Science • Design & Technology • Computing • Mathematics
Our curriculum is built on joy, curiosity and purpose. Organised into four interconnected strands: STEM, Creative Communication, Humanities, and Personal & Physical Development, our curriculum is designed to ensure that every child secures the foundational knowledge they need to succeed, while also developing the independence, curiosity and resilience required for life beyond school.
The STEM strand brings together mathematics, science, technology and engineering. It supports pupils to understand how the world works, to think logically and precisely, and to apply their knowledge to solve problems. STEM learning is ambitious and inclusive, built on secure foundations, carefully sequenced teaching and increasing independence.
This strand plays a vital role in developing pupils’ reasoning, problem-solving and analytical thinking, while nurturing curiosity and perseverance.
Our Intent
We believe every child is a mathematician, scientist, engineer and technologist in the making. STEM equips pupils to:
- Develop secure foundational knowledge in mathematics and science
- Use accurate mathematical language, number sense and calculation strategies
- Understand scientific concepts, processes and vocabulary
- Apply knowledge through reasoning, investigation and problem-solving
- Persist, reflect and refine thinking when faced with challenge
STEM learning is taught as a disciplined endeavour, rooted in knowledge, accuracy and purposeful application.
How We Organise Learning
Learning within STEM is carefully structured to ensure that foundational knowledge is explicitly taught, practised and secured, before pupils are expected to apply it in more complex ways.
Foundational knowledge includes:
- Number facts, calculation strategies and representations
- Mathematical vocabulary and structures
- Scientific concepts, processes and key terminology
- Use of diagrams, models and symbols
These are taught through:
- Direct instruction and clear modelling
- Guided practice and rehearsal
- Regular retrieval and deliberate revisiting
As pupils become more secure, they are supported to apply this knowledge through reasoning, investigations and structured problem-solving tasks.
Foundational and Conceptual Learning in STEM
| Type | Examples | How it is taught |
| Foundational Knowledge | Number facts, place value, scientific vocabulary | Explicit teaching, modelling and repetition |
| Foundational Processes | Calculating, measuring, observing, recording | Guided, scaffolded practice with feedback |
| Conceptual Knowledge | Relationships, patterns, cause and effect | Explored through discussion, examples and comparison |
| Conceptual Processes | Reasoning, investigating, evaluating | Applied through structured problem-solving tasks |
This balance ensures STEM learning is accurate, meaningful and transferable.
Independent Application and Problem Solving
We develop pupils to be ambitious, increasingly independent and secure in their learning. Opportunities for independent application enable pupils to revisit, deepen and apply their knowledge so that understanding is strengthened and retained over time.
Through carefully structured projects and tasks, pupils exercise agency by deciding how to apply their learning within clear expectations and success criteria.
Pupils may:
- Solve multi-step mathematical problems
- Design and test scientific investigations
- Interpret data and explain patterns
- Apply mathematical knowledge in real-life contexts
These experiences reflect our curriculum principles:
- Ambitious: pupils are expected to reason, explain and refine their thinking
- Independent: pupils plan, manage and evaluate their learning with growing confidence
- Mastery: pupils apply knowledge accurately so it is retained and transferable
Progression and Coherence
STEM follows a clear progression from Early Years through to Upper Key Stage 2:
- Core mathematical and scientific knowledge is taught explicitly
- Fluency and accuracy are prioritised before complexity
- Reasoning and problem-solving deepen over time
- Links are made across subjects, for example applying maths in science
This coherence ensures pupils build confidence and competence year on year.
In Practice: STEM at Nanstallon
In a Year 1/2 sequence children take part in the Primary Engineer programme, applying their mathematical, scientific and engineering knowledge to solve real-world problems. Pupils connect with a real-life engineer, identify a genuine need and design an innovative solution using secure foundational knowledge such as accurate measuring, understanding materials and precise technical vocabulary. They refine their designs through reasoning and reflection before submitting them for judging by professional engineers.
This experience strengthens pupils’ independence, agency and problem-solving skills, showing how STEM learning can be applied beyond the classroom while supporting mastery and long-term retention.
Our curriculum blends structure and freedom, enabling every child to gain foundational skills while exploring and expressing their thinking deeply through joyful, purposeful learning.
Mathematics Curriculum Overview
