Our science curriculum is underpinned by the key foundational knowledge and concepts, both substantive and disciplinary, as set out in the National Curriculum.  The curriculum is taught through the Primary Years Programme (PYP), providing the framework for a range of hands-on engaging opportunities based on child-led inquiry which will develop pupils’ science capital. This learning stimulates pupils’ curiosity to further inquire about the world around them, developing a life-long love of science. 

In the Primary Years Programme (PYP), science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world.

Our scientists have the following characteristics:

• We are THINKERS: We extend and expand our knowledge.

• We are RISK-TAKERS: It is inspiring, fun and engaging.

• We are COMMUNICATORS: We work collaboratively.

• We are KNOWLEDGEABLE: We use scientific vocabulary.

• We are INQUISITIVE: We find answers to questions through testing our own experiments.

• We are OPEN-MINDED: It is meaningful and real.

Science is taught within each year group in accordance with the National Curriculum.

• Each year group build upon the learning from prior year groups, developing depth of understanding and progression of skills.

• Teachers promote enjoyment and foster interest in the scientific disciplines; Biology, Chemistry and Physics.

• Children develop working scientifically to 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 inquiry or study, children will review previous learning and will have the opportunity to share what they already know.

• The vehicles which drive learning throughout the term is the central idea and associated lines of inquiry.  Therefore, science is taught through these vehicles where possible.

• Carefully designed, interleaved learning in science ensures consistency and progress of all learners. 

• Effective use of education visits and visitors are planned, to enrich and enhance the pupil’s learning experiences within the Science curriculum.

• Teachers use highly effective assessment for learning in each lesson to ensure misconceptions are highlighted and addressed.

• Effective modelling by teachers ensures that children are able to achieve their learning intention, with misconceptions addressed within it.

• Through using a range of assessment tools, differentiation is facilitated by teachers, to ensure that each pupil can access the Science curriculum.

• 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.

• The subject leader for Science will meet the senior leadership team and representatives from the Trust on a regular basis to evaluate provision in order to ensure that teaching and learning in Science is highly effective. 

• Effective CPD and standardisation opportunities are available to staff to ensure high levels of confidence and knowledge are maintained.

Assessment

Each lesson will include live marking (as per the Conferencing/Marking and Feedback Policy).   High quality teaching responds to the needs of children.   Spiral learning is a key focus of all formative and summative assessment with teachers actively marking work in lessons in order to identify misconceptions early.     An assessment grid (the foundation skills assessment) is used to formally record an overview of progress of each child.

Teachers use highly effective assessment for learning in each lesson to ensure misconceptions are highlighted and addressed.  Through using a range of assessment tools, adaptation is facilitated by teachers, to ensure that each pupil can access the Science curriculum.

Cultural Capital

With our firm belief that knowledge is transferable, our pupils are given every opportunity to participate in a wide range of learning experiences beyond their classroom.

Langley Park Primary Academy has constructed a science curriculum that is designed to give all pupils, particularly the disadvantaged, the knowledge and cultural capital they need to succeed in life.

The impact of this curriculum design will lead to outstanding progress over time, across key stages, relative to a child’s individual starting point and their progression of skills.  Children will be able to remember more and do more. Through various investigations, trips and scientific endeavours with experts our Science curriculum will lead pupils to be enthusiastic science learners and understand that science has changed our lives and that it is vital to the world’s future prosperity. We want to empower our children so they understand they have the capability to change the world. This is evidenced in a range of ways, including pupil voice, their work and their overwhelming enjoyment for science.