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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.
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. This is the focus for further curriculum development in 2022/23.
Our curriculum ensures that pupils understand that:
Assessment, Recording and Reporting
In all subjects there are three broad areas for assessment:
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.
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.
Prior to the pandemic:
As a result of the pandemic pupils have:
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 was in place to enrich learning for pupils in KS2 alongside a sound engineering club. (2021/22).
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
Learners in foundation stage are taught within a mixed age class. They actively engage with the science curriculum through play.
Organisation of learning
Units of learning in foundation and Year1 are organised so that pupils can meet learning objectives in both year 1 and foundation – securing and deepening knowledge This knowledge and understanding is further secured and extended in year 2. Some early scientific knowledge, which is further developed in KS2, is explored through cross-curricular themes in key stage 1: Sound, Earth in space and forces. Music, history, design technology respectively)
Knowledge about humans, plants and animals develops and deepens from foundation to year 6 connections are made between different units of study and learning in geography (biomes and climate)
Year 1 and foundation units
year 2 units
Year 3 and 4 units
year 5 and 6 units
The children were presented with a variety of evidence and asked to show an understanding of how humans have evolved.
The children enjoyed making periscopes to better understand how mirrors reflect light and help us see objects: