Science Curriculum

Intent

Central to our science curriculum is the importance of children having a sense of how science is a part of every aspect of their lives.  We will ensure that children understand and make connections between the three areas of Physics, Chemistry and Biology, underpinned by the SDG themes and scientific inquiry. At the heart of our science curriculum is scientific investigation. We want children to learn through varied systematic investigations, leading to them being equipped for life to ask and answer scientific questions about the world around them. It will develop their natural curiosity, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence.

Implementation

The three key disciplines of science; physics, chemistry and biology should be understood by the children to help them make connections with previous years’ work. Science will be taught in planned and arranged subject discipline blocks. This is a strategy to enable the achievement of a greater depth of knowledge. Each unit will involve problem solving opportunities that allow children to find out for themselves. Children will be encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. Teachers should use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up. This will involve checking prior “sticky” knowledge as well as new concepts.

Working scientifically will be embedded into lessons to ensure these skills are progressive year on year. New vocabulary and challenging concepts are introduced through direct teaching within each unit of work. Working scientifically will involve selecting and using scientific equipment, collating and interpreting results, understanding technical vocabulary and developing their own hypothesis and conclusions based on evidence gathered.

The learning of vocabulary should be supported through reading as a “Scientist” within each unit of work. High quality, up-to-date texts should be used to inspire and provide information around each unit.

The structure of a scientific inquiry should be repeated in each unit to provide the children with a full understanding of the process. The process will allow pupils to:

1. Engages in scientifically oriented questions – spark curiosity
2. Use evidence in responding to questions
3. Formulate explanations from evidence
4. Connect explanations to scientific knowledge
5. Communicate and justify explanations

Each unit will have “sticky knowledge “ which will be shared with pupils in their books so that they can use them as a point of reference.  Books will be subject specific and will continue with children each year to support long term memory recall and retention.

Impact

Children at Crook Primary School will take part in engaging, high-quality science education that provides them with the foundations for understanding the world. Combining this learning with the environment, both locally and globally through the SDGs, will ensure that children learn through varied and first hand experiences of the world around them. Through exposure to significant people, innovations and companies, children will have the understanding that science has changed our lives and that it is vital to the world’s future prosperity.

The impact of our science curriculum is measured through the following methods:

• Ongoing formative assessment in which pupils are guided to meaningfully reflect about their own development of particular science concepts and their working scientifically skills.
• Summative assessment of pupils developing knowledge and understanding of key scientific concepts at a moment in time focusing on their developing skill in:
  • Formulating scientific questions
  • Using scientific concepts to support explanations
  • Connecting scientific concepts
  • Providing scientific explanations
• Discussions with pupils about their learning and enjoyment of their lessons (pupil voice).
• Moderation staff meetings where pupil’s science books are scrutinised in order to encourage meaningful and reflective dialogue between teaching staff, ensuring progression of skills, themes and knowledge
• Assessment of pupils’ progression of skills throughout a unit of work which teaching staff use to inform further planning and delivery of science

Children will be summatively assessed at the end of each year and be deemed to be working at either age related expectations or not. Staff will use a range of formative in class assessment strategies to ensure that children can recall key knowledge.

Additional Information