Intent (What we want to do)

“A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics.”

National Curriculum 2014

At Wath C of E is our endeavour to deliver a high-quality science education that provides children with the foundations they need to recognise the importance of science in every aspect of daily life. Beginning at the EYFS stage, we want our children to appreciate how science has changed the lives of human beings, is present in the world around them now, and to know that it is vital to the world’s future prosperity and to their role as global citizens. Therefore, all pupils will be taught essential aspects of the knowledge, methods, processes and uses of science through carefully planned units of work adapted to suit the needs of all learners within the class. We ensure that the Working Scientifically skills are integral to teacher planning and in the lesson delivery, and that these are developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments and investigation, building arguments and explaining concepts confidently, being familiar with scientific terminology and, most importantly, to continue to ask questions and be curious about their surroundings.

 

Our science curriculum has the following intentions:

• For science lessons to nurture curiosity and wonder about the world surrounding them, and to give children the tools to begin exploring, questioning and answering these curiosities.

• For science lessons to provide all children with an age and stage appropriate understanding of how science can be used to explain what is occurring, predict how things will behave, and analyse causes. 

• To provide opportunities for the critical evaluation of evidence and rational explanation of scientific phenomena

• Where appropriate, to give children opportunities to apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data.

• For children to be immersed in a rich and varied diet of vocabulary, using key vocabulary which supports the acquisition of scientific knowledge and understanding.

• To use a range of retrieval strategies to build security in remembering substantive knowledge from previously taught curriculum areas.

• To provide children with practical experiences which develop real-life skills which are transferrable to their future journeys.

• To ensure all children have access to the science curriculum through quality-first, inclusive teaching and to minimise/ remove where possible any barriers to pupils participating in science learning.

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Summary

• From the earliest stages in the education journey, we want to nurture a child’s natural curiosity and develop a sense of awe about the world around us.

• We want to plan and deliver lessons which provide children with a clear insight into how and why things occur in the world around them.

• We want all children to gain transferrable scientific skills, appropriate to their age and stage, which will allow them to explain how and why phenomena occur.

• We want children to use a rich scientific vocabulary to demonstrate their understanding.

• We want children to commit their learning securely to memory and be able to retrieve this learning confidently.

 

 

Implementation (How we will do it)

At Wath C of E, all children will be provided with a broad and balanced science curriculum which supports all learners and reflects the equality and diversity policies and practice in school. Across school, there is a clear progression in each unit of learning which allows children to build upon and make links to their learning in previous year groups. As well as this, the progression of skills for working scientifically are developed through the year groups and scientific enquiry skills are of key importance within lessons. Regular retrieval of key knowledge enables children to strengthen memory over time, thus leading to deeper understanding. It is essential that children remember the knowledge that they have been taught so that learning ‘sticks’ for them to understand new knowledge, make learning links and apply this is different contexts. Every teacher creates a positive attitude towards science learning within their classrooms and reinforces an expectation that all children are capable of achieving high standards in science.

 

Our whole school approach to the teaching and learning of science involves the following:

 

• From EYFS to Year 6, learning in Science will be taken from the EFYS statutory framework or National Curriculum 2014 as appropriate, and will be taught in topic blocks which vary in length, planned and arranged by the class teacher. Lessons within the blocks will be adapted to suit the needs of each learner in order to allow success for all.

• Units of work will teach substantive knowledge, retrieval and key scientific vocabulary outlined in whole-school planning documents.

• Lessons will be carefully planned to allow children a range of experiences of the following types of scientific enquiries: Identifying, Grouping and Classifying, Pattern Seeking, Comparative and Fair Testing, Research and Observation Over Time. Ensuring lessons are carefully planned

• All aspects of ‘Working Scientifically’ from the National Curriculum are interwoven throughout our curriculum, again, to ensure that children understand what it means to be a successful scientist.

 

Summary

• Our science curriculum will be planned by teachers in accordance to the EYFS statutory framework/ National Curriculum 2014, using whole-school documentation to support progression of substantive knowledge, retrieval and vocabulary expectations.

• Lesson planning is based on delivering science learning

• Carefully planned lessons will give all learners experience of the skills needed to work scientifically and knowledge and vocabulary required to be a successful scientist.

• The planning of lessons in science takes makes reasonable adjustments and adaptations to ensure all children can access learning, and references the Quality First teaching required to allow all learners to become successful scientists.

 

Impact (What impact will it have?)

The successful approach to the teaching of science at Wath C of E will result in a fun, engaging, high quality science education, that provides children with the foundations for understanding the world that they can take with them once they complete their primary education. Formative assessment is used as the main tool for assessing the impact of Science at Wath C of E: live marking and end-of-lesson marking done by teachers against success criteria provides ongoing assessment throughout each unit as it allows for misconceptions and gaps to be addressed more immediately rather than building on insecure scientific foundations. End of unit cold questions allow children to demonstrate the range of knowledge gained over an extended period of time and feeds into the summative assessment processes throughout school.  

  

At Wath C of E, we know our science curriculum is successful if the following are happening:

• Children are engaged in their science work and we inspire interest in further study and work in this field. As well as classroom teaching, whole-school science events seek to further engage children and provide dynamic experiences,

• Children demonstrate ‘sticky learning’ and are able to retain knowledge that is pertinent to Science with a real-life context,

• Children are able to question ideas and reflect on knowledge,

• Children are able to articulate their understanding of scientific concepts and be able to reason scientifically using rich language linked to science,

• Children are able to work collaboratively and practically, and can demonstrate their skill and understanding in the 5 key disciplinary areas of science: Identifying, Grouping and Classifying, Pattern Seeking, Comparative and Fair Testing, Research and Observation Over Time.

• External assessment by the subject leader such as pupil and staff voice, book looks and learning walks ensure that the profile of science remains high across school for all stake-holders.

Summary

• Science has a high profile across school and children are engaged in their science learning, they enjoy a range of scientific experiences both within and beyond the classroom.

• Formative assessment provides a key assessment tool and seeks to addresses misconceptions in substantive knowledge and vocabulary use in a timely manner. Formative assessment provides the information needed for summative assessment as it will be based on the teacher’s in-depth understanding of the learning journey of each pupil.

• The science subject leader engages with staff and pupils to ensure that the science curriculum is adaptive, and based on the needs of the school.