Science

Intent

The 2014 national curriculum for science aims to ensure that all pupils:

·         develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics

·         develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them

·         are equipped with the scientific skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this.

At St Philip’s Catholic Primary School, we collectively recognise that science is learning about the world that

surrounds us through investigating, exploring, and learning about new things.

We believe that a broad and balanced science education is the entitlement of all children, regardless of ethnic origin, gender, class, aptitude or disability.

Our aims in teaching science include the following.

 Preparing our children for a life in an increasingly developing world of science and technology.

 We regard ourselves as ‘Passionate Protectors of the Environment’.

 Helping our children acquire a growing understanding of their own and others’ scientific ideas,

whilst developing and extending their own ideas and curiosity.

 Helping develop and extend our children’s scientific concepts of the world.

Implementation

Our aims in teaching science include the following.

· Preparing our children for a life in an increasingly developing world of science and technology.

· Developing our children to be ‘Passionate Protectors of the Environment’.

· Children embracing their own and others’ scientific ideas

· Children make sense of the world through scientific concepts.

Subject Knowledge

Our curriculum is progressive in subject knowledge, skills and vocabulary. Years 1-6 follow the programme of study set out in the 2014 National Curriculum for science https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425618 /PRIMARY_national_curriculum_-_Science.pdf

Working scientifically

Across Key Stage 1 and 2, we us the ‘5 Principles of Scientific Enquiry Skills’ which are embedded in our science teaching practice.

Each science topic of work will include scientific enquiry elements, including:

· Identifying, classifying and Grouping

· Observing over time

· Pattern Seeking

· Research using secondary resources

· Comparative and fair testing

Children in the EYFS will experience a foundation of science skills drawn from the EYFS Statutory Guidance, Development Matters (Understanding the World) and school guidance. A child-led enquiry-based approach is used in the early years.

Inclusion:

In line with our Teaching and Learning Structure, adaptive practices are used in lessons to support all leaners to succeed. A variety of influential scientists from across the world are referenced where relevant.

Impact

 Throughout the year, teachers will plan on-going creative assessment opportunities in order to gauge whether pupils have achieved the key learning objectives.

 Assessment in science is based upon scientific knowledge and understanding, rather than achievement in English or maths.

 Assessment will be undertaken in various forms, including the following:

- Talking to pupils and asking questions

- Discussing pupils’ work with them

- Marking work against the learning objective

- Specific assignments for individual pupils

- Observing practical tasks and activities

- Pupils’ self-evaluation of their work

- Classroom tests

 Formative assessment, which is carried out informally throughout the year, enables teachers to identify pupils’ understanding of subjects and informs their immediate

lesson planning.

 In terms of summative assessments, the results of end of year assessments will be passed to relevant members of staff, such as the pupil’s future teacher.

 Parents will be provided with a written report about their child’s progress during the summer term every year. These will include information on the pupil’s attitude towards science, progress in understanding scientific methods, ability to investigate,

and the knowledge levels they have achieved.

 Verbal reports will be provided at parent-teacher interviews during the Autumn and Spring terms.

Learning walks are conducted in line with the school’s checking schedule alongside pupil conversation.

Enrichment

·         Take part in annual Science Week.

·         Science enrichment workshops such as that led by Adrian Bowden.

·         Trips to museums such as MOSI.

·         Forest School sessions linked to topics.

·         Dream Club after school for children.