristers (Y5-6)



Junior Orchestra

Individual Practice Time (supervised and supported by our Graduate Musician)

Individual Practice Time (supervised and supported by our Graduate Musician)


Music and Munch

(after school)




Band Club

Glee Club

An All-Steinway School

At whatever level pupils choose to take part in music, they benefit from the exceptional facilities we provide. We are hugely proud to be the first state school in the England to be awarded the status of ‘All-Steinway School'. We have a Steinways Grand piano in the Chapel for concerts and recitals as well another Steinway which is used for teaching in the music department. All other teaching and practice spaces in the School's Bothy Music Centre have Steinways uprights for both teaching and for use by pupils. A number of boarding houses also have pianos for our pupils to use in the evening at the weekends.

Pupils have frequent opportunities to demonstrate their talents by performing in formal and informal concerts and recitals in Chapel, Gatton Hall as well as in the Bothy music centre. The Chapel choir and the Choristers also sing Choral Evensong once a month in St Andrew’s Church as well as undertaking Cathedral visits during the year. The experiences offered allow pupils to enjoy one of the most exhilarating elements of music-making as well as develop valuable performance skills. Music is a key element of the academic provision in School with specialist teaching from Year 3 through to A Level.


Recently, we have initiated a Scholars programme for Music where exceptional talent is encouraged to flourish with a dedicated support programme. Please go to the Scholarships page for more information on how to apply.



Rationale for the teaching of PSHE   (INTENT)

At RAAS we develop the whole child and our comprehensive PSHE programme of learning develops the key skills and knowledge that children will need to be resilient, emotionally literate and responsible citizens. PSHE is a subject through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepared for life and work. 

With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, our PSHE curriculum properly equips our staff to deliver engaging and relevant PSHE within a whole-school approach. Our 1Decision PSHE lessons also include mindfulness allowing children to advance their emotional awareness, concentration and focus.

How we teach and learn PSHE at RAAS    (IMPLEMENTATION)

At RAAS we use 1Decision, Vote for Schools alongside our own planned theme weeks, visitors and trips to offer a comprehensive programme for Primary PSHE. This includes statutory Relationships and Health Education (RSE), in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others.

PSHE is taught at least weekly in its own dedicated session and is also developed through whole school, key stage and class assemblies and during specialist theme weeks where specific PSHE skills are focussed on.

Our theme weeks include annual Anti-Bullying or Kindness Weeks, where children develop the key social and emotional skills to recognise and prevent bullying; Kindness Week, during which children spend time reflecting on the different ways kindness can have a positive ripple effect on others; and Children’s Mental Health Week, which promotes the children’s understanding of their own mental health and how to look after themselves and others.
1Decision workbooks are used to record PSHE learning. This is often a weekly occurrence. If the session has resulted in a group piece of learning or a photograph, then these are recorded in a Class Book alongside posting annotations or from the children on the 1Decision virtual platform.

1Decision sessions follow the same structure across the KS2, allowing children to become familiar and confident with the key phases of a lesson. The structure of a piece (or lesson) is as follows:

A broad range of skills are developed through the teaching of PSHE from children’s social and emotional skills though to finance and entrepreneurialism. In addition to the core skills taken from the national framework for PSHE, our curriculum also covers every aspect of children’s Spiritual, Moral, Social and Cultural development. Each lesson contributes to at least one of the aspects children’s development. Our PSHE lessons foster an ethos of open reflection through which children can explore their own questions, make connections and make space for their own thoughts, ideas and concerns. Many topics develop the children’s understanding of morals and values and provide opportunities for them to express their views on both ethical and personal issues. Our lessons promote a sense of belonging and help children to identify their place in the community. We explore the complex nature of society and the children’s roles as citizens within it and the responsibilities which come alongside this. This includes an appreciation of cultural diversity and how we show respect to other people’s values and beliefs, therefore challenging racism and valuing equality. Furthermore, our comprehensive programme includes key coverage of British Values and Prevent agendas.
Part of the PSHE curriculum encompasses children’s citizenship and democracy development. To further enhance these skills, two children from each class in Years Three to Six are elected as School Council representatives. Our KS2 School Council meet regularly throughout the year to discuss current topics, make key decisions across the school and assist in planning key events.

How we celebrate our PSHE learning   (IMPACT)

PSHE lends itself to frequent formative assessment which takes place during every lesson. These formative assessments allow teachers to follow the children’s lead in sessions and make adaptions to future sessions within topic. As PSHE covers a diverse range of sometimes personal areas, it is imperative to us that teachers have the freedom to develop the sequence of lessons within a topic to meet the unique make up of their class.
The many positive outcomes of our PSHE learning are shared with parents and the wider school community through assemblies, displays, items on the school website, social media platforms and newsletter.  In addition to these, children have opportunities to celebrate many of the skills they have learned through whole school events such as annual Friends of RAAS Fair and many charity events organised by the children and/or school. In addition, children’s individual successes are celebrated through end of topic certificates, designed to praise each child’s specific achievement at the end of a unit.

