Science

Intent

Our Science curriculum enables all pupils to flourish and thrive. We aim to enthuse the children’s love and curiosity about natural phenomena and events around them, and to encourage children to explore confidently in order to develop and deepen their understanding of the world in which they live, explaining what is occurring, predicting how things will behave and analysing cause and effect. We view science as a thought-provoking subject which enables pupils to use their knowledge and skills to further understand and explore the world around them. The focus on skills and knowledge, which are progressively taught through the well-sequenced Kent Scheme, enables children to develop confidently as scientists.

Through high quality teaching, we develop the following essential characteristics of scientists:

Question and discuss science-based issues that may affect their own lives, the directions of society and the future of the world, encouraging and supporting the development of science capital - this is further enhanced through discussion in our Votes for School programme which discusses national and global issues;
Understand how major scientific ideas and specific scientists in the past have contributed toward societal change – impacting on industry, medicine, business and improving quality of life - this is further enhanced through reference texts for each unit of work being available in class book corners;
Raise their own questions for exploration and develop transferable skills such as observation, communication and teamwork;
Work scientifically, through investigations involving planning, testing, recording and analysing results enabling children come to appreciate the nature of the learning process and its practical application to everyday experiences - this is enhanced through our 'science toolbox' which promotes these skills in lessons progressively across the school;
Be immersed in subject specific language to enable development and confidence in using scientific vocabulary to articulate concepts clearly;
Develop children’s sense of global and local citizenship through understanding the value and importance of making responsible, informed and more sustainable lifestyle choices that minimise our impact on the environment;
To recognise that learning about science enables links to be made with other subjects across the curriculum;
A genuine interest in the subject and a real sense of fascination about the world around them.

Implementation

Our curriculum aims for our children to have high aspirations for themselves and teaches them about diversity in science including important scientists whose discoveries have impacted on the way we live. By implementing an inclusive, progressive, creative and inspiring curriculum with real-life links and hands-on experiences, we ensure children have a meaningful conceptual understanding of the essential aspects of the knowledge, methods, processes and uses of science.

Science is delivered through carefully planned lessons where concepts and skills are taught at the appropriate level. Skills and knowledge progression is clear and knowledge organisers are used to support children in remembering their 'sticky knowledge'. Cohorts are taught in pure year groups.

Reading is the heart of our curriculum. Therefore, scientific literacy, the development and teaching of scientific vocabulary, as well as the teaching of working scientifically are all entwined in our curriculum plan allowing pupils to be taught specific skills alongside other subjects. This provides our pupils with a rich, skill based schedule in which all pupils progress and expand their skill base in order to be Key Stage 3 ready. Maths is also integrated with science and explicit skills are strengthened such as taking data readings, presenting data, recognising patterns and using statistics.

Impact

As a result of our science curriculum our children are resilient, independent and curious scientists who ask questions and find things out for themselves. They have a solid understanding of how science impacts the world around them. As a result they are able to make links from one scientific area of study to another. Importantly, children are enthusiastic and motivated in science and enjoy opportunities to engage with the outdoor learning and educational visits to the school and outside of school.

To support assessment and retention of scientific learning, teachers regularly conduct low stake assessments which are used to plan spaced retrieval exercises to support the long term memory between units and years of learning.

EYFS

Science at Foundation Stage is covered in the ‘Understanding the World’ area of the EYFS Curriculum. It is introduced indirectly through activities that encourage every child to explore, problem solve, observe, predict, think, make decisions and talk about the world around them. The Early Learning Goal is that children: 'know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes'

During their first years at school our children will explore creatures, people, plants and objects in their natural environments. They will observe and manipulate objects and materials to identify differences and similarities. They will also learn to use their senses, feeling dough or listening to sounds in the environment, such as sirens or farm animals. They will make observations of animals and plants and explain why some things occur and talk about changes. Children will be encouraged to ask questions about why things happen and how things work. They might do activities such as increasing the incline of a slope to observe how fast a vehicle travels, or opening a mechanical toy to see how it works. Children will also be asked questions about what they think will happen to help them communicate, plan, investigate, record and evaluate findings.

In the EYFS children use a range of ‘Characteristics of Effective Learning’ in their independent learning. These can be seen as complementing ‘Working Scientifically’ which prepares them for transition to aspects of working scientifically when they enter Year 1.

Playing and exploring – engagement

Finding out and exploring; playing with what they know; being willing to ‘have a go’

Active learning – motivation

Being involved and concentrating; keeping trying; enjoying achieving what they set out to do

Creating and thinking critically – thinking

Having their own ideas; making links; choosing ways to do things

In the continuous provision the environment provides opportunities for children to explore forces such as the water tray, sand pit, outside equipment and construction. The natural world is explored in the local country side and out outdoor classroom/woodland area. They are able to explore many scientific ideas and concepts using their small world toys, instruments, art materials and much more. Their indoor and outdoor classroom provides a wealth of opportunity for scientific development.

Cultural Capital

Our science curriculum aims to support children to accumulate the knowledge, behaviour and skills that they can draw upon to be culturally aware and support them in being successful in society as a student in secondary school and as they enter the world of work. Our curriculum embeds opportunities to enhance children’s learning and experiences and understand how science contributes to their lives and the lives of people across the world. At Leigh Primary School we enhance children’s experiences and learning by utilising different opportunities in out science curriculum, around school and within our wider community.

We provide engaging science lessons involving various experiences to develop their skills and prepare them for the real world. We take advantage of opportunities to visit our local community or wider community to see what is happening in the world around us with adults modelling the correct social, behavioural and language skills.