Science

Subject Leader: Jade Smith

Intent

At Little Bowden Primary School, science plays a central role within the curriculum which aims to stimulate a pupil’s curiosity in finding out why things happen in the way they do. It teaches methods of enquiry and investigation to stimulate creative thought, including a STEM approach to allow pupils to make cross curricular links in their learning. Pupils are encouraged to ask scientific questions and begin to appreciate the way science will affect their future on a personal, national and global level.

The Little Bowden Primary School science curriculum aims to ensure that all pupils:

·         Ask and answer scientific questions;

·         Plan and carry out scientific investigations, using equipment;

·         Know and understand the life processes of living things;

·         know and understand the physical processes of materials, electricity, light, sound and natural forces;

·         Know about the nature of the solar system, including the earth;

·         Evaluate, evidence and present their conclusions clearly and accurately;

·         Think scientifically through our enquiry skills-based approach;

·         Use and understand a range of scientific vocabulary appropriate for their phase;

·         Embrace our core values and route to resilience.

Implementation

We use a variety of teaching and learning styles in science lessons and where possible link teaching and learning through our Collins Connect scheme. The scheme allows for progression from year group to year group, building on prior learning. This ensures complete coverage of the National Curriculum; it also helps to verify that required key skills are being taught and pupils are increasingly challenged as they move up through the school.

Our principal aim is to develop a pupil’s enquiry skills, knowledge and understanding. Sometimes we do this through whole-class teaching, while at other times we engage the pupils in an enquiry-based research activity. We encourage the pupils to ask scientific questions and encourage them to explore and discover answers independently or in small groups. They have the opportunity to use a variety of data, such as statistics, graphs, pictures and photographs. They take part in role-play and discussions to be able to explain and justify their findings. They engage in a wide variety of problem-solving activities making cross curricular links through STEM initiatives. Wherever possible, we involve the pupils in ‘real’ scientific activities; for example, researching a local environmental problem or carrying out a practical experiment and analysing the results. We also use our local environment where possible through fieldwork in the local community/environment.

Recording methods vary depending on activity but could include within books, photographs or videos. We encourage pupils to enjoy science to develop a love of the subject and become inquisitive about the world around them.

We recognise that there are pupils of widely different scientific abilities in all classes and we ensure that we provide suitable learning opportunities for all pupils, including those with SEND and Disadvantaged, by matching the challenge of the task, to the ability of the child. The Collins Connect scheme supports this by providing three adapted activities.

We also achieve this in a variety of ways by:

•      Setting common tasks which are open-ended and can have a variety of responses;

•      Setting tasks of increasing difficulty (we do not expect all pupils to complete all tasks);

•      Grouping pupils by ability in the classroom (when appropriate) and setting different tasks for each ability group;

•      Providing resources of different complexity, matched to the ability of the pupil;

•      Using teaching assistants to support the work of individual pupil or groups of pupils.

Early Years Foundation Stage

We teach science in EYFS classes as an integral part of the topic work covered during the year. Through the Collins Connect scheme we relate the scientific aspects of pupils work to the objectives set out in the Early Learning Goals (ELGs), which underpin the curriculum planning for pupils aged three to five. Science makes a significant contribution to the objectives in the ELGs of developing a pupil’s knowledge and understanding of the world. Recording investigation through photographic evidence and learning journey books.

Impact

We assess pupils’ work in science though on-going formative assessment as we observe them during lessons and following completed work in their books. At the end of a unit of work, teachers make a summary judgement about the work of each pupil in relation to the attainment of key skills for the topic. We use the Collins Connect assessment tool to input the data, which supports teachers in identifying areas to further develop in subsequent units. A summative assessment of each pupil’s scientific knowledge and skills is made termly.

Leaders monitor the quality and impact of the Science Curriculum through analysis of teacher assessments, regular pupil voice and the extent to which pupils know more and remember more.

By the time pupils leave Little Bowden Primary, they will become competent, knowledge-rich scientists with a desire to further develop their skills.