GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.


Welcome to our Science Curriculum

At Cuddington Croft, we aim to inspire the scientists of tomorrow through an engaging and hands-on curriculum. 

Our Science Intent

We support the learning of Science through a continuous and progressive Science curriculum across year groups and key stages where previous learning is integrated and developed upon, supported with the lines of enquiry. 

We use: 

  • Remembering: learning of the basic concepts e.g. list the planets or label parts of the body.
  • Understanding: children explain their learning in their own sentences or verbally.
  • Applying: application to an experiment or an activity that uses their own knowledge.
  • Analysing: an analysis of the experiment or activity -  what have they found out?
  • Creating: design their own experiment from an open question
  • Evaluating: evaluation of the experiment and discussion of what they could improve.

We use and develop the key scientific terminology to equip children throughout their primary education with language in order to develop their understanding. This understanding will allow them to carry out purposeful scientific lines of enquiry and link ideas between year groups and programmes of study as they provide spaces from which to hang new learning. 

We support the learning of science through an exploratory and investigative approach which is planned into the learning journey and allows children to develop enquiring minds, think creatively and build upon their previous knowledge and understanding of skills.  

Implementation - how do we plan and teach Science?

At Cuddington Croft, we have mapped out journeys of Science learning that purposefully progress from each other and focus on the required skills and knowledge expected from the National Curriculum objectives. We place significant importance on correct terminology to solidify understanding and create links. Key vocabulary is discussed, defined, used and revisited at the start of topics and individual lessons. This carefully considered progression, and the use of key terminology, allows learners to remember and link their knowledge and understanding as well as allowing teachers to efficiently identify and plug gaps in children’s learning. Overall, supporting the long-term development and integration of understanding into larger and new scientific ideas or knowledge.

We create engaging and investigative opportunities for children to explore, recall and apply their Science understanding. This is normally particularly evident in our: Science Fair, Science Days and STEM week. As well as the extra enrichment activities, teachers have been planning investigatory, inspiring and thought-provoking lessons with exploratory ‘hooks’ and ‘Big Questions’ to draw out the scientific learning from the children. This has allowed teachers to promote child-led discussion of the Science learning and quickly identify any misconceptions as well as engaging children from the start.

We have been following the structure of Bloom’s Taxonomy. Through this, children have been given opportunities to recall learning from previous year groups, gain a secure understanding of new learning and terminology before applying and analysing their knowledge, culminating in the creation of their own investigations in upper KS2 to develop their scientific working. 

Impact - what does progress look like? 

Through the progressive learning journey and development of scientific terminology children are supported in developing a secure and detailed understanding of the Science objectives which will allow children to transition smoothly between year groups and Key Stages. The Science skills are clearly evidenced as investigations which enables the children to demonstrate their scientific capability and deeper understanding. 

As teaching is hands-on and investigative, children will develop a sense of natural curiosity and wonder of Science and how it can impact and change the world.

When our children leave Cuddington Croft, a good learner in Science will: 

Be inquisitive and curious to learn more.

Make links between their learning.

Be aware of how Science can impact and change the world.

Be able to use age appropriate and relevant scientific terminology.

Possess scientific capability (knowledge and skills) that will enable them to continue their studies effectively and transition smoothly.

Be excited about Science at secondary school.

Continue to be inspired by Science.

In Science at Cuddington, we love to get hands-on and explore our learning collaboratively and creatively! Can you guess what we might be learning about based on the pictures below in our page gallery?


Page Downloads Date  
Science Websites 26th Nov 2021 Download