Vision and Principles
Our Science curriculum ensures that the children develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics. The knowledge and concepts taught have been carefully sequenced across the year groups so that the children gain a secure understanding of a topic before progressing and building upon their knowledge the following year.
In Early Years, our children have many opportunities to begin to build this foundational knowledge through the ‘understanding the world’ area of learning and the wide variety of EYFS themes they experience.
In Key Stage 1, The children are encouraged to be curious and experience and observe carefully the world around them. The focus is on the first two disciplines of Science: biology and chemistry.
In Key Stage 2, the children develop their knowledge and understanding of all three disciplines, with the main focus first on broadening their scientific view of the world around them and then on deepening their understanding of a wide range of scientific ideas.
|The study of living organisms.||The study of composition, structure, and properties of substances.||The study of the nature and properties of matter and energy.|
Working Scientifically is embedded within in the content of the disciplines and topics listed above. Children develop an understanding of the nature, processes and methods of science enquiry through learning and practising the key features of scientific enquiry.
We use five main types of scientific enquiry:
- Identifying, classifying and grouping
- Pattern seeking
- Research using secondary sources
- Observing over time
- Fair and comparative Testing
How is Science assessed?
Each child has a ‘Concept Card’ in the front of their Science Book. The concepts covered relate exactly to the National Curriculum Objectives for each year group. When a Concept is not achieved, the teacher will highlight the concept. When concepts not achieved, review tasks and teacher support are put in place to address any misconceptions.
Progression of Skills and Knowledge
Our Progression of Skills and Knowledge documents inform our planning. The National Curriculum objectives are listed in each term and broken down into progressive steps. The objectives are mapped out for progression across the year. In Science lessons, these objectives are broken down into microscopic steps, reflecting our mastery approach. We ensure that all of our children are secure on a step before moving onto another step.
We are currently working towards the Primary Science Quality Mark Gilt Award.
The process of achieving a PSQM will raise the profile and quality of science across the whole school, celebrating the excellent science already taking place and helping to identify and address our next steps for development.
We have worked with an expert hub leader to evaluate the current provision and put in place a development cycle that will lead to sustained progress in science across the school.
The PSQM self-evaluation and development framework consists of four aims, identifying goals for:
- science subject leadership
- science teaching
- science learning
- wider opportunities
To achieve a Primary Science Quality Mark, we will submit evidence of the impact of a range of activities required to meet the criteria for the Gilt award.
As a result of this process, we hope teachers and children continue to enjoy their science lessons and our children continue to make good progress, building and consolidating their knowledge and skills, developing positive attitudes about science and its value to their lives and globally.
We look forward to sharing our successful completion of the award later this academic year.