Summary of Intent

In Science, we want our children to experience a broad curriculum, developing scientific knowledge and understanding through research and other types of scientific enquiry.  We want their learning to be practical and memorable and for them to talk about their learning and use scientific vocabulary to develop their ideas. 

We want the children to suggest their own questions and have good ideas about how to find answers to these.  Through their study, we want our children to appreciate the work of scientists and of how these scientists use their skills to solve problems and improve the lives of people around the world.  In this way, they will develop a lifelong love of learning and understand the broad range of opportunities available to them, contributing to their communities and the wider society.

What Science looks like at Casterton Primary Academy

Science topics are taught through an enquiry-based approach with a ‘Big Question’ used to start and finish each topic.  Subsequent lessons have their own question which is explored and answered, contributing to the understanding of the overall learning in the topic. Scientific skills are taught through the objectives in the programme of study for each unit. 

In KS1, children are encouraged to be curious and ask questions. With help, they develop their understanding of scientific ideas by using scientific enquiry to answer their own questions. They begin to use simple scientific language to talk about what they have found out and share their ideas. Most of their learning about science takes place through first-hand practical experiences.

In lower key stage 2 pupils broaden their scientific view of the world through exploring, talking about, testing and developing ideas. They ask their own questions and make decisions about which types of scientific enquiry are likely to be the best ways of answering them. They draw simple conclusions and use some scientific language to talk about and write about what they have found out.

In upper key stage 2 children develop a deeper understanding of scientific ideas by exploring and talking and asking their own questions. They encounter abstract ideas and begin to recognise how these ideas help them to understand the world. Children also begin to recognise that scientific ideas change and develop over time. They make their own choices about how to answer science questions and draw conclusions, using evidence to justify their ideas, and their scientific knowledge to explain their findings.

How Science develops in EYFS and transitions into KS1

As part of Understanding the World, children in the EYFS develop their knowledge of the world around them, focusing on observation, first-hand experience and vocabulary development.

They know some similarities and differences between the natural world around them and contrasting environments and understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Children move into KS1 with a firm foundation of vocabulary and knowledge on which to build as they undertake further study and develop their scientific skills.

Planning Expectations

The Long Term Plans?

These show the topics we have to cover, grouped into a 2-year cycle; Year A and Year B.?

The long term plan also identifies a ‘big question’ for each topic that the children will work towards answering during the unit of work.? Science is taught each week in a discrete science lesson.

The Medium Term Plans?

For each unit taught, the Medium Term plan will identify prior learning, vocabulary to be taught, key learning, scientific skills, links to the ‘World of Work’ and opportunities for enrichment. Teaching and Learning will closely reflect these plans.?

Each lesson planned will identify a ‘Bright Ideas’ discussion session using a focus such as ‘Odd One Out’ or ‘Positive, Minus, Interesting’.  This part of the lesson provides opportunities to discuss and develop ideas and rehearse the use of scientific vocabulary.

Non-negotiables

• A ‘Big Question’ provides a focus for each unit of work.??
• A knowledge organiser is used for each topic to show the story of the topic and to facilitate recall.
• Each week a smaller question will help to focus that lesson’s work.
• High standards of presentation.
• Work is recorded in science books. Practical work can be noted in a sentence with the learning objective and photographs.
• Each lesson should have a learning objectives linked to the scientific knowledge for the topic and a ‘working scientifically’ learning objective.
• Work needs to be marked against scientific objectives.??

Adapting the Science curriculum for children with SEND

Children with SEND access the same areas of the science curriculum as their peers.?

• In some activities, pupils with SEND will be able to take part in the same way as their peers.?
• In others, some modifications or adjustments will need to be made to include everyone.??
• For some activities, teachers may need to provide a parallel activity for pupils with SEND so that they can work towards the same lesson objectives as their peers but in a different way.?

For example, for children with specific difficulties with reading, writing and mathematical skills, resources are adapted to overcome possible barriers to learning.? Peer working or support staff may be used to assist pupils with different ways of recording and presenting their ideas and understanding such as scribing, annotating photographs or making short video or audio clips.?

Specific vocabulary may need to be taught prior to the lesson.?

For example, a child with visual impairment may use texts that have been enlarged or produced in braille and diagrams that have been embossed. Where possible, real things will be used rather than pictures.?

• Some pupils with SEND will have to work on different activities or towards different objectives from their peers.?

Children Who Require Different Objectives?

Before teaching a new unit, teachers will always check that the children have the prior learning needed to undertake new learning.?

For pupils who are working significantly below year group expectations, teachers will identify the prior learning using the progression of knowledge in geography and the progression of working scientifically skills.? Class teachers select appropriate objectives and ways of working for individuals and design learning tasks to match these.? Objectives selected will build on the prior learning of the child and will provide challenge to move the children’s learning forward.?

Assessment

Teachers will be using formative assessment, using the learning objectives from that lesson, to monitor student learning and provide ongoing feedback that can be used to inform the next steps of learning.

Summative assessments are made at the end of each topic, using the assessment criteria for that topic. The assessments are recorded on the Target Tracker.

This information is used when planning the next topic.

Curriculum Enrichment

We want our children to be able to encounter a rich variety of experiences to widen their horizons and make learning memorable. Practical science work goes some way towards providing this but we also ensure we arrange visits and use a wide range of objects, visitors, books and visual resources.