Science
Intent
We believe that learning Science is instrumental to sparking and nurturing the natural curiosity and excitement in children in order to enable them to engage with the world around them. Our Science curriculum engages the children and enables the children to enhance their substantive knowledge in order to know more, remember more and understand more to prepare them for the opportunities, responsibilities and experiences for later life. Our lessons are enquiry-based and vocabulary-focused with each lesson beginning with an Explorify or practical activity which enables the pupils to demonstrate consolidated understanding, make links between different areas of science and clear up any misconceptions. Practical work is a key and enjoyable part of the majority of lessons, with a specific focus on disciplinary knowledge (Working Scientifically skills) which we build on progressively throughout the school. Each lesson focusses on one or two areas of disciplinary knowledge, ensuring that the learning of these is highly focused. The teaching of these key transferable skills is further enhanced by practising and teaching specific common skills within Mathematics and English lessons before applying them within science. We enjoy creating an engaging curriculum, covering biology, chemistry and physics substantive knowledge, which the children talk about enthusiastically and is relatable to their modern world. Children planning, carrying out 5 opportunity to explain their understanding of the key scientific facts, vocabulary and skills taught within the lesson. Teachers provide appropriate support and challenge to enable the pupils to complete the ‘R2P’s in ways which best demonstrate their understanding. Factual knowledge is assessed using Kahoot quizzes at the start and end of a science topic, enabling the teacher to target key areas of learning and assess the progress made.
Implementation
|
|
Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
|
Nursery |
Plants and Seasonal Changes |
Body parts and Senses. Healthy and Unhealthy Seasonal Changes |
Life Cycles and Plants Human impact on Habitats Seasonal Changes |
|||
|
Reception |
Body parts and Senses.
Seasonal Changes |
Processes and Changes of State. (cooking) Seasonal Changes |
Working Scientifically Skills Seasonal Changes |
Plants Seasonal Changes |
Space Working Scientifically Skills. Seasonal Changes |
Human impact on Habitats Seasonal Changes |
|
Year 1 |
Body parts and Senses
|
Seasonal Changes |
Materials
|
Grouping and Identifying Animals |
Seasonal Changes |
Plants and life cycles |
|
Year 2 |
Plants
|
Healthy Eating |
Grouping Materials and Properties. |
Humans and Life Cycles |
Working Scientifically |
Habitats |
|
Year 3 |
Rocks
|
Nutrition and Skeletons |
Light |
|
Plants
|
Forces and Magnets |
|
Year 4 |
Teeth |
Sound |
Electricity |
States of Matter |
Animals |
Digestion |
|
Year 5 |
Human life cycle
|
Earth and Space |
Plant life cycle
|
Properties of materials |
Forces and Magnets
|
Life cycle of animals |
|
Year 6 |
Circulatory system |
Light |
Evolution |
Classification |
Electricity |
Nutrition |
Impact
Teachers measure the impact of the curriculum through formative and summative assessment. From this assessment teachers will adapt and change their planning according to the needs of all of the children. Subject leaders will also measure the impact of the curriculum through learning walks, pupil voice and teacher surveys. Individual pupil data, in accordance with objectives within the National Curriculum, is collected and analysed three times a year. This data is recorded on the school’s electronic data base (INSIGHT) to monitor attainment and progress.