Intent

We aim to inspire in pupils a curiosity and fascination about the natural and man-made world and a respect for the environment that will remain with them for the rest of their lives.  This includes the lessons they complete in the classroom and outdoor learning but also the other experiences they are offered, such as educational visits, residential and enrichment days. We want to ensure the progressive development of knowledge, skills and vocabulary and for the children to develop a love of science. Through learning about the scientific method, it is intended that pupils develop an understanding of the nature, process, and methods of science. 

To become experts in the field of science, pupils need to build both substantive and disciplinary knowledge.

Substantive knowledge refers to knowledge of science- its concepts, models, laws and theories. Disciplinary knowledge is knowledge of the practices of science- also known as the scientific method. It enables scientists to collect understand and evaluate scientific evidence.

They also learn about its uses and significance to society and their own lives. This highlights the significant historical contribution science has made to our lives- for example, through our understanding of how to maintain a healthy body. Pupils will also learn about the continuing importance of science in solving contemporary global challenges such as climate change and food availability.

Curriculum aims

• Equip children to use themselves as starting points for learning about science, and to build on their enthusiasm and natural sense of wonder about the world
• Develop through practical work the skills of observation, prediction, investigation, interpretation, communication, questioning and hypothesising, and increased use of precise measurement skills and ICT
• Encourage and enable pupils to offer their own suggestions, and to be creative in their approach to science, devising their own investigations and taking lines of enquiry in a way that interests them
• Gain enjoyment from their scientific work
• Teach scientific enquiry through contexts taken from the National Curriculum for science
• Stress the need for personal and group safety by the correct usage and storage of resources
• To critically question the world around them
• Equip children with the language to be able to discuss their learning and confidently explain their scientific understanding in small groups

Implementation

• Programmes of Study are blocked to allow children to focus on developing their knowledge and skills.
• Every year group will build upon the learning from prior year groups therefore developing depth of understanding and progression of skills.
• Teachers promote enjoyment and interest of the scientific disciplines; Biology, Chemistry and Physics as well as key scientists within each field.
• Children explore, question, predict, plan, carry out investigations and observations as well as conclude their findings.
• Children present their findings and learning using science specific language, observations and diagrams.
• In order to support children in their ability to ‘know more and remember more’ there are regular opportunities to review the learning taken place in previous topics as well as previous lessons.
• At the start of each Unit of Work children will review previous learning and will have the opportunity to share what they already know.
• Effective CPD and standardisation opportunities are available to staff to ensure high levels of confidence and knowledge are maintained.
• To support teaching, teachers access a range of resources and planning from Herts for Learning.
• Effective use of educational visits and visitors are planned, to enrich and enhance learning experiences.
• Teachers use highly effective assessment for learning in each lesson to ensure misconceptions are highlighted and addressed.
• Pupils are regularly given the opportunity for self or peer assessment, which will then be used to inform planning, preparation, differentiation and address misconceptions within that lesson, or for the next lesson.
• Effective modelling by teachers ensures that children are able to achieve their learning intention, with misconceptions addressed within it.
• Differentiation ensures that all pupils can access the Science curriculum.
• Children are given clear success criteriain order to achieve the learning intention with differing elements of independence.
• Assessment is informed by end of unit assessment, multiple choice quizzes, observations during lessons, verbal feedback, pupil voice and work scrutiny.
• Summative judgements (Working Towards/Working At) are recorded in end of year reports for all KS1 and KS2 pupils (EYFS profile assessment – ELG Understanding the World).  
• Cross-curricular links are planned for, with other subjects such as Maths, English and Computing.

Impact

Our Science Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods: 

• A reflection on standards achieved against the planned outcomes
• A celebration of learning which demonstrates progression across the school
• Tracking of knowledge in pre and post learning quizzes
• Pupil discussions about their learning- questioning, conferencing. High quality conversations
• Use of knowledge organisers.
• At the end of units, pupils are assessed using teacher assessment in primary science (TAPS). TAPS is a focused assessment approach that embeds assessment within classroom primary science activities.
• Complete pieces of extended writing against our unit expectations.

• Science Long Term Subject Plan (230.63KB)
• Science Curriculum Progression Y1-Y6 (655.62KB)