One scientific invention can change the world forever.


Science is a body of knowledge built up through the experimental testing of ideas. Science is also methodology, a practical way of finding reliable answers to questions we may ask. Science at Hollywood is about developing children’s skills, knowledge and understanding they need to question and understand concepts and phenomena that occur in the world around them.

Children will learn the skills required for scientific enquiry and they will begin to appreciate the way science will affect their future on a personal, national and global level. We believe that a broad and balanced science education is the entitlement of all children, regardless of ethnic origin, gender, class, aptitude or disability.

Our aims in teaching science include the following:

▪ Preparing our children for life in an increasingly scientific and technological world.

▪ Fostering concern about, and active care for, our environment.

▪ Helping our children acquire a growing understanding of scientific ideas, processes and skills and ensure they have the vocabulary to explain them.

▪ Helping to develop and extend our children’s scientific concept of their world, and the people who have shaped scientific understanding

▪ Developing our children’s understanding of the international and collaborative nature of science.


At Hollywood we use CUSP (Curriculum for Unity Schools Partnership) to guide our Science modules. This pays close attention to guidance provided by the National Curriculum sequence and content. It is infused with evidence-led practice and enriched with retrieval studies to ensure long-term retention of foundational knowledge. The foundations of CUSP science are cemented in the EYFS through learning within the Natural World, and People, Culture and Communities.

By using CUSP’s ambitious interpretation of the National Curriculum, we place knowledge, vocabulary, working and thinking scientifically at the heart of our principles, structure and practice. Through studying CUSP science, pupils become more expert as they progress through the curriculum, accumulating, connecting and making sense of the rich substantive and disciplinary knowledge.

Science is taught in blocked units throughout the year (see Curriculum Map for more information) with additional Science mornings to supplement the afternoon sessions. We believe this approach allows children to become immersed in their learning during a week or two weeks, and we use quizzes at the start of each lesson to maximise retrieval between sessions. We understand that spaced practice is effective in building long term memory, so we make links between Science learning and other subjects, and build in retrieval modules into the year so children have time to reflect back on their previous learning.

We use knowledge notes in every Science lesson to set the key learning points. These support teachers planning but are also a visual aid for children to refer to during, and after the lesson. Children additionally benefit from Knowledge organisers in their books and a copy at home.

We ensure children are given enough time to study the four main areas of the science curriculum – Scientific enquiry, life and living processes, materials and their properties 3 and physical processes. When planning the learning experiences, the pupils’ previous experiences and present understanding are taken into account and we offer ample opportunity for practical investigation and enquiry, in and out of the classroom, and encouraging all children to ask and answer scientific questions. Our ‘Thinking Scientifically’ elements of CUSP knowledge notes support this.

Cultural Capital

We value the study of scientists from the past and present. These studies help us to learn how they used, at that time, their substantive and disciplinary knowledge to develop a conception. This helps our children understand how misconceptions can permeate substantive knowledge and appear to be a known truth. An example of this is the study of Maria Merion in Year 5, who was born in Germany in 1667. She observed and drew insects going through biochemical metamorphosis. She challenged the misconception that all insects were evil, born from mud and were the work of the devil. Studies of scientists support our children’s understanding of History , and the impact of history on the world today.


When children leave Hollywood, we aim for them to:

  • Be curious learners who are inquisitive, ask questions and think hard.
  • Be confident to ask relevant scientific questions, as well as begin to answer them using subjective and disciplinary knowledge, and articulate ideas using scientific vocabulary.
  • Have a secure understanding of all aspects of the Science curriculum, understand how this relates to their every day lives and be able to apply it.
  • Feel enthusiastic about their learning in Science and be eager to further their learning in the next stages of their education, and in future STEM careers.

We measure the impact of our curriculum by:

  • Discussions with pupils and looking at their work
  • End of module assessments
  • Ongoing dialogue and feedback within lessons
  • Moderation and monitoring of outcomes

Science Leader

Science at Hollywood is led and managed by Mrs Hayward.