Science

Intent:

  • To develop pupils’ interest and enjoyment of, science.
  • To deliver all the requirements of the national curriculum in relation to science, covering all scientific concepts.
  • To ensure all science lessons are purposeful, accurate and imaginative.
  • To ensure pupils have sufficient scientific knowledge to understand both the uses and implications of science, today and in the future. This will also give pupils an appreciation of the changing nature of scientific knowledge.
  • To develop pupils’ ability to pose questions, investigate these using correct techniques, accurately record their findings using appropriate scientific language and analyse their results.
  • To help pupils develop the skills of prediction, hypothesising, experimentation, investigation, observation, measurement, interpretation and communication.
  •  To make pupils aware of and alert to links between science and other school subjects, as well as their lives more generally.

 Implementation:

  • Our Science curriculum is based on the national curriculum. Teachers use Switched on Science to help guide their medium term and short term planning.
  • In KS1, children observe, explore and ask questions about living things, materials and physical phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They begin to evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share ideas and communicate them using scientific language, drawings, charts and tables with the help of ICT if it is appropriate.
  • At KS2, children learn about a wider range of living things, materials and physical phenomena. They make links between ideas and explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They think about the effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, using a wide range of scientific language, conventional diagrams, charts, graphs and ICT to communicate their ideas.

Teachers plan with skills progression and knowledge in mind. All learning starts by revisiting prior knowledge to encourage children to make connections. Knowledge Organisers provide children with subject-specific vocabulary and key learning as well as in inquiry questions. Knowledge Organisers are used for pre-teaching, to support home learning and as a part of regular review in lessons. Knowledge Mats for each term can be found on the relevant year group learning page. Click here to see an example.

Teacher’s planning follows a progression of skills document that is set out in order to build and develop as children move through the school. Lessons allow for a wide range of scientific enquiry, including the following:

·        Pattern seeking

·        Observation over time

·        Classifying and grouping

·        Undertaking comparative and fair testing

·        Researching using secondary sources

Opportunities for outdoor learning will be provided wherever possible and each year group will have the opportunity to undertake an external educational visit, which is science based, at least once a year. Developing skills such as questioning, observing, gathering and recording data, and drawing conclusions are key to excellent science teaching and learning at our school.

Science Skills Progression

Impact

Through our Science teaching and learning, pupils should be able to recall knowledge, use scientific vocabulary and develop scientific skills. A detailed document showing progression of skills for each year group can be found here.