In Science we learn about the natural world through experiments and observations.
The teaching of Science in Stranton Primary School fits in with our rationale and aims for our whole school curriculum:
They include ensuring that the curriculum:
- Has the needs of the children at the heart of everything we do
- Is based on a strong foundation of oracy
- Meets the needs of our local community
- Is full of exciting, enriching and enjoyable learning experiences
- Provides opportunities for our children, staff and parents to all learn together.
- Positively improves academic outcomes
- Prepares our children to become positive role models in and effective contributors to Society
- Gives our pupils the chance to become the very best versions of themselves.
Or in short, a curriculum which provides only the very best education, opportunities and experiences for all of our pupils.
Vision for Science
At Stranton Primary School, our aim is to provide the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. We do not simply want children to learn scientific facts – we want them to acquire a deep and long lasting knowledge so that they are able to explain and shape what is happening in the world around them. We want our children to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena as well as understand science is vital for our world’s future prosperity.
We believe that science is a body of knowledge built up through experimental testing of ideas and provides a practical way of finding reliable answers to questions we may ask about the world around us. We believe science is about developing children’s ideas and ways of working that enable them to make sense of the world in which they live through investigation and scientific enquiry.
As a school we aim to:
- Equip the children with the scientific knowledge and conceptual understanding required to succeed in an increasingly scientific and technological world.
- Provide opportunities for the children to develop their understanding of the nature, processes and methods of science through different scientific enquiry approaches that help them to answer scientific questions about the world around them.
- Equip pupils with the scientific knowledge required to understand the uses and implications of science, today and for the future.
- Promote the children’s use of scientific terminology; building up an extended specialist vocabulary.
- Help develop and extend our children’s scientific concept of the world and encourage them to take an active role in taking care of our local and global environment.
- Provide our children with an enjoyable experience of science, so that they will develop a deep and lasting interest and may be motivated to study science further.
- Build on our children’s natural curiosity and help them to develop a scientific approach to problems.
- Develop our children’s social skills to work collaboratively with others as well as develop their self-confidence to enable them to work independently.
Curriculum End Points
By the end of Key Stage 1, we want ALL children to:
- Experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them.
- Be curious and ask questions about what they notice.
- Develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information.
- Use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways.
- Learn about science through the use of first-hand practical experiences, combined with the use of some appropriate secondary sources, such as books, photographs and videos.
- Experience ‘working scientifically’ through all of the content below
- Read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
By the end of Lower Key Stage 2, we want ALL children to:
- Broaden their scientific view of the world around them by exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions.
- Ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information.
- Draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.
- Experience ‘working scientifically’ through all of the content below.
- Read and spell scientific vocabulary correctly and with confidence, using their growing word reading and spelling knowledge.
This will ensure all pupils are ready and able to access the Upper Key Stage 2 curriculum and beyond.
By the end of Upper Key Stage 2, we want ALL children to:
- Develop a deeper understanding of a wide range of scientific ideas and do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically.
- Encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates.
- Recognise that scientific ideas change and develop over time.
- Select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information.
- Draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.
- Experience ‘working scientifically’ through all of the content below.
- Read, spell and pronounce scientific vocabulary correctly.
Teaching of Science
Science is taught as part of our ‘core’ curriculum. Each year group has specific units which must be covered throughout the year. Objectives are progressive and sequential; teaching children the scientific knowledge required to live in a rapidly evolving world, whilst developing a strong scientific vocabulary, an enquiring mind and skills to become a scientist.
The school uses a variety of teaching and learning approaches in science lessons. Our principal aim is to develop the children’s knowledge, understanding and investigative skills in science. We use a variety of teaching and learning approaches in our science lessons. We use whole-class teaching methods; combining these with a range of enquiry-based research activities. We believe children learn best when:
- They have access to, and are able to handle models/artefacts
- They go on visits to museums and places of interest
- They have access to secondary sources such as books and photographs
- Visitors talk about personal experiences of application of science in their jobs
- They listen to and interact with stories of key scientific moments and technological advancements
- They use drama and dance to act out key scientific concepts and events
- They are shown, or use independently, resources from the internet and videos
- They are able to use non-fiction books for research
- They are provided with opportunities to work independently or collaboratively, to ask as well as answer scientific questions.
- Cross curricular links are made to others subject areas (e.g. DT/Computing/Maths etc.)
- ICT is used to allow children to practise science skills through carefully chosen software, including, iPads, sound recording equipment, laptops and cameras.
- Scientific enquires are linked to real life contexts to make science more meaningful for the children.
We recognise the fact that we have children of differing ability in all our classes, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies which are differentiated by task, expected outcome and/or support from peers or adults.
Recording of Science
Children’s science work will be recorded in a number of ways at Stranton School:
- Every child has their own science book which they will use to record their work.
- Practical tasks that the children complete will be evidenced through photographs, pupil voice and evaluations. These will be added into the children’s science books.
- In line with our oracy framework, teachers are encouraged to allow the children to present and record their findings in a variety of different ways (e.g. presentation)
Assessment of Science
In order to assess the children’s knowledge in science, children will complete an end of unit assessment. We will use the outcome of the tests, as a best fit, alongside teacher judgements to assess whether the children are working below the expected standard, at the expected standard or above the expected standard in each unit that is covered. At the end of each term, teachers will give an overall judgement of each child, recording attainment on the school’s curriculum tracking sheet. Teachers will also conduct observational assessments of children during lessons and assess verbal responses from children in line with our oracy framework.
Monitoring of Science
Monitoring takes place regularly through sampling children’s work, lesson observations and importantly talking to the children – ensuring they enjoy their science lessons and can recall key knowledge of what they have been taught.
Science Objectives by Year Groups