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‘Scientists have become the bearers of the torch of discovery in our quest for knowledge.’  

(Stephen Hawking, physicist) 

The word 'science' stems from the Latin 'scientia', meaning 'knowledge.' We live in a world full of science and study of this subject at Bredon Hill Academy enables pupils to have a deep understanding of scientific ideas and explanations, stimulating their natural curiosity and appreciating the significance of science in their everyday lives. 

Through our curriculum, pupils: 

  • are introduced to scientific ideas, considering the importance and impact of science in the real world; 
  • think critically, communicate their ideas, generate thoughtful questions, plan fair tests and collect data to support their ideas; 
  • improve their own performance by reflecting on their work and evaluating their own progress. 


Curriculum Overview 

Each area of study rotates throughout the year.  

Year 6 



Electricity (Changing Circuits)  

The particulate nature of matter  

Light (Seeing Light)  

Evolution and Inheritance  


Animals Including Humans (Healthy Bodies)  

Living things and Their Habitats (Classifying Organisms) 

Over the course of the year: 

  • identifying hazards and risk 
  • graph skills – plotting and interpreting 
  • writing conclusions 
  • using appropriate equipment to make measurements 
  • using knowledge to make predictions 
  • calculating mean averages.  
  • planning investigations 
  • use of various communication skills  
  • selecting appropriate information from secondary sources  
  • developing questions 
  • comparing and contrasting  
  • creating flow charts and keys  
  • use of secondary sources 
  • drawing accurate diagrams 
  • using models and simulation (to understand abstract ideas).  
  • problem solving/fault finding.  
  • how results from investigations can be evaluated in terms of repeatability and accuracy 


Year 7



Atoms, elements and compounds  

Forces, moments, and pressure  

Cells and Reproduction  

Diet and health  

Over the course of the year: 

  • developing observational skills 
  • planning investigations 
  • carrying out investigations safely 
  • identifying hazards and risks 
  • record observations and measurements using a range of methods and equipment 
  • making predictions and conclusions using some scientific knowledge and understanding 
  • writing basic word equations and naming compounds 
  • writing formulae and basic equations 
  • drawing and labelling diagrams.  
  • use of various sources of information 
  • drawing and interpretation of graphs 
  • use of a variety of laboratory equipment including setting up and using a microscope and creating a slide 
  • use of models 
  • how results from investigations can be evaluated in terms of repeatability and accuracy 
  • comparing and contrasting 
  • various calculations  
  • paired and group discussion 
  • ethical, moral and empathy skills 
  • using various scales and units  
  • experimental and investigative skills 

Year 8






Acids and alkalis  

Pressure and waves  

Photosynthesis and respiration 

  • research and investigative skills  
  • constructing pyramids of numbers and biomass etc 
  • interpreting data to draw conclusions 
  • drawing and analysing graphs 
  • use of sampling methods 
  • paired and group discussions 
  • use of secondary data sources  
  • collecting data and presenting using appropriate methods 
  • describing and explaining patterns in data 
  • evaluating investigations in terms of repeatability and suggesting possible improvements 
  • risk assessing and making safe observations  
  • balance and write symbol equations (using the principle of conservation of mass) 
  • writing word equations.  
  • using a range of measurements and equipment accurately  
  • planning and carrying out investigations 
  • making predictions using scientific knowledge and understanding 
  • analysis of data sets to find patterns 
  • range of calculations and use of use of S.I units  
  • compare and contrasting 
  • analysing 



We teach and assess our curriculum through our curriculum related expectations: 

Year 6 

Year 7 

Year 8 

I can name some body parts that make up body systems (e.g. blood vessels), parts of a circuit etc. 


I can write simple compound names. 

I can write more complex compound names. 

I can write descriptions. 


I can complete calculations that are provided without support, including simple word equations. 

I can complete calculations without support, including word equations (and simple symbol equations). 

I can identify the impact one factor has on another. 

I can describe how one factor affects another. 

I can compare and contrast factors using support e.g. a Venn diagram. 

I can state one reason why something happens. 

I can briefly explain information. 

 I can explain information using scientific knowledge from class. 

I can draw graphs with support, including how to decide upon the scale and labelling the axes. 

I can draw graphs – with some support labelling the axes. 

I can draw graphs independently without the need for support. 

I can make measurements using various equipment without support. 

I can select appropriate techniques, apparatus and materials during investigations. 

I can choose and use various equipment to test ideas and explain this choice. 

I can use test result to write a conclusion that describes the pattern shown by the results. 

I can write a conclusion which uses the results to support findings. 

I can draw conclusions using simple scientific evidence to explain the findings. 

I can identify how to stay safe during experiments. 

I can describe some ways to stay safe during experiments. 

I can describe many ways to stay safe and why the safety rule is important. 

I know that there are independent, dependent and control variables. I can identify some control variables that need to be kept the same for a ‘fair test’. 

I can identify independent, dependent and control variables, without support. 

I can describe the different variables and give simple reasons for keeping control variables the same. 

I can write a prediction to describe what will happen during an investigation. 

I can describe the reason for making a prediction using everyday knowledge. 

I can briefly explain the reason for making a prediction using scientific knowledge. 

I can briefly describe what data shows. 

I can describe patterns shown by data in some detail. 

I can briefly explain what the data means. 

I can use many key words for the topic I am studying. 

I can use all the key words for the topic I am studying and use them consistently in my work. 

I can use the key words to find information relating to the topic from secondary sources. 

I can present results on a table, including repeats. 

I can present results on a table, record repeats and calculate a mean. 

I can record results on a table, record repeats and starting to identify and discard anomalous results prior to calculating a mean. 

I can draw simple scientific diagrams. 

I can draw and label scientific diagrams accurately. 

I can draw more complex fully labelled diagrams e.g. pyramid of numbers and pyramid of biomass. 

I can write a simple method to describe how to complete an investigation. 


I can write a method that includes some quantities to test predictions. 

I can write a method that describes the dependent variable to be measured. 



Additional LearningOpportunities

  • STEM Club 
  • National Science Week 
  • Ecological survey of the school grounds and local area. 
  • Stem challenge workshop (selected year 6 pupils).


Useful Links


Last Updated: June 2023 



Contact Us

Bredon Hill Academy
Elmley Road, Ashton-under-Hill, Evesham, Worcestershire WR11 7SW

01386 881426