Science
Together we make learning
an unmissable, unforgettable adventure.
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Our Science Curriculum was last reviewed in 2018-19 following CPD and again in 2021-22.
We are members of the Science Association to support teachers subject knowledge.
Intent
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We want all learners to reach at least the expected National Curriculum standard by the end of year 6 and to be keen to continue their studies in key stage 3 and beyond. We want learners to be able to see themselves as Scientists and open to pursuing a career in STEM subjects. The science lesson should be one our learners look forward to and greet with enthusiasm. They should leave lessons wanting to find out more. When studying science, learners will draw on their developing learning habits, making progress in their ability to persevere, work effectively as a team, respect and celebrate difference, ask questions and create. We want learners to be interested in the application of science to life today and for tomorrow. We want our children to understand that not all people were treated equally in the history of science that people of all colour and background have contributed to scientific discovery; that careers in science should not be seen as gender specific. Our curriculum ensures that pupils understand that:
In addition, that there are 3 big ideas in science ( Harlen, W., 2010) which can connect all learning:
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These three ideas will form the basis for teacher CPD in 2022.
Implementation
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We want our learners to enjoy science, to be curious about scientific phenomena- routinely, asking why and what if… In EYFS learners talk about the world around them. They observe the seasons, collect natural materials, grow plants, push and pull in play. Build structures and engage with teacher initiated learning to find out more about scientific phenomena. They use scientific language, share non-fiction books and ask questions to further their interests and understanding. In key stage 1 pupils follow the national curriculum ensuring that they are prepared for further study and enquiry in key stage 2. In key stage 2 pupils, again, follow the national curriculum. |
Pupils find out about how science has contributed, about scientists and about the importance of science to averting climate change
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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. |
Visits to enhance learning include: the botanical gardens and arboretum, The Magna centre in Sheffield and Space centre in Leicester. Cross-curricular work – The Tudors and the ‘king in the car park’ give an insight into how science can unlock the secrets of the past.
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Wherever possible, we draw on stem ambassadors and parents or governors working in scientific fields to inspire learners and signpost career paths. Regular Forest school sessions 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.
Key vocabulary has been identified, alongside enrichment opportunities including trips and visitors.
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Teachers are careful to avoid cognitive overload by planning learning in small steps with time to develop understanding and spaced retrieval to aid long term memory.
Assessment Recording and Reporting
In all subjects there are three broad areas for assessment:
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In all subjects there are three broad areas for assessment:
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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.
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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
Special Educational Needs
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.
Impact
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Prior to the pandemic:
As a result of the pandemic pupils have:
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By following the assess, plan, do, review cycle teachers will identify areas which need more or less focus over the next 2 years and support all pupils to make strong progress from starting points. An engineering club is in place to enrich learning for pupils in KS2 alongside a sound engineering club
The national curriculum
The national curriculum for science aims to ensure that all pupils:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
- are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Science in early years foundation stage
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, and the environment
UTW has two 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.
Learning in Science will support learning in Maths, Personal, Social and Emotional Development and communication and Language.
Working scientifically
By the end of EYFS:
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By the end of KS1:
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By the end of KS2:
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Careful observation during remote learning.
Biology
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:
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By the end of KS1:
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By the end of KS2:
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Plants
Animals, including humans
Living things and their habitats
Evolution and Inheritance
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Chemistry
By the end of EYFS:
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By the end of KS1:
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By the end of KS2:
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Rocks
States of matter
Properties and changes of materials
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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.
physics
By the end of EYFS
Seasonal changes
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By the end of KS1
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By the end of KS2
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Class 4 enjoyed learning about light and produced posters for 'Science Geek' (who speaks suspiciously like Mr Kedwards), demonstrating what they learnt during the topic.
