Intent

Our Science curriculum aims to develop a sense of excitement and curiosity about natural phenomena whilst developing scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics. Our curriculum encourages critical thinking and empowers pupils to question the how’s and whys of the world around them.

Our Science curriculum is designed to give children a deep understanding of both substantive and disciplinary knowledge which are carefully sequenced and interwoven into each and every unit. Children are exposed to different types of scientific enquiries in each year group to ensure that by the end of KS2, they are confident in choosing the most suitable enquiry type to answer questions. Prior knowledge is utilised so pupils can build upon previous foundations and children are given regular opportunities to return to key knowledge and skills repeatedly throughout their time at our school. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group (referred to as our Key Learning). This key learning is ambitious content that school has established to be the most important for our children to retain in order to meet the outline of the National Curriculum. We recognise the importance of children being able to make connections between their science learning therefore we include this as part of our key learning in every year group. Our curriculum is inclusive and meaningful. It includes real-world examples of how developments in science through the years have impacted our lives and the prospect of how science could change our future. This provides children with the rationale and motivation for why we learn Science and why it is important.

Implementation

We recognise the value of making a coherent journey through the National Curriculum and therefore each year group follows the Key Learning document which builds a solid foundation of deep scientific understanding. Essential knowledge and skills are revisited with increasing complexity, allowing pupils to revise and build on their previous learning. Each unit is based upon one of the key science disciplines; Biology, Chemistry and Physics. Working scientifically skills are integrated with conceptual understanding rather than taught discretely. This provides frequent, but relevant, opportunities for developing scientific enquiry skills. Practical activities are taught to ensure the progression of individual skills and also provide opportunity for full investigations to be planned and carried out.

When planning, teachers are aware of the prior learning that children have undertaken and will assess the retention of this before a unit of work is planned, any gaps on an individual and cohort level will be addressed. Teachers must have an understanding of the upcoming taught units in subsequent years to be aware of what the children must master to access this content. Lessons incorporate various teaching strategies from independent tasks to paired and group work, including practical, creative, computer-based and collaborative tasks. This variety means that lessons are engaging and appeal to those with different learning styles. Adaptations are made by teachers where appropriate to ensure all children can access the learning. Teachers source high quality resources, along with enrichment opportunities which include residential visits, day visits and in school workshops. Technology use is carefully considered to enhance learning. High quality training and CPD for staff is sourced by the science subject leader. Formative assessment in Science is carried out within every lesson and specific, high quality instruction and feedback is given to children in order to develop their skills to systematically check and secure understanding. Summative assessment includes an end of unit quiz and knowledge catcher which assesses children against the key learning.

Impact

•      Develop a body of foundational knowledge for the Biology topics in the National curriculum: Plants; Animals, Including Humans; Living Things and Their Habitats; Evolution and Inheritance.
•      Develop a body of foundational knowledge for the Chemistry topics in the National curriculum: Everyday Materials; Uses of Everyday Materials; Properties and Changes of Materials; States of Matter; Rocks.
•      Develop a body of foundational knowledge for the Physics topics in the National curriculum: Seasonal Changes; Forces and Magnets; Sound; Light; Electricity; Earth and Space.
•      Be able to evaluate and identify the methods that ‘real world’ scientists use to develop and answer scientific questions.
•      Identify and use equipment effectively to accurately gather, measure and record data.
•      Be able to display and convey data in a variety of ways, including graphs.
•      Analyse data in order to identify, classify, group, and find patterns.
•      Use evidence to formulate explanations and conclusions.
•      Demonstrate scientific literacy through presenting concepts and communicating ideas using scientific vocabulary.
•      Understand the importance of resilience and a growth mindset, particularly in reference to scientific enquiry. 
•      Meet the end of key stage expectations outlined in the National curriculum for Science.