Intent

Our science curriculum helps pupils develop scientific ideas and an understanding about the biological and physical aspects of the world and the processes through which they develop.

Science contributes significantly to our pupils' enjoyment and understanding of the world and their place within it. It is made accessible to all pupils through a focus on practical work, first hand experience and special events designed to inspire and engage learners.

Teaching key skills like observations, predictions and evaluation of first hand observations are of equal importance to knowledge and understanding. Science is taught either as a stand alone subject or incorporated into our curriculum where applicable. This ensures a holistic approach in the acquisition of scientific skills and knowledge.

Systematic enquiry, analysis of problems, formation of ideas, testing and modification are encouraged through whole class, group or individual investigations and project work, designed to arouse pupils' natural curiosity.

Implementation

At Peakirk cum Glinton Primary School we follow the National Curriculum for Science and use a scheme to support teaching and learning called ‘Developing Experts’.  These units of work are used from Pre-school to Year 6.

Developing Experts is delivered through a sequenced curriculum designed to enable the learner to experience a coherent curriculum delivered through a logical progression. Attention has been paid to the order in which knowledge has been delivered, built on and revisited. The sequence of science units provide a vehicle for teachers to unify what may otherwise seem like disconnected fragments of knowledge. The embedded unit quizzes have been designed to optimise learning outcomes for pupils to enable concepts to have a greater chance of becoming part of the learner’s long-term memory.

We use key questions in each of our lessons, which has been adapted from the NC breakdown of objectives.  Science should be taught for 45 mins per week in KS1 and for 1 hour in KS2. Knowledge organisers are referred to in each lesson and includes the knowledge that the children will need to access the unit of work that they will be learning about.

Each lesson has a specific outline that includes set expectations that must be included:-

• Prior learning recap from previous lesson
• Week 1 lesson begins with a start of unit test and completed again at the end of the unit
• Front page in book, that includes all of the key questions in order that will be used in the unit of work and shared in every lesson.
• Reference to the knowledge organiser in each lesson and placed in the back of the book
• Key question for every lesson
• Key vocabulary taken from Developing Experts each lesson
• Use of video clips and presentations from Developing Experts each lesson
• Activity taken from Developing Experts
• Next time reference, to end the lesson to prepare children with what they will be doing next

   

Impact and Assessment   

A low stakes quiz will be used before and after each unit with a selection of up to 10 questions based on the unit.  Knowledge organisers are also produced for each unit, printed and placed in the back of the science book and sent home to parent.

The intended impact of the Science curriculum is that the majority of children in each year group are at expected or greater depth. In addition, it is the intended impact that the children;

• be equipped with the scientific skills required to understand the uses and implications of science, today and for the future.
• to ask questions and opinions about their surroundings, both at school and in the community
• Look at how science can be used to look at what is occurring, predict how things will behave and analyse causes
• Be exposed to high quality teaching and learning experiences, which allows them to explore their outdoor environment and locality, which in turn develops their scientific enquiry and investigative skills
• Have a range of practical experiences that are cross-curricular and allow scientific vocabulary to thrive
• Look at the relationship between the natural world and to allow pupils to think for themselves and reach their own explanations and conclusions
• Be provided with first-hand experiences
• Have high aspirations which will see them through to further study, work and a successful adult life