SCIENCE

A Girl Looking at a Pendulum Model

Vision

At Bardsey we believe it is important to provide children with the scientific knowledge they need as they move on to Key Stage 3. Units of work are taught to each year group as outlined in the national curriculum for Science, which gives children a broad understanding of many aspects of Biology, Physics and Chemistry. Children carry out scientific investigations right the way through school and learn how to work scientifically right from the beginning of Key Stage 1 through to Year 6. Science is used to develop writing skills as much as possible and we use the same structure of writing-up our experiments all the way through school using the question, prediction, method, results, conclusion and evaluation format.

 

National Curriculum

The National Curriculum for Science in Key Stages 1 and 2 can be found using the links below. This highlights the programme of study both statutory and non-statutory objectives for each Key Stage.

https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study

 

EYFS Curriculum

Please use the link below to learn more about the content of the Early Years Curriculum.

https://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf

The following sections of the document link to objectives related to Science:

  • Physical Development: Health and Self-Care

  • Understanding the World: The World

  • Expressive Arts and Design: Exploring and Using Media and Materials

Intent

Our Science curriculum intends to:

  • Develop a lifelong interest and curiosity in Science

  • Provide children with solid scientific knowledge that they need in order to excel as they move onto Key Stage 3.  

  • Give opportunities for children to learn through varied investigations, leading them to be able to ask and answer scientific questions about the world around them.

  • Progressively build on skills in working scientifically, as well as developing their scientific subject knowledge as they move through school.

  • Give children solid foundations in planning and carrying out fair and comparative tests before allowing children greater independence in carrying out scientific investigations.

 

Implementation

Progression

Through collaborative planning our science curriculum builds on prior knowledge alongside introducing new skills and challenges each year. Scientific knowledge and enquiry are developed with increasing depth and challenge as children move through the year groups.  As a result of this curriculum planning, all children continually expand on their skills in working scientifically, as well as their understanding of the key scientific strands of physics, chemistry and biology.

 

Teaching

All science lessons are carefully planned with a clear focus and learning objective. Children complete investigations and hands-on activities while gaining the scientific knowledge for each unit. Key questions are planned into teaching to allow teachers to assess children's levels of understanding at various points in the lesson. They also enable opportunities to recap concepts where necessary. The sequence of lessons helps to embed scientific knowledge and skills, with each lesson building on previous learning. There is also the opportunity to regularly review and evaluate children's understanding. Activities are effectively differentiated so that all children have an appropriate level of support and challenge. Starting in Key Stage 1, children are encouraged to use the scientific vocabulary and structure of Question, Prediction, Method, Results, Conclusion and Evaluation when carrying out investigations and working scientifically. This consistent approach ensures that children are well-equipped with the skills they need when moving forward into high school.

 

Key Knowledge

The acquisition of key scientific knowledge is an integral part of our science lessons. Linked knowledge organisers enable children to learn and retain the important, useful and powerful vocabulary and knowledge contained within each unit. Our Science curriculum is based on the idea that long-term learning is built upon repetition of prior knowledge and we allow opportunities for children to come back to and re-visit previous learning to embed this knowledge in the long-term memory. Key scientific knowledge and concepts are frequently re-visited through short recall quizzes which assess and revise children’s knowledge of prior science learning from different units completed in previous terms and years.

 

Key Vocabulary

The promotion of a language rich science curriculum is essential to the successful acquisition of knowledge and understanding in science. Key vocabulary and concepts should be presented in knowledge organisers and will be prominent in Science displays. Children are encouraged to use this vocabulary during discussions in lessons and when writing up scientific investigations.

 

Independent learning

In Science, children are encouraged to ask questions, make predictions and to plan and carry out scientific investigations in order to gain understanding of key concepts. Children will gain more and more independence in planning and carrying out scientific investigations as they move through school.

 

High Quality Resources

Children will access resources to acquire learning through relevant scientific equipment, textbooks and digital technology. Children will use a range of secondary resources to develop their knowledge and understanding that is integral to their learning.

 

Fieldwork and Outdoor Learning

Across both key stages, children have a range of opportunities to experience science through practical engaging tasks beyond the classroom.

Our school grounds are utilized as much as possible for lessons, enabling children to develop practical scientific fieldwork and exploration of the world around them.

 

Curriculum Enhancements

Where applicable, links to science will be made to develop the children’s learning.

 

CPD

Continuous training to ensure teacher skill and knowledge is developed to teach the subject with confidence and accuracy.

 

 

Impact

The impact and measure of our Science curriculum is that pupils:

  • Move on to Key Stage 3 having met or exceeded the expected outcomes for Science as outlined in the National Curriculum.

  • Are able to demonstrate their ability to know more, remember more and explain more.

  • Feel confident in their scientific knowledge and enquiry skills.

  • Are excited about Science and show that they are actively curious to learn more in this subject area.

  • See the relevance of what they learn in Science lessons to real-life situations and contexts.

  • Recognise the importance of Science in the wider world.

 

In addition, the learning environment across the school will be more consistent with subject-specific, technical vocabulary displayed, spoken and used by all learners. Whole-school and parental engagement will be improved through the use of Science home learning tasks and shared use of knowledge organizers.

 

Leadership, Assessment and Feedback

The use of key questions ensures opportunities are built into the lesson for ongoing assessment. At the end of each Science unit of work from Years 1 to 6, children complete a short assessment which assesses their knowledge and retainment of what they have learned. Attainment and progress can then be measured across the school using our assessment spreadsheets.

To access the full document including the progression map please click here

Knowledge Organisers