We want our learners to enjoy science, to be curious about scientific phenomena- routinely, asking why and what if…

Science is generally taught as a stand-alone subject, but where possible cross-curricular links are made to enhance and reinforce learning. In each class, elements of knowledge, within areas of study, are explored and revisited to ensure that misconceptions are addressed and knowledge and understanding are secured. Learners are encouraged to communicate their thinking clearly using subject specific vocabulary to support the securing of knowledge and to enable teachers to identify and address misconceptions.

Learners work scientifically in both key stages within units of study, developing understanding, skills and techniques.

Science learning includes, finding out about famous scientists; learning and using key vocabulary and concepts, and refining and developing key investigational skills.

Learners in class 3 enjoy a day of practical science at the Magna centre. In class 4, learners experience a night at the space centre. Wherever possible, we draw on stem ambassadors and parents or governors working in scientific fields to inspire learners and signpost career paths. Forest schools and a whole school trip to Leicester University Botanic Garden and Arboretum enhance and reinforce learning in a practical setting.

Approximately, 60 hours is allocated to learning in science, in both keystages, of which at least half is allocated for working scientifically. Practical work is highly valued and supports learning in mathematics, English communication and computing.

A range of non-fiction texts on aspects of scientific knowledge and understanding, suitable for young and early readers, are available within our reading scheme.

In all subjects there are three broad areas for assessment:

• Children’s knowledge and understanding
• How well children can use  and apply their knowledge, understanding and skills at the end of a unit of work to complete an independent (of an adult) task or challenge.
• How well learners are developing habits for learning and character

Teachers assess learner’s work, their attitudes, increasing skills, knowledge and understanding, by making informal judgements as they observe them during lessons. This assessment enables planning to be tailored to meet learners needs. Assessment encompasses teacher, peer and self-assessment. In all subjects, opportunities for both Assessment for Learning and Assessment of Learning are built into provision. Learners are supported to reflect on their own learning and, age appropriately, to make judgements about their strengths and needs, beginning to plan how to make progress and set personal targets.

Baseline assessment, in order to understand pupils’ prior learning, is an essential part of planning to ensure new learning is relevant and progress can be assessed.

The learners work, in particular baseline assessments and end of unit assessments, which are recorded within learners’ workbooks are used to make decisions at the end of each unit, and at the end of each year, as to next learning steps and whether or not learners are making strong progress and are on track for end of key stage expectation.

Progress is recorded and reported to parents as part of the child’s annual school report

Understanding the world (UTW) is one of four specific areas of learning in the EYFS Curriculum Framework.

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment

UTW has three aspects; People and Communities and The world being most related to future learning in Science.

People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Learning in Science will support learning in Maths, Personal, Social and Emotional Development and communication and Language.

Science is taught to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties.

By the end of EYFS:

By the end of KS2:

Careful observation during remote learning.

We all enjoyed waiting for our ducklings to hatch.

Biomes

Linking work in Geography to work in science learners created biomes for a desert habitat. Considering what plants and animals need for survival and how plants and animals are adapted for their habitat.

By the end of EYFS:

By the end of KS1:

By the end of KS2:

By the end of EYFS:

By the end of KS1:

By the end of KS2:

By the end of  their work on states of matter learners will:

• Know how to group materials based on their state of matter (solid, liquid, gas).
• Know  how some materials can change state.
• Know how materials can change state.
• Know how to measure the temperature at which materials change state.
• Know the water cycle.
• Know the part played by evaporation and condensation in the water cycle.

Class 3 started investigating states of matter, changing cream into butter. They used the butter to design  and make healthy, delicious sandwiches working with a budget.

By the end of EYFS