Science

Why Teach Science?

Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It also satisfies this curiosity with knowledge based on quantifiable evidence. Scientific method is about developing and evaluating explanations through experimental evidence and modelling, which is a spur to critical and creative thought. Through science, pupils understand how major scientific ideas contribute to technological change – impacting on industry, business and medicine and improving quality of life. Pupils recognise the cultural significance of science and trace its world-wide development. They learn to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world.

Intent

At Theale CE Primary School, the Science curriculum is designed to be ambitious, enjoyable and knowledge rich; sparking pupils’ enthusiasm and curiosity for the world around them. The curriculum is designed to teach the children the skills required to work scientifically, the knowledge of processes of the world around them, including the relevant technical vocabulary and thirst to extend their knowledge and understanding by asking questions. Through experimentation, the curriculum aims to develop an understanding of fair testing, together with the mathematical, ICT and literacy skills to make observations, take measurements and record results accurately while using safe practices. The curriculum seeks to provide experiences of the scientific world to all students in different forms, appreciating the wonder of the world. By studying science, we aim to celebrate the diversity of the world and foster a curiosity for the world that drives our students to find out about it by asking questions and making careful observations.

Implementation

Throughout the teaching of science, there is a strong emphasis on gaining knowledge. As knowledge is taught, careful explanations are delivered, with teachers modelling new principals and techniques. Students are questioned about their knowledge and encouraged to pose their own questions and lines of enquiry. Where possible, they either investigate or re-enforce their knowledge using practical experimentation. To enable the students to review lessons and the associated knowledge, Recap and Remember sessions are used for each lesson. This is inline with our curriculum policy: “Teachers plan and structure lessons with an understanding of the principles of instruction (Barak Rosenshine 2012) to enable pupils to hold on to their learning.” At Theale, we use specialist teachers to ensure the teachers have a strong scientific knowledge of the subject, delivering lessons with strong knowledge content, as this will have the greatest impact on the pupils’ learning. ‘Working scientifically’ is embedded throughout the curriculum.

Impact

We assess by:

·Talking to the pupils and asking questions

·Discussing the work with the pupil

·Looking at the work and marking against the learning objective

·Observing the pupils carrying out practical tasks

·Pupils self-evaluation of their work

·Implementing low stakes informal testing

We monitor the pupils’ progress in skills by using their books, marked after each session, and the assessment chart. We plan for further development based upon what we have observed.

In Years 1-6 a Science skills sheet is completed at the end of each unit of work. At the end of an academic year, a Science skills sheet is completed for the class and passed onto the next class teacher.

At the end of Foundation stage, the children are assessed against the progress descriptors in their Foundation Stage Profile. At the end of KS1 and 2, the children are assessed using teacher assessments.

Science Policy

Subject Overview

Knowledge Organiser 1 - Autumn - FS2 Knowledge Organiser 2 - Autumn - FS2 Knowledge Organiser 1 - Autumn - Yr1 Knowledge Organiser 2 - Autumn - Yr1

Knowledge Organiser - Autumn - Yr2

Knowledge Organiser 1 - Autumn - Yr3 Knowledge Organiser 2 - Autumn - Yr3 Knowledge Organiser 1 - Autumn - Yr4 Knowledge Organiser 2 - Autumn - Yr4 Knowledge Organiser 1 - Autumn - Yr5 Knowledge Organiser 2 - Autumn - Yr5 Knowledge Organiser 1- Autumn - Yr6

Knowledge Organiser - Spring - FS2 Knowledge Organiser - Spring - Yr1 Knowledge Organiser 1 - Spring - Yr2 Knowledge Organiser 2 - Spring - Yr2

Knowledge Organiser 1 - Spring - Yr3 Knowledge Organiser 2 - Spring - Yr3 Knowledge Organiser 1 - Spring - Yr4 Knowledge Organiser 2 - Spring - Yr4 Knowledge Organiser 1 - Spring - Yr5 Knowledge Organiser 2 - Spring - Yr5 Knowledge Organiser 1 - Spring - Yr6 Knowledge Organiser 2 - Spring - Yr6 Knowledge Organiser - Summer - FS2

Knowledge Organiser - Summer - Yr1 Knowledge Organiser - Summer - Yr2 Knowledge Organiser - Summer - Yr3 Knowledge Organiser - Summer - Yr4

Knowledge Organiser 1 - Summer - Yr5

Knowledge Organiser 2 - Summer - Yr5

Knowledge Organiser - Summer - Yr6