Intent

In science, we aim to give the children as much experience as possible to explore the world around them.  We encourage them to ask questions, give their own ideas, make predictions about what they think will happen. From this they have opportunities to test out their own ideas, thinking carefully about what they have found out and what new knowledge they have as a result.  This helps them to make sense of the world and equips them for the next stage of their education.

Our science curriculum is designed to offer pupils a coherent, structured approach to the teaching of science based on the National Curriculum.

As scientists, our curriculum encourages children to:

• Think independently and raise questions about working scientifically and the knowledge and skills that it brings.
• Develop confidence in a range of practical skills, working with others, for example when planning and carrying out scientific investigations.
• Develop scientific knowledge and understanding which is demonstrated in verbal and written explanations, solving problems and reporting their findings.
• Undertake practical work in a range of contexts.
• develop a passion for science and its application into the wider world.

We are committed to ensuring continuity and progression across all year groups, tailoring learning to cater to the needs of all pupils and fostering an inclusive environment. Scientific vocabulary is carefully woven through our curriculum as a foundation for developing a rich understanding of science.

Implementation

Our science curriculum is based on the Development Matters documents and the National Curriculum.  

In Early Years Foundation Stage, the teaching of science is covered in the strand ‘Knowledge of the World’ and is an integral part of the topic work covered in the year.  There are taught lessons of science over the year , but much of the scientific exploration takes place in child-initiated sessions – this is the day-to-day explorative play of the children. Science makes a significant contribution to the objective in the ELGs of developing a child’s understanding of the world, e.g. through investigating what floats and what sinks when placed in water.

In Key Stage 1 the school operates a two-year rolling programme for science and covers the National Curriculum content over the two years. In key stage 2, the children are taught year group specific content. Science is taught on a weekly basis.

Our planning is designed to connect new knowledge with what students have previously learned, whilst considering the complexities of mixed-aged classes. To bring learning to life and develop an scientific mindset, we use scientific enquiry questions. Each unit is a balance of gaining knowledge about the science theme covered (substantive knowledge) and having the opportunity to develop their skills of working scientifically (disciplinary knowledge), ensuring students not only know about science but think and develop the skills of scientists.

Special Educational Needs and Science

How do we ensure all children can access science lessons?

Pupils should have access to a broad and balanced curriculum. The National Curriculum Inclusion Statement states that teachers should set high expectations for every pupil, whatever their prior attainment. Effective high quality teaching is the key to enabling all children to participate and develop their scientific knowledge and skills. Adaptive teaching within lessons is a vital component to ensure that a balance of support and challenge are achieved for all abilities. Challenge and support specific to science may include:

• varying the resources used
• varying the questions
• first hand experiences
• some pre-teaching
• modelling and supporting the use of new vocabulary
• varying how the learning is recorded
• accepting a verbal explanation when children explain their learning
• partner or group work – a collaborative approach to learning
• adult support
• adult scribing

Impact

There are several strategies that we use to assess children’s understanding in science and build what they know and remember in science:

Enquiry questions:  To help children get to a deep level of understanding we start with an enquiry question.  This can be used to activate and assess prior knowledge and can be added to as children’s knowledge develops.  

Quizzes:  We use quizzes at the start and end of a unit of science to help assess children’s understanding. 

Questioning:  Questioning during lessons is key to developing children’s ideas, unpicking questions and ongoing formative assessment. 

Sticky knowledge:  In each unit we have identified the scientific knowledge that we want all children to know.  We have called this ‘sticky knowledge’.  We can revisit this again and again and this will help ensure that the children are committing this to long term memory.