Religious Education

Religious Education

We value all our pupils as the unique individuals they are and endeavour to celebrate them through RE experiences. We offer a broad and rich RE curriculum; we will promote inquisitive minds, respect, tolerance and understanding for all those around them including themselves. A high quality, coherent and progressive experience for the children in the domain of Religious Education will be provided, with scope for cross-curricular learning, as they consolidate and develop the skills and knowledge covered in KS1. Through each unit, children will know about and understand a range of religions and world views. They will be given opportunities to identify, investigate and respond to a variety of issues. SMSC, personal growth and community cohesion are embedded into our curriculum to ensure opportunities for children to develop positive attitudes and values. We will also give importance in our lessons to the acts of reflection and the ability to relate their learning in RE to their own experiences. The focus is to ensure that children understand the relevance of RE in today’s modern world and how it affects our lives.

Within out RE coverage we aim to:
-provoke challenging questions
-encourage pupils to explore their own beliefs
-enable pupils to build their sense of identity and belonging
-teach pupils to develop respect for others
-prompt pupils to consider their responsibilities.

As a through-school, we implement a RE curriculum that is both skills and knowledge progressive from Key Stages 2-5. At RAAS, RE is taught on a half-termly basis, forging link with our topic lessons where appropriate. Our RE curriculum is underpinned by rich, substantive knowledge and ambitious vocabulary, and learning themes, that is modelled by the teachers. Learning will be differentiated and supported so that all children can explore the learning content in addition to enrichment opportunities to challenge learning and religious viewpoints.   

Children will have the important opportunity to self-reflect upon their learning at the end of each topic, in addition to responding and taking on-board teachers’ feedback. The impact of learning will then be evaluated by class teachers, addressing any misconceptions before progressing to the next topic. We hope that the progressive curriculum that we have designed across the Junior School will allow children to have a better understanding of the religions that make up the UK landscape and how they can work with their peers to create community cohesion. All children will be more informed about their position in the world, and the decisions they can make impacting their future. It is important to us that children will be able to talk confidently about their wellbeing, moral and cultural development for the society in which they live.

The Royal Alexandra and Albert Junior School – KS2 RE Progression
RE Intent Statement




Science learning promotes knowledge and understanding of both the natural and physical world that we live in. At RAAS, Science teaching and learning aims to stimulate a child’s curiosity in finding out why things happen in the way they do – developing enquiring minds about natural phenomena and a respect for the environment. Science teaches methods of scientific enquiry which stimulate creative thought, as well as essential aspects of knowledge, processes, and uses of science. When children learn to ask scientific questions, they can begin to appreciate the way Science will affect their future on a personal, national, and global level.

We plan for and use a variety of teaching and learning styles in science lessons. Whether children are being helped to understand the importance of physical activity, and to make healthy choices in relation to food or to make sense of their physical world and their community through opportunities to explore, observe and find out about the environment, they are always encouraged to speak and listen in a range of situations including those with a scientific focus.  No matter the age, our principal aim is to develop children’s knowledge, skills, and understanding. Sometimes we do this through whole-class teaching, while at other times we engage the children in enquiry-based research activities or experiments. We encourage the children to ask, as well as answer, scientific questions.

Children are given the opportunity to use a variety of data, such as statistics, graphs, pictures, and photographs. They may use computing in science lessons where it enhances their learning. They take part in experiments and discussions, and they may present reports to the rest of the class. They also have use of the outdoor environment to enhance their science learning, as well as Forest School sessions throughout the year. When possible, we engage the children in ‘real’ scientific activities and experiments and encourage the application of science to solve problems.

Each child has a science book in which they record their science learning. This is a record of discrete Science work but can also exemplify cross-curricular opportunities that have been made. We recognise that there are children of widely different scientific abilities in all classes, and we ensure that we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways by: setting common tasks which are open-ended and can have a variety of responses; setting tasks of increasing difficulty;  grouping children by ability in class and setting different tasks for each ability group; mixed ability pairing and grouping and providing resources of different complexity, matched to the ability of the child.

The children’s activities reflect practical skills such as making observations, taking measurements, making predictions and solving problems. Weekly Science lessons are planned to use the National Curriculum objectives and the school's own scheme. Cross Curricular learning is encouraged, but only when meaningful links with other subjects are made.

The teaching and learning of the Sciences, is an excellent vehicle for developing our pupil’s spiritual, moral, social, and cultural understanding. Pupils are encouraged to take responsibility and care for the environment and to express their views on ethical & moral issues such as pollution. Our science activities promote social development as pupils work as a member of a group, showing a combined respect for people, living things, property, and the environment. As we encourage the scientists of the future, it is always good for pupils to be inspired by human achievement from all cultures and societies.

Each term, all classes complete an entry and exit card to show knowledge and understanding at the beginning and end of a unit of work. Teachers are always making informal judgements as they observe children during lessons. On completion of a piece of work, the teacher marks the work and highlights the WALT if the child has achieved it. Targets or probing questions are sometimes given to extend each child’s thinking and explanation or to correct misconceptions.
Classes enjoy sharing their science learning during class assemblies and this is a lovely opportunity to show others what they have discovered. Homework tasks may have a science link and children are encouraged to communicate their independent learning in class.  Big Bang days and end of Topic celebrations are also ways in which the children can show case and be proud of their growing scientific minds.

The Royal Alexandra and Albert Junior School – KS2 Science Progression Map
Science Intent Statement